Population, Family and Reproductive Health

STUDENT HANDBOOK

2018-2019

Revised 10/25/18

Johns Hopkins Bloomberg School of Public Health

Department of Population, Family and Reproductive Health

615 N. Wolfe Street | Baltimore, MD 21205

Table of Contents 2018-19

2018-2019 PFRH Student Handbook 3

Table of Contents

Part I – GENERAL INFORMATION ............................................................................................ 5

PFRH General Information .................................................................................................................. 6

JHSPH Academic Policies and Procedures ........................................................................................... 8

Regulations for PFRH Students ............................................................................................................ 9

Institutional Review Board Research Project Approval Procedures ................................................. 12

JHSPH Travel Abroad Policy ............................................................................................................... 13

PFRH Teaching Assistant Policy ......................................................................................................... 15

PFRH Policies & Forms ....................................................................................................................... 16

PART II – MASTERS STUDENTS HANDBOOK .......................................................................... 21

MSPH Program Overview .................................................................................................................. 22

MSPH Program Competencies .......................................................................................................... 23

MSPH Course Requirements: Department and Schoolwide ............................................................. 24

MSPH Course Requirements: PFRH Focal Area ................................................................................. 26

MSPH Field Placement Guidelines .................................................................................................... 33

MSPH Essay and Presentation Guidelines ......................................................................................... 38

MHS Program Overview .................................................................................................................... 46

MHS Program Competencies ............................................................................................................ 47

MHS Course Requirements: Department and Schoolwide ............................................................... 48

MHS Course Requirements: PFRH Focal Area ................................................................................... 52

MHS Essay and Presentation Guidelines ........................................................................................... 59

PART III – PHD STUDENTS HANDBOOK ................................................................................. 67

PhD Program Overview ..................................................................................................................... 68

PhD Program Competencies ............................................................................................................. 69

PhD Research Methods Course Requirements ................................................................................. 72

PFRH Focal Area Requirements for PhD ............................................................................................ 76

PFRH Doctoral Seminars .................................................................................................................... 83

Additional Information & Requirements for the PhD Degree .......................................................... 85

PFRH Comprehensive Examination ................................................................................................... 87

Departmental Preliminary Oral Examination .................................................................................... 89

Table of Contents 2018-19

2018-2019 PFRH Student Handbook 4

Schoolwide Preliminary Doctoral Oral Exam .................................................................................... 91

Final Doctoral Oral Exam ................................................................................................................... 94

Dissertation Guidelines ..................................................................................................................... 96

Doctoral Timeline .............................................................................................................................. 99

PhD Forms ....................................................................................................................................... 106

PART IV – PFRH CERTIFICATE PROGRAMS ........................................................................... 115

Part V – APPENDICES.......................................................................................................... 117

Appendix - PFRH Courses by Term, Focal Areas and Certificates ................................................... 119

Appendix - Work Agreement ........................................................................................................... 124

Appendix - Student Field Placement Evaluation Report ................................................................. 125

Appendix - Student Evaluation of Preceptor ................................................................................... 126

Appendix - Preceptor Evaluation of Student ................................................................................... 127

Appendix - Masters Essay Topic Form ............................................................................................. 128

Appendix - Reader Approval Form .................................................................................................. 129

Appendix - Master’s Essay Distinction Award Nomination Form ................................................... 130

Appendix - Essay Template ............................................................................................................. 131

Part I – GENERAL INFORMATION

PFRH General Information 2018-19

2018-2019 PFRH Student Handbook 6

PFRH General Information

A. Education Office

The education office is your first point of contact for most questions regarding academic student-related matters.

Donna Strobino, PhD

Vice Chair of Education

dstrobi1@jhu.edu

Room E4650

Tel: 410-502-5451

Gilbert Morgan

Academic Program Administrator

gmorga13@jhu.edu

Room E4005

Tel: 410-614-6676

Kristen McCormick

Senior Academic Program Coordinator

kmccor14@jhu.edu

Room E4014

Tel: 410-955-1116

B. Information Technology

The Information Technology (IT) office serves as a central computing resource for the School of Public Health. The mission

of the computing center is to provide hardware, software, and service resources to support the instructional and research

needs of the students and faculty.

The Information Technology Team provides leading edge technology and systems support at JHSPH. Their Anytime-

Anywhere strategy means that the School’s information resources are available to the faculty, students and staff of JHSPH

from anywhere in the world, any time they need them.

Access to facilities is provided at three micro computing labs (W3017 and W3025 SPH, B141 Hampton House). These

facilities are available 24 hours a day, seven days a week except when a class is being taught. A schedule is posted outside

of each room.

To place a HELP call, go to https://my.jhsph.edu/Resources/Help/Pages/default.aspx or go to my.jhsph.edu and click on the

“Place Helpcall or Check Status” image.

Information Technology Office

Room: W3014, Wolfe St.

Phone: 410-955-3781 (5-3781)

Hours: Monday-Friday 8:30 am-5:00 pm

Weekends Walk-in and Phone-in 11:00 am - Noon, closed holidays and holiday weekends.

C. Departmental Seminars

PFRH holds a noon seminar series every Wednesday 1st through 4th term. PFRH students are required to attend. The

schedule of seminars will be sent in advance via email to all PFRH students and listed in the JHSPH Weekly Calendar. All

graduating students are required to make a presentation of their thesis results in a formal academic setting, which may

include the departmental noon seminar or a professional meeting.

D. Departmental Special Seminars

The department offers special seminars throughout the year (e.g. the Masters’ presentation seminar). Students may be

required to attend additional seminars throughout the year.

PFRH General Information 2018-19

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F. Departmental Services

Payroll

Teaching and research assistant payroll forms can be found online at my.jhsph.edu under the department in the section

called Human Resources and Payroll. All questions regarding payroll including stipends should be directed to pfrh-

payroll@jhu.edu. Completed paperwork that cannot be sent electronically should be delivered to the front office – E4527.

Students who need to be set up on payroll for stipends payments should email pfrh-payroll@jhu.edu to set up an

appointment.

Facsimile Machine

Students have access to send and receive local faxes from the departmental fax machine listed below.

(410) 955-2303 (Bloomberg School of Public Health building E4527 PFRH Main Office).

Kitchens

The department has three kitchens available for your use. Refrigerators are cleaned out on Fridays at 4:30pm and

everything not marked with a name and date is thrown away. Please be advised that the refrigerators (and microwaves) are

maintained by our department staff and not housekeeping so please clean up your spills. Also staff, faculty and students

share the three refrigerators so please be mindful of space when storing large items.

G. Parking

See Bloomberg School of Public Health: http://www.jhsph.edu/student-life/transportation/.

H. Student Groups

See Bloomberg School of Public Health: http://www.jhsph.edu/offices-and-services/student-

assembly/student_groups.html.

JHSPH Academic Policies and Procedures 2018-19

2018-2019 PFRH Student Handbook 8

JHSPH Academic Policies and Procedures

The School’s Catalog and Student Handbook can be found at: http://www.jhsph.edu/student_affairs/one_stop/.

The school’s internal website (“the portal”) resources page, https://my.jhsph.edu/Resources/, houses commonly-needed

links, including Computer Related Policies, HIPAA Intellectual Property Guidelines, and Office of Communications Policies

and Procedures, as well as information specifically for students.

Students should be familiar with the School’s Policy and Procedure Memos (PPMs) for Academic Programs and Students.

The PPMs are located on the School’s internal website (“the portal”) at

https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/Pages/default.aspx.

Topics addressed in the School’s Academic Programs:

Academic Programs #1 General Policies Academic Programs #2 School of Advanced International Studies (SAIS)/Bloomberg School of Public Health Dual Degree Program Academic Programs #3 Doctor of Philosophy Degree Academic Programs #4 Doctor of Public Health Degree Academic Programs #5 Doctor of Science Degree Academic Programs #6 Continuing Education Courses Academic Programs #7 Master of Public Health Degree Academic Programs #8 Master of Health Science Degree - Academic Academic Programs #9 Master of Health Science Program for Doctoral Degree Candidates Academic Programs #10 Master of Science Degree Academic Programs #11 Master of Science in Public Health Degree Academic Programs #12 Registration and Acquisition of Course Credits Academic Programs #13 Master of Health Administration Academic Programs #14 Master of Science Degree - Interdivisional Program in Clinical Investigation Academic Programs #15 Doctor of Philosophy (Ph.D.) Degree - Interdivisional Program in Clinical Investigation Academic Programs #16 Master of Health Science Degree - Interdivisional Program in Clinical Investigation Academic Programs #17 Certificate Programs Academic Programs #18 Master of Science Program for Doctoral Degree Candidates Academic Programs #19 Bachelor of Arts/Master Degree Programs Academic Programs #20 Master of Public Policy Degree Academic Programs #21 Master of Bioethics Degree Academic Programs #22 OPAL Degree Academic Programs #23 MAPHB Online Degree

Topics addressed in the School’s Students PPMs include:

PPM Students #1 Academic Ethics

PPM Students #2 Special Student Status: Regular Special Student

PPM Students #3 Special Student Status: Limited Special Students

PPM Students #4 Special Student Status: General Preventive Medicine and Occupational Medicine Residents

PPM Students #5 Postdoctoral Fellows - Policy Guidelines and Procedures

PPM Students #6 Student Conduct Code

PPM Students #7 Student Grievance Procedure

Regulations for PFRH Students 2018-19

2018-2019 PFRH Student Handbook 9

Regulations for PFRH Students

A. Registration Policies

Continuous Registration

Both Master and Doctoral candidates are required to be registered full-time (16 units) each term throughout their

program. Students may register online at https://sis.jhu.edu/sswf/. Please note that the Student Accounts office will impose

a $100 fee for late registration. A student who fails to register for a term or longer will be treated by the Registrar’s Office

as withdrawn from the School. A student may return to the School only upon formal reinstatement by the Department of

PFRH, which may include the need to reapply for the degree program.

Leave of Absence

In the event a student needs to take time from her/his studies due to circumstances beyond their control, a leave of

absence may be requested. Leaves of absence are typically limited to one year except for military service. Students

requiring additional terms of leave beyond one year must apply for additional leave. Students who have had federal

financial aid may be subject to additional restrictions and should check with the Financial Aid Office before extending a

leave of absence beyond two terms. No more than two years of leave may be granted. The department requires that

students requesting an official Leave of Absence (LOA) submit documentation explaining the reason for their LOA along

with their LOA form to the department. The completed form must be submitted to the Registrar’s Office. A fee of $50 per

term is imposed. Students are responsible for payment of this fee. Students needing to file for a LOA should do so prior to

the end of add/drop of the term in which they wish to begin the LOA, although sooner is highly recommended. Failure to

officially file for a LOA or failure to pay the LOA fee is considered a withdrawal from the School.

Students who take an approved LOA must notify the Associate Registrar and the department chair during the term prior to

resuming graduate study. PFRH also requires that prior to their return students contact their advisor so that the advisor is

aware of the return and can help them resume their course of study. Students must contact their advisor at least a month

before their expected return to ensure that plans for their course of study are fully discussed with their advisor and all

needed paper work is submitted to the registrar on a timely basis. Upon return from leave of absence status, students must

register for a minimum of two successive terms before completing their degree program.

B. Satisfactory Academic Progress

PFRH has a rigorous standard for satisfactory academic progress. Students must adhere to the following:

Doctoral students must achieve a cumulative GPA of 3.0 and Master students must achieve a cumulative GPA of

2.75 for all formal course work.

All students must complete program requirements within the time limits published in the designated Academic

Program Policy and Procedure Memorandum (PPM).

C. Unsatisfactory Academic Progress/Cause for Dismissal

A failing grade (F) in two or more courses will be cause for dismissal from the PFRH graduate program. The department will

permit a student to remediate one course failure (F). Any student who fails a course will be monitored closely regarding

academic progress.

Other causes for dismissal from the program include, but are not limited to, the following:

Ethics violation

Failure to pass a re-take examination (Comprehensive, Departmental Oral, Schoolwide Preliminary Oral, and Final

Defense Examinations)

Failure to maintain required GPA and to successfully complete all required courses

Regulations for PFRH Students 2018-19

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D. Departmental Pass/Fail Policy

The following policies are applicable to PFRH students:

For students in the Master’s Programs: PFRH requires Master’s students take all required courses, including

required PFRH focal area courses, for a letter grade. Only elective courses may be taken as Pass/Fail option.

For students in the PhD Program: PFRH requires that doctoral students take all required courses, including

required PFRH focal area and methods courses, for a letter grade. Only elective courses may be taken as Pass/Fail

option.

E. JHSPH Courses Taken Prior to Enrollment in Current Degree Program

Students who previously took a course at the School of Public Health who wish to use the course to fulfill a current

requirement must have received a “B” or better and must have taken the course within the last three years of matriculating

into their current degree program. Students who took these courses as an undergraduate may use the courses to fulfill

course requirements, but may not receive credit for the course to meet the minimum credit requirement for their current

degree program.

F. Course Waiver Policy

Students requesting course waivers must present evidence of prior coursework in the same subject, including, but not

limited to, a syllabus and transcript. No waivers will be granted for courses in which the student received less than a B, or

did not receive a letter grade. If a waiver is granted, another course must be taken as a substitute.

Required PFRH Courses

Students wishing to waive 380.604, Life Course Perspectives on Health, must petition the instructors and show that they

have taken a similar course, demonstrate knowledge of the foundations of a multilevel life course perspective on health,

and demonstrate (e.g. through a past course paper) that they understand how to develop a conceptual framework.

Students wishing to waive Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603)

may do so with the consent of the instructor and with the understanding that they are required to take a higher level

course in the same subject area (e.g., Social and Economic Aspects of Human Fertility (380.655) instead of Principles of

Population Change or Fundamentals of Life Tables (380.650) instead of Demographic Methods for Public Health).

Master’s or doctoral students may petition the Master’s or Doctoral Committee, with consent from their academic advisor,

to substitute a course requirement with another course not listed in the requirements. Students should contact the

Education Office with their request; the Education Office will forward the request to the degree program director. Evidence

of having taken a similar course in a previous graduate program or a rationale for substituting a course must be provided

with the petition. The request will then be reviewed by the degree program committee. The Department’s waiver form can

be found under the PFRH Policies & Forms section.

Required Courses in Other Departments

Students wishing to waive Epidemiologic Inference (340.721) or Epidemiologic Methods (340.751) may do so by contacting

the Academic Coordinator in the Department of Epidemiology, FranBurman@jhu.edu, at the beginning of the 1st term.

Students may waive Epidemiologic Inference or Epidemiologic Methods only if they have completed a graduate level course

in epidemiology with a grade of B or higher. Students will then need to take the waiver exam and receive a score of 85% or

better on the exam. Students who do not pass the exam must register for the course. Students who receive a waiver for

Epidemiologic Inference must take a higher level course in epidemiologic methods.

The only Biostatistics course that can be waived is Statistical Methods in Public Health (140.621). Students may petition

the Department of Biostatistics for a waiver if they can document and demonstrate that they have previously acquired the

course competencies. The documentation to grant a waiver requires the title of previous courses(s), name of instructor(s),

Regulations for PFRH Students 2018-19

2018-2019 PFRH Student Handbook 11

textbook(s) used, course syllabi, and grade(s) received. After review of this documentation, one or more written waiver

examinations may be required. Students wishing to request a waiver should contact the Academic Coordinator in the

Department of Biostatistics, margo1@jhu.edu, before the start of the 1st term. Doctoral students are required to take the

remainder of the Statistical Methods in Public Health sequence (140.622-624) or Methods in Biostatistics (140.651-654).

Public Health Perspectives on Research (550.861.81) is required of all PhD/ScD, ScM and MHS students enrolled in

academic/advanced study programs. Students may obtain waivers if they have 1) completed an MPH, professional MHS, or

MSPH degree at a domestic institution within the last ten years, 2) enrolled in an MSPH or iDrPH program, or 3) taken and

passed with a B or better graduate-level courses in the five MPH core areas: biostatistics, epidemiology, social and

behavioral sciences, environmental health sciences, and health systems administration. Requests for waivers should be

addressed to Maryann Smith, maryann.smith@jhu.edu.

Doctoral students may petition the Doctoral Committee, with consent of their academic advisor, to waive a particular

course in the PFRH list of Methods Requirements, but it must be replaced with a similar or higher level course. Students

should contact the Education Office with their request; the Education Office will forward the request to the Doctoral

Committee Chair. Evidence of having taken a similar course in a previous graduate program or a rationale for substituting a

course must be provided with the petition. The request will then be reviewed by the Doctoral committee.

G. Student’s Responsibilities Regarding Deadlines

If a student needs to postpone taking an examination or submitting a paper for a PFRH course, the student must make the

request in writing in advance to the course instructor explaining the reason for the request. The ruling made by the

individual faculty member is final about such requests, and there is no appeal process. Original copies of work should be

turned in for assignments. The use of e-mail for turning in work is at the discretion of the instructor. It is the student’s

responsibility to ensure that the appropriate faculty member actually receives her/is work.

H. Special Studies

Special studies provide students with the opportunity for intensive exploration of substantive and methodological issues in

their area of interest, under the supervision of a faculty member. It is expected that doctoral students will begin more

specialized studies after they have completed most course and degree requirements, and are developing and implementing

a research topic for the thesis. A special-studies form must be completed by students and faculty with whom they are

working for special studies that are not taken for development of a doctoral research proposal or to complete the required

MSPH/MHS essay. The form includes the objectives for the special studies and the activities and deliverables undertaken to

meet the objectives along with a timeline and frequency of meetings.

Institutional Review Board Research Project Approval Procedures

2018-19

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Institutional Review Board Research Project Approval Procedures

The Institutional Review board (IRB) of the Bloomberg School of Public Health requires review of all faculty and student

research involving the use of human subjects.

Before beginning contact with either human or animal subjects for research, students, as all researchers, must obtain the

appropriate approval for their projects from either an institutional review board (e.g., the Institutional Review board, IRB)

or the Institutional Animal Care and Use Committee (IACUC). In both cases, the faculty mentor must be involved in this

process in that the protocol for the research project is submitted under the faculty’s name with the student listed as a

student investigator. NO contact can be made with humans, human tissue, human samples or human records without prior

approval of the protocol by the IRB. NO animals can be purchased for the experimentation without an IACUC protocol

approval.

It is important for students to make sure that they are either listed on their mentor’s approved protocol or have obtained

approval for their research protocol, in collaboration with their mentor before starting their research.

Information about the IRB committee can be obtained at the Office for Research Subjects in Suite W1100 in Bloomberg

School of Public Health building. Students who are conducting original and independent research - under the direction of

JHMI faculty advisers - that involves human subjects must have their proposed project approved by this committee.

When students are using data and other information that was developed by a previously approved JHMI or IRB research

project, a copy of the previous IRB approval must be forwarded to the IRB in addition to a plan of how the data are to be

used in secondary data analysis. If the student will be conducting secondary analysis of data from an existing approved

study (refer to IRB list), the student and advisor will complete the IRB short form for approval of a secondary data analysis

of the approved data set. The IRB still needs to review and approve how the student plans to use the data and report the

findings from the analysis of the data.

When the student is using human subjects and data involving the Johns Hopkins Hospital, it is necessary for the student’s

plan to also be approved by the hospital’s Institutional Review Board (JCCI). Guidance as to the proper procedures to follow

in this case can be obtained from the Office for Research Subjects at (410) 955-3193.

For field placement activities outside of JHU, the student’s advisor will review the proposed set of activities to be conducted

during the field placement experience (usually within the first month of work). If it is difficult to distinguish whether the

activities are “practice” or “research”, the student should consult the IRB website about the activities. If necessary after

review of the website, a memo describing the proposed activities should be submitted to the IRB by the student and

advisor for an expedited review. The IRB review process should be completed within two weeks and a decision made as to

whether the proposed activity is “professional practice” or “research project”.

The IRB will advise the student and advisor of their decision and if the scope of the project requires a full IRB application. In

the circumstance that the IRB determines that an MSPH or MHS student is planning to conduct an activity that meets the

criteria for a research project, the IRB will request completion of a full application for submission to the Institutional Review

board. The letter from the IRB and any subsequent communication will be kept in the student’s departmental record.

Authorization must also be obtained from the agency/department sponsoring a field placement for the use and

dissemination of the data and information in question. If the student plans to publish his/her work and/or the work is

conducted as “research”, a full IRB application must be submitted. Guidelines for preparing an application to the

Committee on Human Research are available in Room W1100 and on the IRB website, http://www.jhsph.edu/offices-and-

services/institutional-review-board/.

JHSPH Travel Abroad Policy 2018-19

2018-2019 PFRH Student Handbook 13

JHSPH Travel Abroad Policy

A. Travel Support*

If a current student does not have access to other funding, the department will provide 50% support for one trip

throughout her/is academic program in PFRH (this policy does not apply to presentations after students graduate, even if

the work was completed during their studies):

If a student has a platform presentation at a professional meeting or conference, the department will provide 50%

support up to $500.00.

If a student has a poster presentation at a professional meeting or conference, the department will provide 50%

support up to $300.00.

Prior to travel, a student should send a request via email to Sharon Downes, sdownes@jhu.edu, including the travel

dates, destination, and nature of the trip. Travel that is not pre-approved will not be reimbursed.

The funds are matching and will only be reimbursed after travel. No advances will be made. Receipts must be provided for

reimbursement within 15 days of return from travel, and submitted to Sharon Downes in room E4521.

Example: A student travels to New York City for a poster presentation at a professional conference. The costs include

$200.00 for airfare; $25.00 for cab fare; $175.00 for hotel accommodations and $400 for conference registration. The total

expenses are $800.00. The department will pay 50% of $600 - $300.00 (maximum allowed).

* This policy is in effect from September 1, 2018 through August 31, 2019 and is subject to the availability of department

funds.

B. International Travel

The Department and the School require all students who are traveling abroad for academic and/or research purposes to

create a travel registry profile. The School collects this information on an ongoing basis, so that in the case of an emergency

the University knows where individual students are located and how s/he can be reached. To create a Travel Registry

Profile, please visit https://my.jhsph.edu/sites/itr/default.aspx.

To begin preparing for international travel, visit https://my.jhsph.edu/sites/itr/default.aspx. Students with questions should

contact Edna Koimur, Student Accounts Office, at 410-955-5725 or ekoimur@jhu.edu.

Johns Hopkins University has a 24/7 resource on call, online and even on the ground to help with any medical, security and

logistical questions, concerns and situations that may arise. If you need a medical referral, lose your medication, seek pre-

travel advice or experience a medical or security crisis, Johns Hopkins University has a fully integrated program in place so

you receive the care and expertise that you need, whenever and wherever you need it.

Johns Hopkins University partners with International SOS, the leading medical assistance, international healthcare and

security assistance company. Travel security services are provided by a joint venture of International SOS and Control Risks,

the world's leading security risk management firm. SOS card information can be found at

http://www.jhu.edu/purchasing/travel/intl_sos.pdf.

To obtain a travel insurance card please contact the Risk Management Department at 443-997-8258.

As a graduate student at the Johns Hopkins Bloomberg School of Public Health, you may have an opportunity to

supplement your education or conduct research in another country. These opportunities often enrich the academic

curriculum, contribute to dissertation research, and allow students to apply the knowledge obtained in the classroom to the

world’s communities. While the School encourages participation in these experiences, international tensions can be high.

Therefore, students should seek information on conditions abroad before traveling.

JHSPH Travel Abroad Policy 2018-19

2018-2019 PFRH Student Handbook 14

Any plans for international travel should be carefully considered. Before undertaking any travel, please consult the

Department of State Website at http://travel.state.gov. Information on US embassies, travel advisories, and the availability

of transportation should the situation in a country deteriorate may be found on this site.

If you are traveling to a less developed part of the world, you should be certain to contact your health care provider or the

Johns Hopkins International Travel clinic to learn about recommended immunizations and other matters to guard your

health. Located on the East Baltimore campus, you can reach the International Travel Clinic by telephone at 410-955-8931.

Further information about recommended immunizations and prophylaxis is available at the CDC Website,

http://www.cdc.gov/travel.

Students who travel must complete a Graduate Student Study Release and must leave contact information with the PFRH

Education Office. Copies of the Graduate Student Study Release

(https://my.jhsph.edu/sites/itr/Documents/Graduate_Student_Study_Release_Form_9_Apr_2013.pdf) form may be

obtained online or Student Affairs in suite E1002 of the Wolfe Street Building. In addition, PFRH students must complete the

department’s travel form. A copy of the form can be found at

https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/Traveling%20to%20Countries%20with%20Travel%20Warnings

%20Form%202013.doc.

In addition, when going to and returning from countries that are considered State Department Warning Areas (listed here:

http://travel.state.gov/content/passports/english/alertswarnings.html), travelers must notify department chairs or their

designees. Travelers must notify Associate Dean Ward (mward@jhu.edu) before going to CDC Warning Level 3 areas

(i.e., avoid nonessential travel) and upon their return. Current Level 3 areas are Guinea, Liberia and Sierra Leone. Check

http://wwwnc.cdc.gov/travel/notices for an up-to-date list. Students should contact Michael Ward for additional questions

or information.

International students must contact the Office of International Services (OIS) well in advance of any travel to avoid

compliance issues with their visa status. OIS may be contacted at 410-955-3371, or at

http://www.hopkinsmedicine.org/intlsvcs.

The Global Field Research Award supports hands-on public health research and practice related travel costs. All full-time

students in good standing are eligible to apply. Details and application available at

http://www.hopkinsglobalhealth.org/news-events/news/center-for-global-health-awards-85-student-travel-grants/.

PFRH Teaching Assistant Policy 2018-19

2018-2019 PFRH Student Handbook 15

PFRH Teaching Assistant Policy

The Department of Population, Family and Reproductive Health supports full-time graduate students serving in the role of

teaching assistants (TA). The department values the educational and learning experience that students gain through

participating as a TA in addition to providing monetary compensation to them. The department classifies TA positions into 2

levels: 1.0 FTE TA and 0.5 FTE TA. The expectation for time commitment as well as monetary compensation differs for the

two levels. Part-time students are not eligible for TA positions due to FLSA rules.

Information about current TA positions will be sent to students throughout the year. Typically, students should have already

taken the course in order to be a TA. Students wishing to serve as a TA in a course should meet with the course instructor

prior to agreeing to serve as a TA and discuss the nature of the course as well as the faculty member’s expectations. Both

should discuss the responsibilities of the TA as well as the tasks the department deems beyond the scope of the TA to be

sure there are no misunderstandings about roles. The expected number of hours/week as well as preparation needs should

also be addressed. Once a student and faculty member have agreed, they both must sign the TA agreement form; students

submits it to the department’s payroll office.

The number of hours that a TA actually works may vary substantially from course to course, but it is generally expected that

a TA will begin work approximately two weeks prior to the start of the course and continue to work at least 10 days beyond

the last class session or until grades are submitted. 1.0 FTE TA is expected to attend each class session. 0.5 FTE TAs may or

may not be required to attend class sessions.

IMPORTANT:

Effective academic year 2014/2015, incoming PFRH doctoral students are required to TA a first course for academic credit;

which is outlined below. Subsequent TA positions will be paid. For both experiences, the department expects that serving as a

TA will enhance students' educational experiences and better prepare them for careers in public health.

Two to four units of special studies credits will be offered for the first TA experience. One academic credit at the School is

assigned for each 3 hours of special studies or practicum work time per week during an 8-week term (24 total hours per credit

during a term).

TA Payment Scale

(Rate determined at the end of add/drop)

Class Size

1.0 FTE 3 Credit Courses

1.0 FTE 4 Credit Courses

.50 FTE 3 Credit Course

.50 FTE 4 Credit Course

<16 594

16-24 1,188 1,332 594 666

25-40 1,476 1,620 738 810

41-54 1,764 1,908 882 954

>54 Determined on course by course basis

PFRH Policies & Forms 2018-19

2018-2019 PFRH Student Handbook 16

PFRH Policies & Forms

PFRH Degree Requirements Waiver Request

Student Name Degree Program

Advisor Name

Date of Request (MM/DD/YY) Course name and number

Reason for waiver request*

*Please state the reason for the request and provide documentation supporting the waiver request (e.g. syllabus for course

you would like to take instead of required course, reason you need to take course later in program) Identify if alternate

course is proposed, and specify as appropriate.

I understand that this waiver must be approved by my advisor, the program director and Doctoral or Masters Committee.

________________________________ ____________________

Signature of Student Date

_________________________________ ____________________

Signature of Advisor Date

PFRH Degree Requirements Waiver Procedure:

All waiver requests must be submitted on this form to the Education Office. Once approved, documentation of the waiver

will be maintained in the student’s file.

PFRH students may petition the PFRH Doctoral or Masters Committee, with consent of their academic advisor, to waive a

particular course in the PFRH list of requirements, but it must be replaced with a similar or higher level course. Students

should first contact the Education Office with their request once s/he has consent from her or his advisor. The Academic

Program Administrator will forward the request onto the degree program director. Evidence of having taken a similar

course in a previous graduate program or a rationale for substituting a course must be provided with the petition.

Students requesting waivers must present evidence of prior coursework in the same subject, including a syllabus and

transcript. No waivers will be granted for courses in which the student received less than a B. If a waiver is granted, another

course must be taken as substitute.

Please submit this request to the Academic Program Administrator, Gilbert Morgan (E4005)

Office Use Only

Date request received__________________ Departmental or Focal Area requirement_______________________

Approval Date______________________ Student Record updated □

Alternate Course______________________________

PFRH Policies & Forms 2018-19

2018-2019 PFRH Student Handbook 17

Advisor Change Request Form

Date of Request __________________________

Student Name ___________________________

Degree Program _________________________ Focal Area _________________________________

Effective Date: Academic Year ______________ Term _____________________________________

Student Signature ________________________

Primary Advisor ___________________________________________ (Please Print Name)

Signature _______________________________

New Advisor _____________________________________________ (Please Print Name)

*New Co-Advisor___________________________________________ (Please Print Name)

Signature _______________________________

Approval of Change:

Donna Strobino, PhD Vice Chair of Education *If applicable

Please return completed (printed) form to Gilbert Morgan, Academic Program Administrator, E4005

CC: Advisor and Student File

PFRH Policies & Forms 2018-19

2018-2019 PFRH Student Handbook 18

PFRH Special Studies Tracking Form Student Name ____________________________________________ Academic Year ________________ Faculty Name ____________________________________________ Term _______________________ Learning objectives Activities Deliverables Timeline Frequency of faculty-student meetings (e.g., 1 hour every other week) _______________________________

Hours/week of student’s independent effort (beyond faculty-student meetings)_________________________

Number of academic credits in specified term

1 credit = 3 hours/week (combined faculty-student meeting and student’s independent effort)

2 credits = 6 hours/week (combined faculty-student meeting and student’s independent effort)

3 credits = 9 hours/week (combined faculty-student meeting and student’s independent effort)

Other _____________________________________________________________________ Signature of Student________________________________________ Date___________________ Signature of Advisor________________________________________ Date____________________

COMPLETED FORM TO BE SUBMITTED TO ACADEMIC OFFICE (GILBERT MORGAN) AND HOUSED IN STUDENT FILE.

PFRH Policies & Forms 2018-19

2018-2019 PFRH Student Handbook 19

Traveling to Countries with Travel Warnings Form

Student must submit this form if question 3 in the Travel Checklist was marked Yes.

This form must be submitted to Kristen McCormick (master's students) or Gilbert Morgan (doctoral students) along with the International Travel Checklist, the Safety or Evacuation Plan, and photocopies of your passport, health insurance and student ID, at least 2 months before the proposed travel date.

Student’s Full Name: Program Area: Degree:

1. Country of Citizenship:

2. Country and city of Travel:

3. Length of Stay:

4. Address of the nearest U.S. consulate and your country’s consulate, while in this country:

5. Will this trip satisfy a degree requirement (MHS internship, Doctoral Thesis, Doctoral Non-Thesis Related Research)?

__ MSPH Internship __ Other

__ Doctoral Thesis __ No __ Doctoral Non-Thesis related Research

6. Please name the organization and/or faculty member you will be working in this country:

7. List all the cities, towns, and rural areas you will be working in:

8. Does the organization/faculty member have a safety or evacuation plan in place in case of emergencies?

Yes __ No __

If Yes, please include a copy of the safety plan in this form

9. What project will you be working on?

PFRH Policies & Forms 2018-19

2018-2019 PFRH Student Handbook 20

10. What will be your specific duties?

11. Who will be your direct supervisor?

12. What is the address and telephone number of the main office you will be working in?

13. What is your lodging plan while traveling abroad?

14. Provide justification for working in this specific country

Student’s Signature Date:

For Advisor or Faculty member responsible only:

I have no issues or concerns with this student’s travel

I have concerns regarding this student’s travel

Please comment on any aspects of the project you would like the committee to consider when reviewing this form

Advisor/Faculty’s Signature Date:

PART II – MASTERS STUDENTS

HANDBOOK

MSPH Program Overview 2018-19

2018-2019 PFRH Student Handbook 22

MSPH Program Overview

This section of the PFRH handbook describes the program of study for MSPH students. It is based on the competencies for

the program shown in the following section. All PFRH MSPH students should have a fundamental understanding of life

course perspectives on health, population dynamics or methods, statistical methods and their application, epidemiology,

research ethics, management, environmental health and a broad prospective about public health practice or research in

addition to having expertise in a particular focal area.

During the program, students are required to:

Successfully complete department and schoolwide course requirements

Two (2) core PFRH course requirements, including Life Course Perspectives on Health (380.604 or 380.604.81) and either Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603 or 380.603.81)

Three (3) focal area course requirements

Epidemiologic Inference I (340.721.60)

Statistical Reasoning (140.611-612) or Statistical Methods in Public Health (140.621-623)

Three (3) units of Research Ethics as well as Academic and Research Ethics (550.860)

A minimum of 128 academic units, including 16 units minimum each term to be considered full-time student. (During the field placement in the 5th and 6th terms of the program, students will earn 16 units each term). A waiver may be granted upon certain circumstances to take 15 credits during a term for up to two terms. A written request must be sent to the program director, Dr. Kristin Mmari, prior to registration for each term for which a waiver is requested.

A grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing

Successfully complete the MSPH Field Placement*

Successfully complete the culminating MSPH essay and presentation

Details about course requirements and guidelines for the field placement and the essay and presentation are described in

the next sections of this handbook.

PFRH Policies Regarding Academic Requirements

The Director of the Masters Programs and Academic Program Coordinator review and credential the academic progress of

all Masters students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress are

provided to the advisor and student immediately after the review. The tracking form notes if a student is making

satisfactory progress as well as whether a first-year student is fulfilling coursework required to undertake a field placement.

If a student is not showing satisfactory progress, then the student and advisor are required to meet and provide a formal

letter to the Director of the Masters Programs indicating how the student will meet the necessary academic standards. For

a description of satisfactory academic progress, see the section of this handbook “Regulations for PFRH Students.”

A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a

second attempt to satisfactorily complete the core requirement either by repeating the same course or by completing

another course that meets the same core requirement (if available).

If an MSPH student cannot meet the above academic standards, a formal letter requesting remediation may be submitted

by the PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students

demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Vice

Chair of Education and Chair of PFRH.

*Students currently cannot conduct externship activities in Kansas, Kentucky, Missouri, North Carolina, New Hampshire,

Ohio, or Oregon. For additional information, please contact a program representative. JHSPH externship activities include:

Practicum, Internship, Field Placement, Administrative residency Research Project, Clinical Rotations, Research Hours, or

Apprenticeship.

MSPH Program Competencies 2018-19

2018-2019 PFRH Student Handbook 23

MSPH Program Competencies

Department Competencies

All PFRH masters students must attain proficiency in four competencies:

1. Applying selected frameworks to understand population health problems, including a multiple determinants

framework for the health of populations across the life course.

2. Identifying and assessing the causes and consequences of population change using demographic methods.

3. Applying statistical and epidemiological methods to address the health of populations.

4. Applying ethical concepts and tools to population health research and practice.

Degree Program Competencies

All PFRH MSPH students must attain proficiency in the following four MSPH-specific competencies:

1. Identifying and assessing how environmental factors influence population health.

2. Critically evaluating strategies to promote population health (including policies and programs).

3. Identifying, synthesizing and applying evidence-based public health research theory from a broad range of

disciplines and health-related data sources for problem-solving and to advance programs, policies, systems, and

research in promoting population health.

4. Translating and communicating research findings or concepts to relevant stakeholders in essay of publishable

quality.

Focal Area Competencies

All PFRH masters students must attain proficiency in three competencies in their selected PFRH focal area:

1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-

based risk factors, and the relative impact of each risk factor.

2. Evaluating strategies to promote population health, including health services and systems delivery strategies used

to address health concerns in the relevant populations.

3. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant

populations.

MSPH Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 24

MSPH Course Requirements: Department and Schoolwide

The following tables outline the Core PFRH course requirements, followed by courses required by the School for

professional Masters programs.

CORE DEPARTMENT REQUIREMENTS

Course Number Course Name Units Term

Students must take the following

380.604 OR Life Course Perspectives on Health1 4 1

380.604.81 Life Course Perspectives on Health1 4 2

Students must take one of the following

380.600 Principles of Population Change2 4 2

380.603.01 OR Demographic Methods for Public Health 4 2

380.603.81 Demographic Methods for Public Health 4 3

1Fulfills Schoolwide social and behavioral sciences requirement. 2Please note that if Principles of Population Change is taken to fulfill the Core Department requirement, it CANNOT also be counted toward a focal area requirement

SCHOOWIDE QUANTITATIVE REQUIREMENTS

Course Number Course Name Units Term

340.721 OR Epidemiologic Inference I 5 1

340.721.81 Epidemiologic Inference I 5 3

Choose either 140.611-612 or 140.621-6231

140.611 OR Statistical Reasoning in Public Health I2 3 1

140.611.81 Statistical Reasoning in Public Health I2 3 1

140.612 OR Statistical Reasoning in Public Health II 3 2

140.612.81 Statistical Reasoning in Public Health II 3 2

140.621 Statistical Methods in Public Health I3 4 1

140.622 Statistical Methods in Public Health II 4 2

140.623 Statistical Methods in Public Health III 4 3

140.624 Statistical Methods in Public Health IV 4 4

1Students with a working knowledge of calculus and linear algebra may elect to take the 140.651-654 Methods in Biostatistics I-IV series. This series presents statistical methods for advanced students and requires knowledge of calculus/linear algebra. 2Provides conceptual understanding of statistical ideas and methods; limited calculations.

3Covers statistical concepts and calculations for data analysis; develops statistical computing skills.

MSPH Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 25

SCHOOLWIDE ENVIRONMENTAL HEALTH REQUIREMENTS

Course Number Course Name Units Term

Choose one of the following

180.611 Global Environment and Public Health 4 1

180.629 Environmental and Occupational Health Law and Policy 4 3

180.660 Introductory Principles of Environmental Health 3 3

180.601.81 Environmental Health* 5 3

*This course also offered during Summer and Summer Institute.

SCHOOLWIDE RESEARCH ETHICS REQUIREMENTS

Course Number Course Name Units Term

Students must take the following

550.860.82 Academic and Research Ethics 0 1

Choose a minimum of 3 units

306.663 Legal and Ethical Issues in Health Services Management 3 4

306.665 Research, Ethics and Integrity: US and International Issues 3 3

550.600 Responsible Conduct of Research 1 1

221.616.01 OR Ethics of Public Health Practice in Developing Countries 2 4

221.616.81 Ethics of Public Health Practice in Developing Countries 2 4

306.625.01 Ethical Issues in Health Policy: Public Health and Health Care 3 2

SCHOOLWIDE MANAGEMENT REQUIREMENTS1

Course Number Course Name Units Term

Choose one of the following

380.624 OR Maternal and Child Health Legislation and Programs2 4 2

380.624.81 Maternal and Child Health Legislation and Programs2 4 2

380.665 Family Planning Policies and Programs2 4 3

1Although several courses offered in other departments may fulfill the management requirement students must petition the Masters Committee with the consent of your advisor to take an alternative. 2Please note that if you take MCH Legislation and Programs or Family Planning Policies and Programs to fulfill your Management requirement, it CANNOT also be counted toward a focal area requirement.

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 26

MSPH Course Requirements: PFRH Focal Area

Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling

these requirements must be taken in addition to departmental or schoolwide course requirements. The current focal areas

for students include the following:

Adolescent Health

Child Health

Maternal, Fetal and Perinatal Health

Population and Health

Sexual and Reproductive Health

Women’s Health

If students choose to complete a second focal area, courses may be counted for both the primary and secondary focal

areas, but three courses must be completed in the primary focal area before undertaking the MSPH field placement.

Students cannot use courses that are taken for the management requirement to meet the focal area requirements. The

department encourages students to select electives within their focal area or from other focal areas to enhance the breadth

and depth of understanding in their chosen area of interest. Focal areas and eligible courses are listed in the following

tables in alphabetical order. Please note when planning course selection if a course is cancelled for academic year 2018-19;

cancelled courses have two asterisks.

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 27

ADOLESCENT HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.623.81 Adolescent Health and Development 3 3

380.747.81 International Adolescent Health 3 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.665 Family Planning Policies and Programs* 4 3

380.625 Attitudes, Programs and Policies for

Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

380.725 The Social Context of Adolescent Health and Development 3 4

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.721 Schools and Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2

380.762 HIV Infection in Women, Children and Adolescents 4 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.747 International Adolescent Health 3 4

380.623.81 Adolescent Health and Development 3 3

380.771 Understanding and Changing International Reproductive Health Policy 3 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

410.657 Community Strategies for Sexual Risk Reduction 3 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.665 Family Planning Policies and Programs 4 3

380.721 Schools and Health 3 4

380.625

Attitudes, Programs and Policies for

Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns

380.749 Adolescent. Sexual and Reproductive Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement.

You must choose two separate courses; one to fulfill each requirement.

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 28

CHILD HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.616 Child Health Epidemiology 3 4

380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.642.81 Child Health and Development** 3 2

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

223.663 Infectious Diseases and Child Survival 3 3

380.640 Children in Crisis 3 3

330.640.01 Childhood Victimization: A Public Health Perspective 3 4

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

221.627 Issues in the Reduction of Maternal & Neonatal Mortality in Low Income Countries

4 2

Population Health Promotion and Health Services and Systems Delivery Strategies

380.625 Attitudes, Programs & Policies For Children with Special Health Care Needs 3 3

380.740.81 Nutrition Programs, Policies, Politics in the United States: The Impact on Maternal, Child and Family Health

3 2

380.742 Family Health, Public Health and Policy 3 4

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.765

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.640 Children in Crisis 3 3

223.663 Infectious Diseases and Child Survival 3 3

330.640 Childhood Victimization: A Public Health Perspective 3 4

380.721 Schools and Health 3 4

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

Frameworks for Evaluating Principal Health Concerns

380.640 Children in Crisis 3 3

380.623.81 Adolescent Health and Development 3 3

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

410.752 Children, Media and Health 3 3

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **Cancelled for Academic Year 18-19

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 29

MATERNAL, FETAL AND PERINATAL HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Students must take the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.661 Clinical Aspects of Maternal and Newborn Health 3 3

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662

Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.661 Clinical Aspects of Maternal and Newborn Health 3 3

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health

3 2

Frameworks for Evaluating Principal Health Concerns

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

**Cancelled for Academic Year 18-19

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 30

POPULATION AND HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health: Concepts Rates and Relationships 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.665 Family Planning Policies and Programs* 4 3

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

221.646 Health Systems in Low and Middle Income Countries 2 3

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health Concepts Rates and Relationships 3 3

380.600 Principles of Population Change# 4 2

380.756 Poverty, Economic Development and Health*** 4 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.635 Urban Health in Contemporary America 4 4

380.664 Reproductive and Perinatal Epidemiology 4 4

380.765.81

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.767 Couples and Reproductive Health 3 1

Population Health Promotion and Health Services and Systems Delivery Strategies

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

221.646.81 Health Systems in Low and Middle Income Countries 3 2

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.760 Clinical Aspects of Reproductive Health 3 3

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

***Course offered every other year.

**Cancelled for Academic Year 18-19 #This course cannot be used to fulfill both the PFRH Core Course requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 31

SEXUAL AND REPRODUCTIVE HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Select the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Population Health Promotion and Health Services and Systems Delivery (Choose 1)

380.665 Family Planning Policies and Programs* 4 3

380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.771 Understanding and Changing International Reproductive Health Policy 3 4

Frameworks for Evaluating Principal Health Concerns (Choose 1)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

380.655. Social and Economic Aspects of Human Fertility** 4 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2

380.749 Adolescent Sexual and Reproductive Health 3 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

380.762.81 HIV infection in women, children and adolescents 4 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.623.81 Adolescent Health and Development 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.667 Women’s Health policy 3 4

380.768.81 Selected Topics in Women’s Health and Women’s Health Policy 4 1

410.657 Community Strategies for Sexual Risk Reduction 3 4

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

***The on-site option will be offered only if there is adequate student enrollment in the course.

**Cancelled for Academic Year 18-19

MSPH Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 32

W0MEN’S HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.666 Women’s Health 3 3

380.668 International Perspectives on Gender Women and Health 3 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.667 Women’s Health Policy 3 4

380.760 Clinical Aspects of Reproductive Health 3 3

Frameworks for Evaluating Principal Health Concerns (Select the following)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.664 Reproductive and Perinatal Epidemiology 4 4

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.665 Family Planning Programs and Policies 4 3

Frameworks for Evaluating Principal Health Concerns

380.666 Women’s Health 3 3

380.667 Women’s Health Policy 3 4

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

MSPH Field Placement Guidelines 2018-19

2018-2019 PFRH Student Handbook 33

MSPH Field Placement Guidelines

The field placement is an integral part of the MSPH Program in the Department of Population, Family and Reproductive

Health. It provides an opportunity for the student to enhance his/her educational experience by integrating basic

understanding of concepts, methods, and skills developed during the first year of the MSPH academic program with the

experience of full-time work in an appropriate practice setting. It also provides the opportunity to successfully complete a

specified activity and/or product as stated in the field placement objectives.

MSPH students are required to complete a two-term field placement for a minimum of 4 months full-time, or no less than

680 full time work hours. Students must be in good academic standing and have completed PFRH and other Core courses

and PFRH Focal Area requirements to proceed to the field placement portion of the program.

During terms 5 and 6 of the program, students will register for PFRH Field Placement (380.810) for 16 credits each term.

Students are expected to be on campus in the 7th and 8th terms of their academic program when they take courses and

complete their culminating Master’s Essay and Presentation. Students who wish to extend their field placement must

petition the Masters Committee for approval.

Details about the field placement are described in the following pages as well as on the MSPH CoursePlus site. The Work

Agreement for the Field Placement must be submitted before the Field Placement begins.

Structure of the Field Placement

Timing and Hours

The field placement may begin after May of the first program year, and is usually completed on or before the end of Term 2

of the second year. The duration of the placement should be a minimum of four (4) months or 680 full time work hours.

This time includes any holidays which are normally observed by the field placement sponsor. To comply with the School’s

academic calendar, a four-month field placement should begin no later than August 1st.

Compensation

The student is expected to function as a productive staff member throughout the field placement. While it is considered to

be equitable for the student to be properly compensated for his/her contribution in the form of a salary, stipend, or other

such financial support, not all field placements are paid positions.

International Placements

If the field placement is outside the U.S., a Graduate Student Study Release form must be completed and submitted to the

Academic Coordinator. Students should also consult the section on International Travel in Part I of this handbook for further

requirements about international travel.

Arranging the Placement

The process of arranging the field placement will vary; however, arrangements will be considered formalized when:

A Work Agreement has been completed and signed by the student, academic advisor and preceptor.

All arrangements associated with compensation have been agreed on by all principals involved, and contracts

pursuant thereto have been completed and filed with the proper financial offices and office.

Selection of the Field Placement Site

Students can seek a field placement in many different types of health and/or welfare organizations. These may include

national and state program offices, nonprofit voluntary organizations, or public as well as private agencies with a public

health or population focus. The field placement can be domestic, international, or both. Field placement opportunities can

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be found by searching the PFRH MSPH 1st Year Cohort site on CoursePlus, which includes several possible and available

field placement opportunities as well as on the my.jhsph website.

Field placements on the my.jhsph website are organized by domestic and international locations, and by specific location. If

a student has a clear sense of where s/he would like to do the field placement, s/he can click on the location and see the

various field placements associated with the location. If students are less clear about location for their field placement(s),

another starting point is the Popular Field Placements list of previous field placements that have received positive feedback

from students.

Another way of finding a field placement is to speak with faculty who share common interests. Some former students have

found field placements by working on research projects with a faculty member from the School of Public Health or School

of Medicine. Getting advice and assistance from an academic advisor is another useful way of finding opportunities for field

placements.

Regardless of how you find your field placement, the following minimum criteria should be followed:

The preceptor has the time and inclination to supervise the student to facilitate a meaningful learning and work

experience;

The activities and final product are clearly defined;

Adequate support, supplies, and space are provided for the student; and

A Work Agreement is signed by preceptor and submitted to the MSPH CoursePlus site.

Student Responsibilities

Students are expected to take an active role in identifying potential field placement opportunities. This approach is

important, as it also prepares students for acquiring skills needed to obtain a job after they graduate. Students should

ensure that their resumes or curriculum vitae is updated and may also be required to write a cover letter to the

organization and describe the skills they can offer to the organization. Students are expected to show a high level of

professionalism when communicating with potential preceptors and discussing the potential scope of work for the field

placement. Students must complete a Work Agreement with their preceptor and approval from their Academic Advisor

before the beginning of the Field Placement. During the course of securing and working on the field placement, students

need to be in regular contact with their faculty advisor. The Field Placement Coordinator and the MSPH Academic Program

Coordinator also need to be informed about plans a student has for securing a field placement. To receive credit for the

field placement, students must submit a Work Agreement to the MSPH CoursePlus website. Upon completion of the field

placement, each student must prepare a brief, but concise, evaluation of the field placement. The student evaluation form

can be found on the PFRH MSPH 2nd Year Cohort site on CoursePlus.

If a student plans to either analyze or collect data as part of the field placement, please consult the IRB Website and discuss

related matters with their advisors.

Field Placement Preceptor

The preceptor supervises the student’s progress in completing all goals, objectives, and associated activities throughout the

field placement. In addition, the preceptor needs to be available to meet with the student on a regular basis and, when

necessary, advise the MSPH Program Director, Dr. Kristin Mmari (kmmari1@jhu.edu), of any problems that may arise. The

preceptor is required to submit a performance form at the completion of the field placement. Copies of all forms can be

found on the PFRH MSPH 2nd Year Cohort site on CoursePlus:

https://courseplus.jhu.edu/core/index.cfm/go/ol:library.viewAll/coid/7100/.

Faculty Advisor

The faculty advisor may be the primary contact to help identify potential field placement sites. Other faculty and the MSPH

Academic Program Coordinator are also available to consult on additional recommendations. The faculty advisor approves

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the decision about the most appropriate field placement experience for his/her advisee. The advisor confers as needed with

both the student and the preceptor during the field placement.

PFRH Field Placement Coordinator

The PFRH Field Placement Coordinator is available to discuss the type of field placement of interest to the student and to

help locate appropriate field placement opportunities. Meeting with the field placement coordinator is particularly

important if the faculty advisor does not have contacts within the student’s area of interest. In addition, the field placement

coordinator can assist students in completing the necessary paperwork and advise them of outside funding sources and

deadlines.

Forms for Field Placement

All of the forms that are required to undertake the field placement can be found under PFRH MSPH 2nd Year Cohort site on

CoursePlus. These include:

Student Forms

Work Agreement (need a signature from preceptor as well)

Student Field Placement Evaluation Report (this needs to be completed after each field placement)

Student Evaluation of Preceptor

Preceptor Form

Preceptor Evaluation of Student

The Work Agreement

The Work Agreement is the form needed to confirm a field placement; it must be submitted before the field placement

begins. It includes important information, including the student’s contact information, the contact information of the

preceptor, and a list of tasks (referred to as ‘work objectives’) that the student is expected to perform as part of the field

placement. It is important that students carefully define the work objectives, keeping in mind feasibility and realistic

expectations. The table below illustrates examples of “well specified” work objectives and work objectives that vague or

poorly specified and need to be rephrased:

“Well specified” work objectives “Vague or poorly specified” work objectives

Assist in the development of field guides for data collection for program evaluation (20%)

Complete data collection activities (30%)

Contribute to writing of the baseline report (33%) Write manuscripts based on analyzed data (30%)

Assist in data analysis by entering and cleaning data (25%) and performing univariate and bivariate analyses (40%)

Conduct all data analyses for the project (25%)

“Well specified” work objectives describe realistic objectives that are feasible within the time frame of a typical field

placement. They also do not over-commit students to a certain task, unlike those found under the ‘vague or poorly

specified’ work objectives. Avoid using terms and phrases such as ‘complete all’ or ‘conduct all’ – as these phrases may

create unrealistic expectations, which if not met, may result in poor evaluations. The percentage of time for a given

objective also should be realistic; for example, the tasks listed as vague or poorly specified can be very time-consuming;

time spent on the task should be clearly in line with the ability to complete them.

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To ensure the work agreement is realistic and feasible, students are expected to discuss their work agreements with their

advisors and/or the academic coordinator as well as the Field Placement Coordinator.

Confirming the Field Placement

If you are considering more than one opportunity, inform the contact person at each site about when you will let

them know of your decision; there may be others waiting for the same opportunity.

After you have informed an organization that you have decided not to work with them, send a letter thanking

them for their time. If your first choice falls through for some reason, you may have another option.

For the placement you select, send a letter to the individuals with whom you will be working thanking them for

their time, conveying your enthusiasm for their field placement offer, and indicating that you will speak with your

advisor and be in touch with them about the next steps in setting up the field placement.

After speaking with your advisor, send a letter to your preceptor reviewing the steps in finalizing the field

placement. The next step is theirs. It is helpful to include a sample Work Agreement form so the preceptor knows

the general guidelines and parameters. The objective is to assure that both the student and preceptor have the

same understanding of the scope of work. This up-front negotiation with written confirmation avoids later

problems. This approach also demonstrates that you are well organized, focused, and follow through on tasks.

The letter can include a draft of your objectives for the field placement. Sharing the objectives will avoid

misunderstanding of your proposed contribution, and how you expect to benefit from the experience.

The letter should include a writing sample, if applicable and if you have not yet provided one, and a detailed

description of the MSPH Field placement, including Preceptor Evaluation Guidelines for the MSPH field

placement. As noted above, students are required to submit a signed Work Agreement Form before beginning the

field placement (sometimes called a “contract”). When the work objectives have been completed and agreed on,

prepare and sign 2 copies of the Work Agreement to the preceptor for signature. The preceptor should retain

one copy and the other copy must be uploaded to CoursePlus or sent to the Academic Program Coordinator, via

email, or fax (410)-955-2303 for your file

If you sign a contract with an organization, it represents the official documentation that you have agreed on the

scope of work with the organization, and, therefore, must abide with the terms of the contract. If you are not sure

about signing such a document, it is critical that you speak to either your academic advisor, the Director of the

MSPH program, the MSPH Academic Program Coordinator, or the Field Placement Coordinator for further

assistance.

During the Field Placement

Maintain regular contact with your faculty advisor. S/he is a valuable resource for information and guidance

throughout your degree program;

If you are having difficulties with your field placement it is important to express your concerns to your faculty

advisor or field placement coordinator, Dr. Susan Gross (sgross@jhu.edu), to assure that your field placement is a

successful and positive experience;

If you are offered an extension for your field placement that would extend past winter break you must petition the

MSPH Committee for an extension (see the Petition to Extend Field Placement Policy).

After the Field Placement

Returning second-year MSPH are invited to share their experiences about their field placements in informal small

group discussions during the 3rd term quarterly lunch for first-year MSPH students. This valuable information can

help first-year students navigate the process for identifying field placements.

You must complete a Field Placement Evaluation– this brief narrative (no more than 2 pages) should describe: 1)

key strengths of the field placement; 2) weaknesses or challenges encountered; and 3) whether the field

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placement should be recommended to future MSPH students. Students can submit this report in the Dropbox

labeled “Field Placement Evaluation” in the 2nd year CoursePlus site.

Petition to Extend Field Placement

Under special circumstances, an extension may be granted by the Masters Committee to a student for an existing field

placement as a special studies course (380.810). Students must write a formal petition for an extension to the Masters

Committee before the end of 2nd term (term 6) of the second year. The petition must include:

A description about how the extension will enable the student to attain his/her academic objectives beyond

coursework already completed or additional coursework in the 7th and 8th terms of study; students often use the

last two terms as an opportunity to take courses to further enhance skills they found lacking during their field

placement

The specific objectives of the extension and the additional skills that will be gained;

Confirmation of advisor support; and

A statement indicating the intention to return to campus for MSPH Presentation and to complete MSPH Essay in

adherence with MSPH program guidelines

Students can email the petition to the Academic Program Coordinator with the student’s academic advisor copied on the

email. No petition will be approved if it is submitted after the end of the 2nd term.

For More Information

For more information about the MSPH field placement program, please contact:

Academic Program Coordinator

Department of Population, Family and Reproductive Health

Johns Hopkins Bloomberg School of Public Health

615 N. Wolfe Street, E4014

Baltimore, MD 21205

Phone: 410-955-1116

Fax: 410-955-2303

Field Placement Deadlines

TASKS/ASSIGNMENTS DUE DATE

Submit work agreement for each field placement May 17, 2019

Register for 380.810 Field Placement PFRH (16 credits for 1st and 2nd terms of second year) June 3, 3019

Submit Student Field Placement Evaluation Form, Preceptor Evaluation of Student Form, and Student Evaluation of Preceptor Form for each field placement

January 6, 2020

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MSPH Essay and Presentation Guidelines

The Master’s Essay is a requirement for graduation from the MSPH program in the Department of Population, Family, and

Reproductive Health. The goal of the essay is for students to apply the skills and knowledge they have acquired during their

academic program to a public health problem or concern of interest to them. In addition to the written essay, students

must give a 10-minute public presentation about the content of their essay.

Students should begin thinking about essay topics and format at the end of the first academic year, and should have

identified a topic before completing their field placement. During Terms 7 and 8 of the program, students register for

Special Studies and Research in PFRH: Master’s Essay/Presentation (380.840), designating their First Reader as the

instructor. Guidelines for credit hours are as follows:

Term 7: 3-6 units

Term 8: 3-5 units

Students need to take a minimum of 3 units of special studies

If taking more than 3 units student must meet weekly with their 1st reader

The following sections provide detailed guidelines about the essay and presentation. The MSPH CoursePlus website has

further details about the process.

Essay Readers

Students must have a minimum of two readers for their essay. The following guidelines must be applied:

The students’ primary reader must be PRFH faculty;

The students’ advisor must be one of the readers;

The students’ second reader, if not their advisor, must have a primary or joint appointment at JHSPH; and

A third reader at the agency or organization where the field placement took place is required if the student is using

project data or if the essay is used for project purposes.

Responsibilities of Students and Readers

Primary Reader

The primary reader has the overall responsibility of working with the student on the essay from the outline to the final

draft, and on preparation for the presentation. He/she must be identified as the instructor for the special studies course for

the Masters Essay (380.840) in the 7th and 8th terms. The primary reader also may nominate the student’s essay for a

distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and

essay drafts to the primary reader by the following key dates to obtain timely feedback. The dates are:

November 15, 2019 (receipt of essay topic)

December 16, 2019 (receipt of student’s draft outline)

January 6, 2020 (receipt of student’s final essay outline)

February 3, 2020 (receipt of student’s first draft)

March 9, 2020 (receipt of student’s final draft for final edits)

April 6, 2020 (receipt of student’s final essay with incorporated edits)

April 13, 2020 (reader approval forms signed from both first and second readers)

One week prior to scheduled presentation (PowerPoint presentation)

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Second Reader

The second reader provides additional comments to the student about essay drafts. Typically, second readers provide their

feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary

reader. The student is expected to incorporate feedback from both the primary and second reader in the final essay.

Second readers must also provide approval for the final essay. Key dates for a second reader are the following:

March 9, 2020 (receipt of student’s final draft for final edits)

April 6, 2020 (receipt of student’s final essay with incorporated edits)

April 13, 2020 (reader approval form signed)

Third Reader

The third reader may also provide comments on the essay at any stage. If the third reader is outside the department,

students are strongly advised to discuss the roles and responsibilities of the third reader with their first reader. Third

readers do not need to provide final approval for the essay.

The essay must meet the standards required by faculty of the school. However, if the student is using data affiliated with

the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss

when feedback will be given to the student from the reader.

Choosing a Topic and Format for the Essay

In addition to selecting a topic, students may select one of five formats for the essay:

Research Report

Analysis of a Public Health Problem or Legislation Position Paper

Structured Literature Review

Evaluation of a Program/Project

Research Proposal

Many students link the essay topic to their Field Placement experience, although it is not a requirement that they do so. For

example, students’ work on a literature review or a research project as part of their Field Placement may serve as a basis for

developing the essay. The essay must represent work completed, for example on a research project, in addition to that

completed during the Field Placement. Regardless of whether the topic is based on their Field Placement, students must

focus on a public health concern or problem, which may or may not be in their focal area. Details on the expectations of the

essay are given during the 3rd MSPH quarterly luncheon.

The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay

Topic Form); for example, students conducting a systematic literature review for their essay must have taken a related

course or work with a primary reader with methodological expertise in systematic reviews.

Steps to Complete the Essay

Step 1: Identify topic, format, and readers

Students should identify a primary reader whose research interests and expertise are in the topic area or methodology for

the essay. Academic advisors must serve as a reader, but do not need to be the primary reader. Advisors can serve as a

useful resource for discussing potential topics of interest and providing referrals to other faculty members in the

department whose expertise better matches the proposed topic of the essay. Other resources for identifying potential

primary readers are the Masters Committee Director and Associate Director, academic coordinators, Department website,

and school faculty directory.

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Step 2: Discuss roles and responsibilities with readers

Once readers have been identified, all students should have a conversation with their readers so that each knows his/her

responsibility for the essay. This discussion is especially important for readers who are outside PFRH and especially for third

readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In

general, readers should be given at least a week at a minimum to provide feedback to students. Additionally, while not

required, the student and readers should discuss plans to publish the essay and the order of authors for the publication.

Separate guidelines regarding authorship will be provided to the students.

Step 3: Determine Whether Essay Involves ‘Human Subjects Research’

What is ‘human subjects research’?

“Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or

answer a scientific question. This activity can include secondary data analysis and research involving direct contact with

subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human

subjects’ data or samples and before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is

charged with assuring that human subjects research studies conducted in the School comply with internal school policies

and external regulations designed to protect human subjects.

For the purposes of the essay, after students have identified the data source(s) for their research, they should complete the

online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or

documenting existing approval.

For additional questions about the IRB process, please visit: https://www.jhsph.edu/offices-and-services/institutional-

review-board/faqs-by-topic/

Step 4: Submit the Essay Topic Form

After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the

student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the

needed skills and knowledge to complete the essay. For example, if a student decides to conduct an evaluation of a project

or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior

experience conducting an evaluation (formats listed under “MSPH Essay and Presentation Guidelines" section). Students

also must indicate whether IRB approval is needed for the essay.

Step 5: Register for 380.840 in PFRH

Students should register for 3 to 6 units of special studies with their primary reader using course number 380.840 in the 7th

term and 3 to 5 units in the 8th term.

Step 6: Submit Outline of Essay to Primary Reader

Students must submit an outline of the essay to their primary reader by the required deadline. The outline should contain

all major headings and sub-headings of the particular essay format, with bulleted text on the content of each section.

Primary readers must be given at least 1 week to provide feedback to the student on the outline.

Step 7: Submit First Draft of Essay to Primary Reader

Students must submit a complete draft of their essay to the primary reader by the required deadline. The primary reader

should ensure that the draft contains all necessary elements of the essay in the standardized format. Primary readers

should provide feedback to the student within 2 weeks of receiving the draft essay.

Note: Students partnering with an organization that is expecting a report may need to write two separate documents in

order to meet the expectations of the department’s essay.

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Step 8: Submit Second Draft of Essay to Primary and Secondary Readers

Second drafts must be reviewed by both the primary and second readers for final edits and recommendations. Both readers

should provide feedback to the student within 2 weeks of receiving the second draft. Students should submit a second draft

in a timely manner and of reasonable quality in order for faculty to complete their review and provide comments to them in

a timely manner. Students must incorporate comments from each reader in their final draft.

Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval

Students must submit the final draft of their essay to both primary and secondary readers for approval and submission to

the Academic Office. Both readers must also submit the Reader Approval Form for the essay directly to the Academic

Office. If the essay is not approved by both readers by the deadline, students may not participate in the oral presentation

and may be in jeopardy of not graduating.

Step 10: Oral Presentation of Essay

Each student is required to present his/her essay in a 10 minute PowerPoint presentation at a public seminar before the

end of the 8th term. The student’s advisor is expected to review draft presentations prior to a practice session. A practice

session will be scheduled approximately one week prior to the public seminar with input from doctoral students in the

department. No video clips are allowed in the presentation.

Before students can present their Masters Essay, they must meet these conditions:

Any existing incompletes in coursework must be rectified, with confirmation by the student’s advisor and academic

coordinator,

The essay has received final approval from first and second readers,

All slides have been approved by the primary reader.

Failure to meet any of these conditions before the time of presentation will result in postponement of graduation.

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Master’s Essay Deadlines

In preparation for completion of the Master’s essay and presentation, students should contact their advisor and/or their

primary reader no later than the 6th term to discuss the essay topic and format. Master’s Essays are due early in the 8th

Term. Students should begin work on their paper no later than the start of 7th term, preferably before the term begins, and

complete it early in the 8th term (see deadlines below). Students should begin to consider essay topics and format during

their field placement. Essays will be presented at a seminar in May, prior to graduation.

These dates are not guidelines; they are deadlines. Failure to meet the deadlines will result in

postponement of the presentation of the essay and could have consequences for graduation.

General Guidelines for All Essay Formats

The essay should be between 15-20 pages in length, excluding the title page, acknowledgements, tables,

references/bibliography, and appendices.

All essays should have a title page with: the title of the essay, student’s name, readers (identifying the advisor), and the

date. Please see the template included in the Appendices section at the end of the handbook. You may include an

acknowledgments page (does not count toward the total).

Typing guidelines:

Standard letter size paper 8 ½ by 11

Double spaced/single sided (can single space block quotations)

Type size no smaller than 11 pt.

1 inch margins all around

Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively to the

end of the paper;

Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.

Use APA or AMA format for references; see http://www.apastyle.org/ and http://www.amamanualofstyle.com/.

TASKS/ASSIGNMENTS DUE DATE

Register for 380.840 SS/R in PFRH with Advisor for 7th and 8th terms November 13, 2019

Submit form to identify essay topic, format and readers. If essay is research project, work with faculty to submit IRB application as early as possible.

November 15, 2019

Submit essay outline to 1st reader December 16, 2019

Submit completed final outline of essay January 6, 2020

Submit 1st draft of essay to 1st reader February 3, 2020

Submit copy of completed essay to 1st and 2nd reader for final edits March 9, 2020

Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers

April 6, 2020

Submit reader approval forms from both 1st and 2nd readers April 13, 2020

Submit PowerPoint presentation approved by 1st reader One week before presentation

Presentation of essay Late April/ Early May 2020

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Essay Formats

The following are the specific guidelines for each essay format. If a student prefers a format that differs from those

specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.

Research Report

This format could be based on secondary data analysis (more typical) or primary data collection and analysis. IRB approval is

needed for this format. The sections in this format essay are as follows:

Structured abstract (1 page maximum)

Should include the following headings: Background, Objective (s) of study, Methods, Results, Conclusions

Introduction (1 to 3 pages)

Importance of public health concern/problem

The magnitude of problem and population affected

Knowledge gaps and how the current study fills the gaps

Methods (2 to 4 pages) See Methods Section below

Study design

Sample/participants

Data Sources

Measures/Topics [for quantitative analyses, include variable tables that specifies variables and how they are operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]

Data analysis

Results

Discussion with Limitations and Implications for public health practice

References

Tables/figures

Analysis of a Public Health Problem or Legislation Position Paper:

Both formats examine a public health problem and recommend either a specific intervention strategy or a policy or policies

for addressing the problem. The analysis of a public health problem format, offers solutions and recommendations related

to intervention strategies, while a legislation position paper offers solutions and recommendations related to a policy or a

set of policies. Both formats also identify concerns of key stakeholders. The sections in this essay format are as follows:

Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]

Statement of the problem (1 page)

Magnitude of problem (1-2 pages)

Causes/determinants of the problem (3-5 pages)

Alternative policy strategies; and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies (4-6 pages)

Specific recommendations (2-4 pages)

Structured Literature Review

This format analyzes an important public health problem by examining the literature published on the problem. The

sections in this essay format are as follows:

Structured abstract (1 page maximum)

Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions

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Introduction (1 to 3 pages)

Why is the topic an important public health problem

What is the magnitude of problem and population affected

What are the knowledge gaps and how does the current literature review contribute to field or fill the gaps

Methods (1 to 3 pages) See Methods Section below

Databases used

Search criteria

Analytic tables describing literature cited

Results (3 to 6 pages)

Discussion (3 to 5 pages)

References

Tables/figures

Evaluation of a Program/Project

This format involves evaluating/monitoring an existing public health program/project and could include a process,

outcome, or impact evaluation. The sections in this essay format are as follows:

Introduction (1 to 2 pages)

Description of program/project (1 to 3 pages)

Need (what is the public health problem the program/project is trying to address?)

Target audiences (what are the groups/individuals who are targeted for the program/project?)

Activities of program/project

Objectives of program/project (1 page)

Logic Model of program/project (1 page)

Evaluation Methodology (3 to 6 pages) See Methods Section below

Type of evaluation

Indicators

Data collection methods

Sampling strategy and sample size

Data analysis

Anticipated use of results (2 to 5 pages)

Timetable (1 page)

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Research Proposal

This essay format simulates a grant proposal for a research project. The sections in this essay format are as follows:

Introduction (1 page)

Statement of research question (1/2 page)

Specific aims (1 page)

Background and significance (2-3 pages)

Methods (6-8 pages) See Methods Section below

Study design

Sampling/participants/sample size

Data Sources and variables

Methods of Analysis

Strengths and Limitations (1 page)

Budget and budget justification (1-2 pages)

Methods Section for Research Report, Structured Literature Review and Evaluation Formats

The information included in the Methods section should provide sufficient detail to the reader so that the quality of the

study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been

reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are

encouraged to include an appendix describing additional details about the study methods. This appendix should

supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications

about the methods is not adequate.

Evaluation Criteria for MSPH Essay Readers

The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe

provided and applying public health knowledge and skills.

The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the

field of public health.

The essay is suitable for publication either in a peer-reviewed journal or an organization/government report.

Honors

Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for

an honorary ‘distinction’ award if the essay submission deadline is met. Nominations will be accepted from the primary

reader. Student essays that receive a distinction award will be selected by the masters committee.

Resources/Support for Essays

Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson

(memerson@jhu.edu) for assistance. Students who are conducting literature reviews for their essays may wish to contact

Lori Rosman, Public Health Informationist (lrosman1@jhmi.edu) or Claire Twose, Associate Director, Public Health and Basic

Science Information Services (ctwose1@jhmi.edu). Additional resources for essay writing and preparing oral presentations

may be found on the Welch Medical Library web site.

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MHS Program Overview

This section of the PFRH handbook describes the program of study for MHS students. It is based on the competencies for

the program shown in the following section. All PFRH MHS students should have a fundamental understanding of life course

perspectives on health, population change or methods, statistical methods and their application, epidemiology, research

ethics, and a broad prospective about public health research in addition to having expertise in a particular focal area.

During the program, students are required to:

Successfully complete department and schoolwide course requirements

Two (2) core PFRH course requirements, including Life Course Perspectives on Health (380.604 or 380.604.81)

and either Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603 or

380.603.81)

Three (3) focal area course requirements

Epidemiologic Inference I (340.721.60)

Statistical Methods in Public Health (140.621-623)

Two (2) courses within a methodological area of their choice

Three (3) units of Research Ethics as well as Academic and Research Ethics (550.860)

Courses in the responsible conduct of research

A minimum of 64 academic units, including 16 units minimum each term to be considered full-time students

A grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing

Successfully complete an original essay of publishable quality based on secondary data analysis and a

presentation based on the essay (6 units)

Details about course requirements and guidelines for the essay and presentation are described in the next sections of this

handbook.

PFRH Policies Regarding Academic Requirements

The Director of the Masters Programs and Academic Program Coordinator review and credential the academic progress of

all Masters students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress are

provided to the advisor and student immediately after the review. The form notes if a student is making satisfactory

progress as well as whether a student is fulfilling the coursework required for the program. If a student is not showing

satisfactory progress, then the student and advisor are required to meet and provide a formal letter to the Director of the

Masters Programs indicating how the student will meet the necessary academic standards. For a description of it

satisfactory academic progress, see the section of this handbook called “Regulations for PFRH Students.”

A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a

second attempt to complete the core requirement either by repeating the same course or by completing another course

that meets the same core requirement (if available).

If an MSH student cannot meet the above academic standards, a formal letter requesting remediation may be submitted by

the PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students

demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Vice

Chair of Education and Chair of PFRH.

MHS Program Competencies 2018-19

2018-2019 PFRH Student Handbook 47

MHS Program Competencies

Department Competencies

All PFRH masters students must attain proficiency in four competencies:

1. Applying selected frameworks to understand population health problems, including a multiple determinants

framework for the health of populations across the life course.

2. Identifying and assessing the causes and consequences of population change using demographic methods.

3. Applying statistical and epidemiological methods to address the health of populations.

4. Applying ethical concepts and tools to population health research and practice.

Degree Program Competencies

All PFRH MHS students must attain proficiency in four MHS-specific competencies:

1. Evaluating and applying study designs for addressing research and evaluation questions about the health of

populations.

2. Analyzing data using methodological tools appropriate to the study question and available data.

3. Conducting publishable original, independent research.

4. Translating and communicating research findings to researchers, policy makers, and the public.

Focal Area Competencies

All PFRH masters students must attain proficiency in three competencies in their selected PFRH focal area:

1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-

based risk factors, and the relative impact of each risk factor.

2. Evaluating strategies to promote population health, including health services and systems delivery strategies used

to address health concerns in the relevant populations.

3. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant

populations.

MHS Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 48

MHS Course Requirements: Department and Schoolwide

The following tables outline the coursework required for MHS students. The Core PFRH course requirements are presented,

followed by method course options and courses required by the PFRH focal areas available to students.

CORE DEPARTMENT REQUIREMENTS

Course Number Course Name Units Term

Students must take the following

380.604 OR Life Course Perspectives on Health 4 1

380.604.81 Life Course Perspectives on Health 4 2

Students must take one of the following

380.600 Principles of Population Change1 4 2

380.603.01 Demographic Methods for Public Health 4 2

380.603.81 Demographic Methods for Public Health 4 3

1 Please note that if Principles of Population Change is taken to fulfill the Core Department requirement, it CANNOT also be counted toward a focal area requirement

SCHOOWIDE QUANTITATIVE REQUIREMENTS

Course Number Course Name Units Term

340.721 OR Epidemiologic Inference in Public Health I 5 1

340.721.81 Epidemiologic Inference in Public Health I 5 3

140.6211 Statistical Methods in Public Health I1 4 1

140.622 Statistical Methods in Public Health II 4 2

140.623 Statistical Methods in Public Health III 4 3

140.624 Statistical Methods in Public Health IV2 4 4 1 Covers statistical concepts and calculations for data analysis; develops statistical computing skills

2 Optional, but highly recommended

MHS Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 49

SCHOOLWIDE RESEARCH ETHICS REQUIREMENTS

Course Number Course Name Units Term

Students must take the following

550.860.82 Academic and Research Ethics 0 1

Choose a minimum of 3 units

306.663 Legal and Ethical Issues in Health Services Management 3 4

306.665 Research, Ethics and Integrity: US and International Issues 3 3

550.600 Responsible Conduct of Research 1 1

221.616.01 OR Ethics of Public Health Practice in Developing Countries 2 4

221.616.81 Ethics of Public Health Practice in Developing Countries 2 4

306.625.01 Ethical Issues in Health Policy: Public Health and Health Care 3 2

*Post doctoral fellows in the School of Medicine (SOM) may substitute the REWards program and CITI training for 306.665 (Research Ethics and Integrity: US and Int’l Issues) These students will still be required to take 550.865.81 (Public Health Perspectives on Research). Please note that the 3 REWards credits do not count towards the 64 SPH credits needed for the MHS degree.

Students must select 2 research methods courses within a methodological area of their choice: behavioral/social science;

epidemiology (2 different options); or health services research and evaluation. The methods areas and course requirements

are listed in alphabetical order below.

BEHAVIORAL/SOCIAL SCIENCE SPECIALTY CORE REQUIREMENTS

Course Number Course Name Units Term

Study Design (Choose 1)

380.611 Fundamentals of Program Evaluation 4 3

Data Collection and Analysis (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

224.690 Qualitative Research Theory and Methods 3 3

330.657 OR Statistics for Psychosocial Research: Measurement 4 1

330.657.81 Statistics for Psychosocial Research: Measurement 4 1

140.658 Statistics for Psychosocial Research: Structural Models 4 2

224.690 Qualitative Research Theory and Methods1 3 3

224.691 Qualitative Data Analysis1 3 4 1 Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the course. @Course may be cancelled for academic year 2018-19

MHS Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 50

EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS

Option 1 (340.601 Principles of Epidemiology) Professional Track

Course Number Course Name Units Term

Study Design (Choose 1)

340.722 OR Epidemiologic Inference in Public Health II 4 2

340.722.81 Epidemiologic Inference in Publc Health II 4 3

Data Collection and Analysis (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

340.770 Public Health Surveillance 3 2

Electives

Course Number Course Name Units Term

340.645.81 Introduction to Clinical Trials 3 2

223.664 Design and Conduct of Community Trials 4 3

Option 2 (340.751 Epidemiology Research Methods)

Course Number Course Name Units Term

Study Design and Data Analysis (take both)

340.752 Epidemiologic Methods 2 5 2

340.753 Epidemiologic Methods 3 5 3

Electives

Course Number Course Name Units Term

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design** 3 3

340.645.81 Introduction to Clinical Trials 3 2

223.664 Design and Conduct of Community Trials 4 3

@Course may be cancelled for academic year 2018-19

MHS Course Requirements: Department and Schoolwide 2018-19

2018-2019 PFRH Student Handbook 51

HEALTH SERVICES RESEARCH AND EVALUATION SPECIALTY CORE REQUIREMENTS

Course Number Course Name Units Term

Study Design (Choose 1)

380.611 Fundamentals of Program Evaluation 4 3

309.616.81 AND Introduction to Methods for Health Services Research & Evaluation1 2 3

309.617.81 Introduction to Methods for Health Services Research & Evaluation II1 2 4

Data Collection and Analysis (Choose 1)

380.612 Applications in Program Monitoring and Evaluation 4 4

223.632 Methods for Planning and Implementing Evaluations of Large Scale Health Programs in Low and Middle Income Countries

4 4

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

Electives

Course Number Course Name Units Term

300.713 Research and Evaluation Methods for Health Policy 3 3

309.715 Advanced Methods in Health Services Research: Research Design 4 2

410.710 Concepts in Qualitative Research for Social & Behavioral Sciences 3 2

221.644 Econometric Methods for Evaluation of Health Programs 4 4

224.690 Qualitative Research Theory and Methods2 3 3

224.691 Qualitative Data Analysis2 3 4 1 Students who elect to take 309.616, must also take 309.617 2Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the course. @Course may be cancelled for academic year 2018-19

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 52

MHS Course Requirements: PFRH Focal Area

Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling

these requirements must be taken in addition to departmental or schoolwide course requirements. The current focal areas

for students include the following:

Adolescent Health

Child Health

Maternal, Fetal and Perinatal Health

Population and Health

Sexual and Reproductive Health

Women’s Health

If students choose to complete a second focal area, courses may be counted for both the primary and secondary focal

areas, but three courses must be completed in the primary focal area before undertaking the MHS field placement.

Students cannot use courses that are taken for the management requirement to meet the focal area requirements. The

department encourages students to select electives from other focal areas to enhance their breadth and depth of

understanding in their chosen area of interest. Focal areas and eligible courses are listed in the following tables in

alphabetical order. Please note when planning course selection if a course is cancelled for academic year 2018-19; cancelled

courses have two asterisks.

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 53

ADOLESCENT HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.623.81 Adolescent Health and Development 3 3

380.747.81 International Adolescent Health 3 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.665 Family Planning Policies and Programs* 4 3

380.625 Attitudes, Programs and Policies for

Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

380.725 The Social Context of Adolescent Health and Development 3 4

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.721 Schools and Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.747.81 International Adolescent Health 3 4

380.623.81 Adolescent Health and Development 3 3

380.771 Understanding and Changing International Reproductive Health Policy 3 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

380.640 Children in Crisis: As Asset Based Approach to Working With Vulnerable Youth

3 3

410.657 Community Strategies for Sexual Risk Reduction 3 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.665 Family Planning Policies and Programs 4 3

380.721 Schools and Health 3 4

380.625

Attitudes, Programs and Policies for

Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns

380.749 Adolescent. Sexual and Reproductive Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2

380.640 Children in Crisis: As Asset Based Approach to Working With Vulnerable Youth

3 3

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement.

You must choose two separate courses; one to fulfill each requirement.

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 54

CHILD HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.616 Child Health Epidemiology 3 4

380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.642.81 Child Health and Development 3 2

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

223.663 Infectious Diseases and Child Survival 3 3

380.640 Children in Crisis: As Asset Based Approach to Working with Vulnerable Youth 3 3

330.640.01 Childhood Victimization: A Public Health Perspective 3 4

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

221.627 Issues in the Reduction of Maternal & Neonatal Mortality in Low Income Countries

4 2

Population Health Promotion and Health Services and Systems Delivery Strategies

380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3

380.740.81 Nutrition Programs, Policies, Politics in the United States: The Impact on Maternal, Child and Family Health

3 2

380.742 Family Health, Public Health and Policy 3 2

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.765.81

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth 3 3

223.663 Infectious Diseases and Child Survival 3 3

330.640 Childhood Victimization: A Public Health Perspective 3 4

380.721 Schools and Health 3 4

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

Frameworks for Evaluating Principal Health Concerns

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth 3 3

380.623.81 Adolescent Health and Development 3 3

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

410.752 Children, Media and Health 3 3

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 55

MATERNAL, FETAL AND PERINATAL HEALTH Required

Course Number Course Name Units Term

Principal Health Concerns (Students must take the following))

380.664 Reproductive and Perinatal Epidemiology 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.661 Clinical Aspects of Maternal and Newborn Health 3 3

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662

Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.661 Clinical Aspects of Maternal and Newborn Health 3 3

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health

3 2

Frameworks for Evaluating Principal Health Concerns

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

**Cancelled for Academic Year 18-19

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 56

POPULATION AND HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns ( Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health Concepts Rates and Relationships 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.665 Family Planning Policies and Programs* 4 3

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

221.646 Health Systems in Low and Middle Income Countries 3 2

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health: Concepts, Rates and Relationships 3 3

380.600 Principles of Population Change# 4 2

380.756 Poverty, Economic Development and Health*** 4 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.635 Urban Health in Contemporary America 4 4

380.664 Reproductive and Perinatal Epidemiology 4 4

380.765.81

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.767 Couples and Reproductive Health 3 1

Population Health Promotion and Health Services and Systems Delivery Strategies

221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

221.646.81 Health Systems in Low and Middle Income Countries 3 2

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.760 Clinical Aspects of Reproductive Health 3 3

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

***Course offered every other year

**Cancelled for Academic Year 18-19 #This course cannot be used to fulfill both the PFRH Core Course requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 57

SEXUAL AND REPRODUCTIVE HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Select the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Population Health Promotion and Health Services and Systems Delivery (Choose 1)

380.665 Family Planning Policies and Programs* 4 3

380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.771 Understanding and Changing International Reproductive Health Policy 3 4

Frameworks for Evaluating Principal Health Concerns (Choose 1)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

380.655. Social and Economic Aspects of Human Fertility** 4 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2

380.749 Adolescent Sexual and Reproductive Health 3 4

380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4

380.762.81 HIV infection in women, children and adolescents 4 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.623.81 Adolescent Health and Development 3 3

Population Health Promotion and Health Services and Systems Delivery Strategies

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.667 Women’s Health policy 3 4

380.768.81 Selected topics in Women’s Health and Women’s Health Policy 4 1

410.657 Community Strategies for Sexual Risk Reduction 3 4

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

***The on-site option will be offered only if there is adequate student enrollment in the course.

**Cancelled for Academic Year 18-19

MHS Course Requirements: PFRH Focal Area 2018-19

2018-2019 PFRH Student Handbook 58

WOMEN’S HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.666 Women’s Health 3 3

380.668 International Perspectives on Gender Women and Health 3 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.667 Women’s Health Policy 3 4

380.760 Clinical Aspects of Reproductive Health 3 3

Frameworks for Evaluating Principal Health Concerns (Select the following)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.664 Reproductive and Perinatal Epidemiology 4 4

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies

380.624 OR Maternal and Child Health Legislation and Programs* 4 2

380.624.81 Maternal and Child Health Legislation and Programs* 4 2

380.665 Family Planning Programs and Policies 4 3

Frameworks for Evaluating Principal Health Concerns

380.666 Women’s Health 3 3

380.667 Women’s Health Policy 3 4

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 59

MHS Essay and Presentation Guidelines

The Master’s Essay is a requirement for graduation from the MHS program in the Department of Population, Family, and

Reproductive Health. The goal of the essay is for students to apply the skills and knowledge they have acquired during their

academic program to a public health problem or concern of interest to them. In addition to the written essay, students

must give a 10-minute public presentation of their essay.

Students should begin thinking about essay topics and format at the end of the first term.

During Terms 3 and 4 of the program, students will register for Special Studies and Research in PFRH: Master’s

Essay/Presentation (380.840), designating their first reader as the instructor. Guidelines for credit hours are as follows:

Term 3: 3-6 units

Term 4: 3-5 units

Students need to take a minimum of 3 units of special studies

If taking more than 3 units student must meet weekly with 1st reader

The following sections provide detailed guidelines about the essay and presentation. The MHS CoursePlus website has

further details about the process.

Essay Readers

Students must have a minimum of two readers for their essay. The following guidelines must be applied:

The students’ primary reader must be PRFH faculty.

The students’ advisor must be one of the readers.

The students’ second reader, if not their advisor, must have a primary or joint appointment at JHSPH.

A third reader at the agency or organization where the field placement took place is required if the student is using

project data or if the essay is used for project purposes.

Responsibilities of Students and Readers

Primary Reader

The primary reader has the overall responsibility of working with the student on the essay from the outline to the final

draft, and on preparation for the presentation. He/she must be identified as the instructor for the special studies course for

the Masters Essay (380.840) in the 3rd and 4th terms. The primary reader also may nominate the student’s essay for a

distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and

essay drafts to the primary reader by the following key dates to obtain timely feedback. The dates are the following:

November 14, 2018 (receipt of essay topic)

December 17, 2018 (receipt of student’s draft outline)

January 7, 2019 (receipt of student’s final essay outline)

February 4, 2019 (receipt of student’s first draft)

March 11, 2019 (receipt of student’s final draft for final edits)

April 8, 2019 (receipt of student’s final essay with incorporated edits)

April 15, 2019 (reader approval forms signed from both 1st and 2nd readers)

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 60

Second Reader

The second reader provides additional comments to the student about essay drafts. Typically, second readers provide their

feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary

reader. The student is expected to incorporate feedback from both the primary and secondary reader in the final essay.

Secondary readers must also provide approval for the final essay.

Key dates for a secondary reader are the following:

March 11, 2019 (receipt of student’s final draft for final edits)

April 8, 2019 (receipt of student’s final essay with incorporated edits)

April 15, 2019 (reader approval form signed)

Third Reader

The third reader may also provide comments on the essay at any stage. If the third reader is outside the department,

students are strongly advised to discuss the roles and responsibilities of the third reader with their first reader. Third

readers do not need to provide final approval for the essay.

The essay must meet the standards required by faculty of the School. However, if the student is using data affiliated with

the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss

when feedback will be given to the student from the reader.

Choosing a Topic and Format for the Essay

In addition to selecting a topic, students select one of five formats for the essay:

Research Report

Analysis of a Public Health Problem or Legislation Position Paper

Structured Literature Review

Evaluation of a Program/Project

Students must focus on a public health concern or problem, which may or may not be in their focal area. Details on the

expectations of the essay are given during the 3rd MSPH quarterly luncheon.

The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay

Topic Form); for example, students conducting a systematic literature review for their essay must have taken a related

course or work with a primary reader with methodological expertise in systematic reviews.

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 61

Steps to Complete the Essay

Step 1: Identify topic, format, and readers

Students should identify a primary reader whose research interests and expertise are in the topic area or methodology for

the essay. Academic advisors must serve as a reader, but do not need to be the primary reader. Advisors can serve as a

useful resource for discussing potential topics of interest and providing referrals to other faculty members in the

department whose expertise better matches the proposed topic of the essay. Other resources for identifying potential

primary readers are the Masters Committee Director and Associate Director, academic coordinators, Department website,

and school faculty directory.

Step 2: Discuss roles and responsibilities with readers

Once readers have been identified, all students should have a conversation with their readers so that each knows his/her

responsibility for the essay. This discussion is especially important for readers who are outside PFRH and especially for third

readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In

general, readers should be given at least a week at a minimum to provide feedback to students. Additionally, while not

required, the student and readers should discuss plans to publish the essay and the order of authors for the publication.

Separate guidelines regarding authorship will be provided to the students.

Step 3: Determine Whether Essay Involves ‘Human Subjects Research’

What is ‘human subjects research’?

“Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or

answer a scientific question. This activity can include secondary data analysis and research involving direct contact with

subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human

subjects’ data or samples and before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is

charged with assuring that human subjects research studies conducted in the School comply with internal school policies

and external regulations designed to protect human subjects.

For the purposes of the essay, after students have identified the data source(s) for their research, they should complete the

online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or

documenting existing approval.

For additional questions about the IRB process, please visit: https://www.jhsph.edu/offices-and-services/institutional-

review-board/faqs-by-topic/

Step 4: Submit the Essay Topic Form

After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the

student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the

needed skills and knowledge to complete the essay. For example, if a student decides to conduct an evaluation of a project

or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior

experience conducting an evaluation (formats listed under “MSPH Essay and Presentation Guidelines" section). Students

also must indicate whether IRB approval is needed for the essay.

Step 5: Register for 380.840 in PFRH

Students should register for 3 to 6 units of special studies with their primary reader using course number 380.840 in the 7th

term and 3 to 5 units in the 8th term.

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 62

Step 6: Submit Outline of Essay to Primary Reader

Students must submit an outline of the essay to their primary reader by the required deadline. The outline should contain

all major headings and sub-headings of the particular essay format, with bulleted text on the content of each section.

Primary readers must be given at least 1 week to provide feedback to the student on the outline.

Step 7: Submit First Draft of Essay to Primary Reader

Students must submit a complete draft of their essay to the primary reader by the required deadline. The primary reader

should ensure that the draft contains all necessary elements of the essay in the standardized format. Primary readers

should provide feedback to the student within 2 weeks of receiving the draft essay.

Note: Students partnering with an organization that is expecting a report may need to write two separate documents in

order to meet the expectations of the department’s essay.

Step 8: Submit Second Draft of Essay to Primary and Secondary Readers

Second drafts must be reviewed by both the primary and second readers for final edits and recommendations. Both readers

should provide feedback to the student within 2 weeks of receiving the second draft. Students should submit a second draft

in a timely manner and of reasonable quality in order for faculty to complete their review and provide comments to them in

a timely manner. Students must incorporate comments from each reader in their final draft.

Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval

Students must submit the final draft of their essay to both primary and secondary readers for approval and submission to

the Academic Office. Both readers must also submit the Reader Approval Form for the essay directly to the Academic

Office. If the essay is not approved by both readers by the deadline, students may not participate in the oral presentation

and may be in jeopardy of not graduating.

Step 10: Oral Presentation of Essay

Each student is required to present his/her essay in a 10-minute PowerPoint presentation at a public seminar before the

end of the 8th term. The student’s advisor is expected to review draft presentations prior to a practice session. A practice

session will be scheduled approximately one week prior to the public seminar with input from doctoral students in the

department. No video clips are allowed in the presentation.

Before students can present their Masters Essay, they must meet these conditions:

Any existing incompletes in coursework must be rectified, with confirmation by the student’s advisor and academic

coordinator,

The essay has received final approval from first and second readers,

All slides have been approved by the primary reader.

Failure to meet any of these conditions before the time of presentation will result in postponement of graduation.

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 63

Master’s Essay Deadlines

In preparation for completion of the Master’s essay and presentation, students should contact their advisor and/or their

primary reader no later than the 2th term to discuss the essay topic and format of interest to them. Master’s Essays are due

early in the 4th Term. Students should begin work on their paper no later than the start of 3rd term, preferably before the

term begins, and complete it early in the 4th term (see deadlines below). Students should begin to consider essay topics and

format early in the 2nd term. Essays will be presented at a seminar in May, prior to graduation.

These dates are not guidelines, they are deadlines. Failure to meet these deadlines will result in

postponement of the essay presentation, which could have consequences for graduation.

General Guidelines for All Essay Formats

The essay should be between 15-20 pages in length, excluding the title page, acknowledgements, tables,

references/bibliography, and appendices.

All essays should have a title page with: the title of the essay, student’s name, readers (identifying the advisor), and the

date. Please see the template included in the Appendices section at the end of the handbook. You may include an

acknowledgments page (does not count toward the total).

Typing guidelines:

Standard letter size paper 8 ½ by 11

Double spaced/single sided (can single space block quotations)

Type size no smaller than 11 pt.

1 inch margins all around

Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively to the

end of the paper

Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials

Use APA or AMA format for references; see http://www.apastyle.org/ and http://www.amamanualofstyle.com/.

TASKS/ASSIGNMENTS DUE DATE

Register for 380.840 SS/R in PFRH with Advisor for 3rd and 4th terms November 14, 2018

Submit one page form to identify essay topic, format and readers

If essay is a research report, work with JHBSPH faculty to submit IRB application

November 16, 2018

Submit essay outline to 1st reader December 17, 2018

Submit completed final outline of essay January 7, 2019

Submit 1st draft of essay to 1st reader February 4, 2019

Submit copy of completed essay to 1st and 2nd reader for final edits March 11, 2019

Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers

April 8, 2019

Submit reader approval forms from both 1st and 2nd readers April 13, 2019

Submit PowerPoint presentation approved by 1st reader One week prior to presentation

Presentation of essay Late April to Eary May 2019

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 64

Essay Formats

The following are the specific guidelines for each essay format. If a student prefers a format that is different from those

specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.

Research Report

This format could be based on secondary data analysis (more typical) or primary data collection and analysis. IRB approval is

needed for this format. The sections in this format essay are as follows:

Structured abstract (1 page maximum)

Should include the following headings: Background, Objective (s) of study, Methods, Results, Conclusions

Introduction (1 to 3 pages)

Importance of public health concern/problem

The magnitude of problem and population affected

Knowledge gaps and how the current study fills the gaps

Methods (2 to 4 pages) See Methods Section below

Study design

Sample/participants

Data Sources

Measures/Topics [for quantitative analyses, include variable tables that specifies variables and how they are operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]

Data analysis

Results

Discussion with Limitations and Implications for public health practice

References

Tables/figures

Analysis of a Public Health Problem or Legislation Position Paper:

Both formats examine a public health problem and recommend either a specific intervention strategy or a policy or policies

for addressing the problem. The analysis of a public health problem format, offers solutions and recommendations related

to intervention strategies, while a legislation position paper offers solutions and recommendations related to a policy or a

set of policies. Both formats also identify concerns of key stakeholders. The sections in this essay format are as follows:

Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]

Statement of the problem (1 page)

Magnitude of problem (1-2 pages)

Causes/determinants of the problem (3-5 pages)

Alternative policy strategies; and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies (4-6 pages)

Specific recommendations (2-4 pages)

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 65

Structured Literature Review

This format analyzes an important public health problem by examining the literature published on the problem. The

sections in this essay format are as follows:

Structured abstract (1 page maximum)

Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions

Introduction (1 to 3 pages)

Why is the topic an important public health problem

What is the magnitude of problem and population affected

What are the knowledge gaps and how does the current literature review contribute to field or fill the gaps

Methods (1 to 3 pages) See Methods Section below

Databases used

Search criteria

Analytic tables describing literature cited

Results (3 to 6 pages)

Discussion (3 to 5 pages)

References

Tables/figures

Evaluation of a Program/Project

This format involves evaluating/monitoring an existing public health program/project and could include a process,

outcome, or impact evaluation. The sections in this essay format are as follows:

Introduction (1 to 2 pages)

Description of program/project (1 to 3 pages)

Need (what is the public health problem the program/project is trying to address?)

Target audiences (what are the groups/individuals who are targeted for the program/project?)

Activities of program/project

Objectives of program/project (1 page)

Logic Model of program/project (1 page)

Evaluation Methodology (3 to 6 pages) See Methods Section below

Type of evaluation

Indicators

Data collection methods

Sampling strategy and sample size

Data analysis

Anticipated use of results (2 to 5 pages)

Timetable (1 page)

MHS Essay and Presentation Guidelines 2018-19

2018-2019 PFRH Student Handbook 66

Methods Section for Research Report, Structured Literature Review and Evaluation Formats

The information included in the Methods section should provide sufficient detail to the reader so that the quality of the

study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been

reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are

encouraged to include an appendix describing additional details about the study methods. This appendix should

supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications

about the methods is not adequate.

Evaluation Criteria for MHS Essay Readers

The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe

provided and applying public health knowledge and skills.

The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the

field of public health.

The essay is suitable for publication either in a peer-reviewed journal or an organization/government report.

Honors

Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for

an honorary ‘distinction’ award if the essay submission deadline is met. Nominations will be accepted from the primary

reader. Student essays that receive a distinction award will be selected by the masters committee.

Resources/Support for Essays

Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson (memerson@jhu.edu) for assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist (lrosman1@jhmi.edu) or Claire Twose, Associate Director, Public Health and Basic Science Information Services (ctwose1@jhmi.edu). Additional resources for essay writing and preparing oral presentations may be found on the Welch Medical Library web site

PART III – PHD STUDENTS

HANDBOOK

PhD Program Overview 2018-19

2018-2019 PFRH Student Handbook 68

PhD Program Overview

This section of the PFRH handbook describes the program of study for PhD students. It is based on the competencies for the

program shown in the following section. All PFRH PhD students should have a fundamental understanding of life course

perspectives on health, demography and population dynamics, statistical methods and their application, epidemiology,

research ethics, advanced research methods in a selected area, and a broad prospective of public health research in

addition to having expertise in a particular focal area. They are also required to take four terms of the first year doctoral

seminar; two terms of the second year doctoral seminar and the PFRH Proposal Writing Seminar (until completion of the

Preliminary Oral Examination).

During the program, students are required to:

Successfully complete: the three (3) core PFRH course requirements; four (4) focal area course requirements;

Epidemiologic Inference or its equivalent; 16 units of Statistics; three (3) units of Research Ethics; Public Health

Perspectives on Research; Academic and Research Ethics; four (4) Research Methods courses; 1st and 2nd Year

Doctoral Seminar; and PFRH Proposal Writing Seminar until successful completion of schoolwide preliminary exam

Successfully complete all examinations including the comprehensive exam in year two, annual reviews (after year

two), department preliminary oral examination, schoolwide preliminary oral examination, and final defense

examination

Complete one full year of residency (a minimum of 16 units per term for four consecutive terms)

Complete a Research Apprenticeship

Achieve a grade point average (GPA) of 3.0 or higher in all course work

Achieve a grade B or better in all required PFRH Core Department courses

Students are required to take a minimum of 16 units each term in order to be considered full-time students. Tuition support

is contingent on full-time status.

PFRH Policy for Failure to Meet Academic Standards:

PhD students must meet the following academic standards:

Achieve a B or better in required PFRH Core Department courses

Take all required courses for a letter grade

The Director of the Doctoral Program and Academic Program Manager, representing the Doctoral Committee, review and

credential the academic progress of all doctoral students at the end of each term for the first eight terms and annually

thereafter. A tracking form summarizing the student’s progress is provided to the advisor and student immediately after

the review. The form notes if a student is not making satisfactory progress. If the student is not making satisfactory

progress, then the advisor and student are required to meet and provide a formal letter to the Director of the Doctoral

Program indicating how the student will meet the required academic standard(s).

If a doctoral student cannot meet academic standards, a formal letter requesting remediation may be submitted by the

PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students

demonstrating substandard academic performance will be made by the Doctoral Committee in consultation with the Chair

of PFRH.

PhD Program Competencies 2018-19

2018-2019 PFRH Student Handbook 69

PhD Program Competencies

Department Competencies

All PFRH doctoral students must attain proficiency in five competencies:

1. Applying selected frameworks to understand population health problems, including a multiple determinants

framework for the health of populations across the life course.

2. Identifying and assessing the causes and consequences of population change.

3. Applying demographic methods to the health of populations.

4. Applying statistical and epidemiologic methods to address the health of populations.

5. Applying ethical concepts and tools to population health research and practice.

Degree Program Competencies

All PFRH doctoral students must attain proficiency in eight PhD-specific competencies:

1. Evaluating and applying study designs for addressing research and evaluation questions about the health of

populations.

2. Evaluating and applying rigorous strategies for measurement and data collection across a range of study designs.

3. Analyzing data using methodological tools appropriate to the study question and available data.

4. Interpreting data based on the strength of evidence, recognizing study limitations, and drawing appropriate

inferences.

5. Analyzing primary quantitative or qualitative data and participating in the preparation of a peer-reviewed

manuscript using the data.

6. Designing an instrument for data collection and implementing the instrument with primary data.

7. Preparing and defending a research proposal addressing a clearly identified research question including the

appropriate research methods and conceptual framework for answering the question.

8. Conducting and presenting original, independent, and publishable research about a clearly identified research

question.

Focal Area Competencies

All PFRH doctoral students must meet proficiency in four competencies in their selected PFRH focal area:

1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-

based risk factors, and the relative impact of each risk factor.

2. Evaluating strategies to promote population health, including the policies and programs that address health

concerns and behavior in the relevant populations.

3. Critiquing health services and systems delivery strategies used to address health concerns in the relevant

populations.

4. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant

populations.

PhD Program Competencies 2018-19

2018-2019 PFRH Student Handbook 70

The following tables first list the core departmental followed by schoolwide course requirements for all PhD students.

CORE DEPARTMENT REQUIREMENTS Students Must take Life Course Perspectives on Health, Principles of Population Change and Demographic Methods for Public Health

Course Number Course Name Units Term

380.604 OR Life Course Perspectives on Health 4 1

380.604.81 Life Course Perspectives on Health 4 2

380.600 Principals of Population Change 4 2

380.603 OR Demographic Methods for Public Health 4 2

380.603.81 Demographic Methods for Public Health 4 3

PFRH DOCTORAL SEMINARS Course Number Course Name Units Term

First Year Doctoral Students

380.817 PFRH First Year Doctoral Seminar Part 1 1 1, 2

380.822 PFRH First Year Doctoral Seminar Part 2 1 3, 4

Second Year Doctoral Students

380.823.01 Research Seminar in Population, Family and Reproductive Health I

2 1

380.824.01 Research Seminar in Population, Family and Reproductive Health II

2 2

380.821.01 PFRH Proposal Writing Seminar* 2 4

Third Year Doctoral Students

380.821.01 PFRH Proposal Writing Seminar (until completion of Preliminary Oral Examination)

2 1, 2, 3, 4

* Second year doctoral students also register for 1 credit Special Studies (380.840.01) in 3rd Term for PFRH Proposal Writing

Seminar

PhD Program Competencies 2018-19

2018-2019 PFRH Student Handbook 71

QUANTITATIVE REQUIREMENTS Students must choose either 340.721 or 340.751 and either 140.621-624 or 140-.651-654

Course Number Course Name Units Term

Epidemiology (Choose 1)

340.721 OR Epidemiologic Inference I 5 1

340.721.81 Epidemiologic Inference I 5 3

340.751 Epidemiologic Methods I 5 1

Biostatistics (Choose either 140-621-624 or 140.651-654)

140.621 Statistical Methods in Public Health I 4 1

140.622 Statistical Methods in Public Health II 4 2

140.623 Statistical Methods in Public Health III 4 3

140.624 Statistical Methods in Public Health IV 4 4

140.651 Methods in Biostatistics I 4 1

140.652 Methods in Biostatistics II 4 2

140.653 Methods in Biostatistics III 4 3

140.654 Methods in Biostatistics IV 4 4

RESEARCH ETHICS REQUIREMENTS Students are required to take a minimum of 3 units of Research Ethics in addition to 550.865 and 550.860

Course Number Course Name Units Term

PhD Students must take the following courses:

550.865.81 Public Health Perspectives on Research 2 2

550.860.82 Academic and Research Ethics 0 1, 2, 3, 4

PFRH Students are strongly encouraged to take 550.860.82 during the 1st term

Choose 1:

306.665 Research, Ethics and Integrity: US and International Issues

3 3

550.600 Responsible Conduct of Research** 1 1

**If students choose 550.600, they must also take one of the following courses:

306.663 Legal and Ethical Issues in Health Services Management

3 4

221.616 OR Ethics of Public Health Practice in Developing Countries

2 4

221.616.81 Ethics of Public Health Practice in Developing Countries

2 4

PhD Research Methods Course Requirements 2018-19

2018-2019 PFRH Student Handbook 72

PhD Research Methods Course Requirements

PhD students are required to take four research methods courses in a specific methodological area in addition

Epidemiologic Inference or Epidemiologic Methods I. These requirements must be completed before taking the PFRH

comprehensive examination. The methods areas and course requirements are listed in alphabetical order below.

BEHAVIORAL/SOCIAL SCIENCE SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term

Data Collection (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

224.690 Qualitative Research Theory and Methods 3 3

410.690 Ethnographic Fieldwork 4 3

Study Design (Choose 1)

380.611 Fundamentals of Program Evaluation 4 3

309.616.81 AND Introduction to Methods for Health Services Research and Evaluation*

2 3

309.617.81 Introduction to Methods for Health Services Research and Evaluation II

2 4

Study Design (Choose 1)

410.615 Research Design in the Social and Behavioral Sciences 3 2

410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3 2

410.631 Introduction to Community-based Participatory Research: Principles and Methods

2 3

Data Analysis (Choose 1)

330.657.81 Statistics for Psychosocial Research: Measurement 4 1

140.658 Statistics for Psychosocial Research: Structural Models 4 2

224.691 Qualitative Data Analysis** 3 4

410.690 Ethnographic Fieldwork 4 3

410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3 2

*Multi-term course. Must take both courses in order receive a grade for the course.

**224.690 is a prerequisite for the course 224.691.

DEMOGRAPHY SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term

Data Collection (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

Study Design (Select the following)

410.615 Research Design in the Social and Behavioral Sciences 3 2

Data Analysis (Choose Both)

380.650 Fundamentals of Life Tables 4 3

380.651 Methods & Measures in Population Studies 4 4

@Course may be cancelled for academic year 2018-19

PhD Research Methods Course Requirements 2018-19

2018-2019 PFRH Student Handbook 73

EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS

Course Number Course Name Units Term

Option 1 (340.721 Epidemiologic Inference I) Professional Track

Data Collection (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

Study Design (Select the following)

340.722 OR Epidemiologic Inference in Public Health II 4 2

340.722.81 Epidemiologic Inference in Public Health II 4 4

Study Design (Choose 1)

340.645.81 Introduction to Clinical Trials 3 2

223.664 Design and Conduct of Community Trials 4 3

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

Data Analysis (Select the Following)

340.770 Public Health Surveillance 3 2

140.630 Introduction to Data Management 3 2, 4

Option 2 (340.751 Epidemiology Research Methods)

Data Collection (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

Study Design (Choose 1)

340.645.81 Introduction to Clinical Trials 3 2

223.664 Design and Conduct of Community Trials 4 3

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

Study Design and Data Analysis (Choose Both)

340.752 Epidemiologic Methods 2 5 2

340.753 Epidemiologic Methods 3 5 3

@Course may be cancelled for academic year 2018-19

PhD Research Methods Course Requirements 2018-19

2018-2019 PFRH Student Handbook 74

HEALTH ECONOMICS SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term

Data Collection (Choose one)

313.603 Economic Evaluation III** 3 3

380.711 Issues in survey Research Design@ 3 3

Study Design (Choose two)

313.601 Economic Evaluation I** 3 1

313.653 Advanced Health Economics I 2 1

313.654 Advanced Health Economics II 2 2

313.655 Advanced Health Economics III 2 3

313.656 Advanced Health Economics IV 2 4

180.600 General Equilibrium Theory 3 1

180.601 Consumer and Producer Theory 3 2

180.602 Microeconomic Theory 3 3

180.602 Microeconomic Theory 3 4

Data Analysis (Choose one)

221.644 Econometric Methods for Evaluation of Health Programs 4 4

309.616.81 AND Introduction to Methods for Health Services Research and Evaluation I*

2 3

309.617.81 Introduction to Methods for Health Services Research and Evaluation II

2 4

221.645 OR Large Scale Effectiveness Evaluations of Health Programs 2 4

221.645.81 Large Scale Effectiveness Evaluations of Health Programs 4 4

300.713 Research and Evaluation Methods for Health Policy 3 3

313.602 Economic Evaluation II** 3 2

* Students who elect to take 309.616 must also take 309.617

**Note 313.601 and 313.602 are pre-requisites for 313.603.

@Course may be cancelled for academic year 2018-19

PhD Research Methods Course Requirements 2018-19

2018-2019 PFRH Student Handbook 75

HEALTH SERVICES RESEARCH AND EVALUATION SPECIALTY CORE REQUIREMENTS

Course Number Course Name Units Term

Data Collection (Choose 1)

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design@ 3 3

224.690 Qualitative Research Theory and Methods 3 3

410.690 Ethnographic Fieldwork 4 3

Study Design (Choose 1)

380.611 Fundamentals of Program Evaluation 4 3

309.616.81 AND

Introduction to Methods for Health Services Research and Evaluation*

2 3

309.617.81 Introduction to Methods for Health Services Research and Evaluation II

2 4

Study Design (Choose 1)

223.664 Design and Conduct of Community Trials 4 3

300.713 Research and Evaluation Methods for Health Policy I 3 3

300.715 Research and Evaluation Methods for Health Policy II*** 3 4

318.615 Program Evaluation for Public Policy I 3 1

221.638 Health Services Research and Evaluation in Developing Countries 3 4

410.631 Introduction to Community-Based Participatory Research: Principles and Methods

3 2

224.692 Formative Research for Behavioral and Community Interventions 4 4

313.790.81 Introduction to Economic Evaluation 3 4

312.693 Introduction to Comparative Effectiveness and Outcome Research 3 3

390.675 Outcome and Effectiveness Research 3 4

309.715 Advanced Methods in Health Services Research: Research Design (cancelled)

410.710 Concepts in Qualitative Research for Social & Behavioral Sciences 3 2

Data Analysis (Choose 1)

380.612 Applications in Program Monitoring and Evaluation 4 4

223.632 Methods for Planning and Implementing Evaluations of Large-Scale Health Programs in Low and Middle Income Countries

4 4

224.691 Qualitative Data Analysis** 3 4

221.644 Econometric Methods for Evaluation of Health Programs 4 4

*Students who elect to take 309.616 must also take 309.617

**224.690 is a prerequisite for 224.691

***300.713 is a prerequisite for 300.715 @Course may be cancelled for academic year 2018-19

PFRH Focal Area Requirements for PhD 2018-19

2018-2019 PFRH Student Handbook 76

PFRH Focal Area Requirements for PhD

Students must take a minimum of four required courses from one of the department’s focal areas. The courses fulfilling

these requirements must be taken in addition to any departmental or schoolwide course requirements. The current focal

areas for students include the following:

Adolescent Health

Child Health

Maternal, Fetal and perinatal health

Population and Health

Sexual and Reproductive Health

Women’s Health

Doctoral students must take 4 courses in order to meet the requirements for the Focal Area component of their degree

program. Within a given focal area, a unique course needs to be selected for each of the following competencies 1) health

services and systems delivery strategies; 2) principal health concerns; 3) strategies to promote population health; and 4)

frameworks for evaluating principal health concerns. Courses eligible for health services and systems delivery strategies are

listed in the table below. The courses are eligible for all focal areas, but the department recommends that this 4th course be

closely related to the students’ chosen focal area. A unique course must be taken to fulfill each competency.

HEALTH SERVICES AND SYSTEMS DELIVERY STRATEGIES Choose 1-preferably related to your focal area

Course Number Course Name Units Term

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

380.760 Clinical Aspects of Reproductive Health 3 3

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.665 Family Planning Policies and Programs 4 3

380.624 OR Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

380.625 Attitudes Programs and Policies for Children with Special Health Care Needs

3 3

380.721 Schools and Health 3 4

221.646 OR Health Systems in Low and Middle Income Countries 3 2

221.646.81 Health Systems in Low and Middle Income Countries 3 2

If a student chooses to complete a second focal area, courses may be double counted across their primary and secondary

focal areas; students must, however, complete the course requirements for at least one focal area. The department

encourages students to select electives from other focal areas to enhance their breadth and depth of understanding in their

chosen and other focal areas. Focal areas and their eligible courses are listed in the following tables by alphabetical order.

PFRH Focal Area Requirements for PhD 2018-19

2018-2019 PFRH Student Handbook 77

ADOLESCENT HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.623.81 Adolescent Health and Development 3 3

380.747.81 International Adolescent Health 3 4

Evaluation of Strategies to Promote Population Health (Choose 1)

380.624 OR

Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

380.665 Family Planning Policies and Programs 4 3

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

380.725 The Social Context of Adolescent Health and Development 3 4

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond

2 2

380.721 Schools and Health 3 4

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.761 OR Sexually Transmitted Infections in Public Health Practice 4

3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

Evaluation of Strategies to Promote Population Health

380.747.81 International Adolescent Health 3 4

380.623.81 Adolescent Health and Development 3 3

380.771 Understanding and Changing International Reproductive Health Policy

3 4

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

380.761 OR Sexually Transmitted Infections in Public Health Practice 4

3

380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4

410.657 Communication Strategies for Sexual Risk Reduction 3 4

380.625 Attitudes, Programs and Policies for Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns

380.749 Adolescent. Sexual and Reproductive Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond

2 2

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

PFRH Focal Area Requirements for PhD 2018-19

2018-2019 PFRH Student Handbook 78

CHILD HEALTH

Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.616 Child Health Epidemiology 3 4

380.625 Attitudes, Programs & Policies for Children with Special Health Care Needs

3 3

Evaluation of Strategies to Promote Population Health (Students must take the following)

380.624 OR

Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.642.81 Child Health and Development** 3 2

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

223.663 Infectious Diseases and Child Survival 3 3

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

330.640 Childhood Victimization: A Public Health Perspective 3 4

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

Evaluation of Strategies to Promote Population Health

380.625 Attitudes, Programs & Policies for Children with Special Health Care Needs

3 3

380.740.81 Nutrition Programs, Policies, and Politics in the United States: The Impact on Maternal, Child and Family Health

3 2

380.742 Family Health, Public Health and Policy 3 2

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.765.81

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

223.663 Infectious Diseases and Child Survival 3 3

330.640 Childhood Victimization: A Public Health Perspective 3 4

Frameworks for Evaluating Principal Health Concerns

380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth

3 3

380.623.81 Adolescent Health and Development 3 3

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

410.752 Children, Media and Health 3 3

**Cancelled for Academic Year 18-19

PFRH Focal Area Requirements for PhD 2018-19

2018-2019 PFRH Student Handbook 79

MATERNAL, FETAL AND PERINATAL HEALTH Required

Course Number Course Name Units Term

Principal Health Concerns (Students must take the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Evaluation of Strategies to Promote Population Health (Choose 1)

380.624 OR Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.744.81 Nutrition and Growth in Maternal and Child Health 3 1

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

Evaluation of Strategies to Promote Population Health

380.661 Clinical Aspects of Maternal and Newborn Health 3 3

380.740.81 Nutrition Programs, Policies, and Politics in the United States: The Impact on Maternal, Child and Family Health

3 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

Frameworks for Evaluating Principal Health Concerns

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

**Cancelled for Academic Year 18-19

PFRH Focal Area Requirements for PhD 2018-19

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POPULATION AND HEALTH*

Required

Course Number Course Name Units Term

Principal Health Concerns: (Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health: Concepts, Rates, and Relationships 3 3

Evaluation of Strategies to Promote Population Health (Choose 1)

380.665 Family Planning Policies and Programs 4 3

380.624 OR Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

Frameworks for Evaluating Principal Health Concerns (Choose 1)

380.655 Social and Economic Aspects of Human Fertility** 4 1

380.750 Migration & Health: Concepts, Rates, and Relationships 3 3

380.756 Poverty, Economic Development and Health* 4 2

Electives

Course Number Course Name Units Term

Principal Health Concerns:

380.635 Urban Health in Contemporary America 4 4

380.664 Reproductive and Perinatal Epidemiology 4 4

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

380.767 Couples and Reproductive Health 3 1

Evaluation of Strategies to Promote Population Health

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.624 OR

Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

*Students selecting the Population and Health Focal Area must select the Demography Specialty Core to fulfill the Research Methods Course Requirements. *Course offered every other year **Cancelled for Academic Year 18-19

PFRH Focal Area Requirements for PhD 2018-19

2018-2019 PFRH Student Handbook 81

SEXUAL AND REPRODUCTIVE HEALTH Required

Course Number Course Name Units Term

Principal Health Concerns: (Students must take the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Evaluation of Strategies to Promote Population Health (Choose 1)

380.665 Family Planning Policies and Programs 4 3

380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3

380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4

380.771 Understanding and Changing International Reproductive Health Policy

3 4

Frameworks for Evaluating Principal Health Concerns (Choose 1)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

380.655 Social and Economic Aspects of Human Fertility** 4 1

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2

380.749 Adolescent Sexual and Reproductive Health 3 4

380.762.81 HIV infection in Women, Children and Adolescents 4 4

380.760 Clinical Aspects of Reproductive Health 3 3

380.623.81 Adolescent Health and Development 3 3

550.629 The Epidemiology of LGBT Health 3 2

410.683.60 Global Perspectives On LGBT Health 3 3

Evaluation of Strategies to Promote Population Health

380.624 or

Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

380.667 Women’s Health Policy 3 4

380.768.81 Selected Topics in Women’s Health and Women’s Health Policy 4 1

410.657 Community Strategies For Sexual Risk Reduction 3 4

Frameworks for Evaluating Principal Health Concerns

380.767 Couples and Reproductive Health 3 1

**Cancelled for Academic Year 18-19

***The on-site option will be offered only if there is adequate student enrollment in the course.

PFRH Focal Area Requirements for PhD 2018-19

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WOMEN’S HEALTH Required

Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.668 International Perspectives on Gender Women and Health

3 4

380.666 Women’s Health 3 3

Evaluation of Strategies to Promote Population Health (Choose 1)

380.667 Women’s Health Policy 3 4

380.768.81 Selected Topics in Women’s Health and Women’s Health Policy

4 1

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

120.620 OR Fundamentals of Reproductive Biology 3 1

120.620.81 Fundamentals of Reproductive Biology 3 2

Electives

Course Number Course Name Units Term

Principal Health Concerns

380.664 Reproductive and Perinatal Epidemiology 4 4

221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.762.81 HIV Infection in Women, Children & Adolescents 4 4

380.663 Gender-Based Violence Research, Practice and Policy: Issues and Current Controversies

3 4

550.629 The Epidemiology of LGBT Health 3 2

410.683.60 Global Perspectives On LGBT Health 3 3

Evaluation of Strategies to Promote Population Health

380.624 OR Maternal and Child Health Legislation and Programs 4 2

380.624.81 Maternal and Child Health Legislation and Programs 4 2

380.665 Family Planning Programs and Policies 4 3

Frameworks for Evaluating Principal Health Concerns

380.668 International Perspectives on Gender Women and Health

3 4

380.666 Women’s Health 3 3

380.667 Women’s Health Policy 3 4

380.662 Critiquing the Research Literature in Maternal Neonatal and Reproductive Health

4 2

PFRH Doctoral Seminars 2018-19

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PFRH Doctoral Seminars

Formal seminars are required for all PFRH doctoral students from the first year until students successfully complete their

preliminary oral exam. They are described below. The seminar in the first and second term of the first year is planned

based on students’ interests.

First-year Doctoral Seminars in Population, Family and Reproductive Health; First and Second Term Course Objectives:

These seminars are designed to facilitate students’ transitions into the PFRH doctoral program, introduce skills to help

students succeed in the program, and develop students’ ability to formulate scientific questions.

At the end of the seminar, students will be able to:

Describe the requirements, timeline, and benchmarks of the PFRH doctoral program

Locate opportunities and resources for doctoral students within PFRH, JHBSPH, and JHU

Read scientific articles effectively and efficiently

Describe the nature of scientific questions and how they are identified

Explain the role of the scientific community in the research process

Articulate their area of specialization orally and in writing

First-year Doctoral Seminars in Population, Family and Reproductive Health; Third and Fourth Term Course Objectives:

At the end of these courses, students will be able to:

Develop a research concept based on their individual interests;

Link scientific questions with appropriate research designs;

Discuss strategies for obtaining and managing research funding;

Evaluate different approaches used to communicate research findings; and

Create a plan for their research career both as a student and later as a professional.

Second-year Doctoral Seminars in Population, Family and Reproductive Health; First and Second Term Course Objectives:

At the end of these courses, students will be able to:

Apply diverse conceptual frameworks to public health issues pertinent to PFRH;

Critically evaluate empirical articles addressing public health issues related to PFRH;

Compare and contrast the approaches of various academic disciplines to public health issues of relevance to

PFRH; and

Recognize and critically evaluate common study designs and methods used in research relevant to PFRH.

The first term focuses on integrating life course and demographic methods and approaches across the population focal

areas in the department. The second term builds on the first term experience and is more specific to the student’s chosen

focal area.

PFRH Doctoral Seminars 2018-19

2018-2019 PFRH Student Handbook 84

PFRH Proposal Writing Seminar Course Objectives:

Upon successfully completing this course, students will be able to:

Develop a research question, study aims, and hypotheses to be used in a dissertation proposal;

Conduct a literature review which identifies current research and gaps as they relate to the study and research

questions and aims;

Identify an appropriate study design including study population and methodology, both quantitative and

qualitative;

Identify data sets or setting for data collection;

Examine frameworks and find appropriate frameworks for the study;

Review analytic methods; develop a feasible timeline for the study; consider ethical issues and IRB approval; and

Identify potential funding sources.

Additional Information & Requirements for the PhD Degree

2018-19

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Additional Information & Requirements for the PhD Degree

Research Apprenticeship

PFRH requires that PhD students undertake one or more research apprenticeship activities with one or more faculty

members during their program of study at JHSPH. The goal of this requirement is to ensure that PhD students have a

structured opportunity to master a specific set of competencies which: a) ensure their competence as public health

professionals after graduation; and b) represent skills best learned outside a conventional classroom setting in the context

of an ongoing research program or project.

PhD students may begin activities aimed at fulfilling these competencies as early in their program of study as they wish.

Typically, PhD students begin to plan for this requirement during the second half of their first year and begin the activities

after their first year of studies.

PhD students may proceed to their departmental oral exam without completing the research apprenticeship, although

PFRH encourages them to complete the requirement and competencies before the departmental oral. PhD students who

have not completed the research apprenticeship at the time of their departmental oral exam will be expected at that time

to: a) have demonstrated substantial progress toward their completion; and b) have a concrete plan for completion soon

thereafter.

Progress towards completing this requirement should be a major component of the discussion at the PhD students’ annual

reviews (see next section). PhD students master each of the following six competencies by means of one or several research

apprenticeships. The competencies are:

1. Critical Review of the Literature: PhD students must demonstrate the ability to synthesize and critically review a body of

literature that is more comprehensive than expected for a standard, course term paper.

2. Framing a Research Question: PhD students must demonstrate the ability to identify a “researchable” question.

3. Instrument Development: PhD students must demonstrate the ability to design an instrument for collecting data. This

ability may include identification and evaluation of existing instruments, the ability to adapt existing instruments for new

modalities (e.g. self-administered questionnaire converted to use in a telephone interview), or creating a new instrument.

4. Data Collection: PhD students must document experience with primary data collection including activities related to data

coding and data entry.

5. Data Analysis: PhD students must document experience with analyzing either primary data they collected as part of a

supervised research project or data from a secondary source.

6. Manuscript Preparation: PhD students must have substantially participated in the preparation of a published or

publishable manuscript prepared in the form of an original peer-reviewed journal article; this requirement does not include

papers from thesis research.

PhD students may demonstrate several or even all competencies by means of one research apprenticeship if the activities

involved in the apprenticeship are comprehensive. Alternatively, PhD students may undertake several research activities

over their program of study, each of which results in mastery of one or more competencies.

When a PhD student masters one or more competencies, s/he must indicate on the apprenticeship form the faculty

member who was preceptor for the apprenticeship and the student’s advisor, including the signature of each. The original

form should be submitted to the Academic Program Administrator who will place it in the student’s file and note

completion of each competency on the student’s tracking sheet. Students who master the competencies one-by-one will

typically turn in one form per apprenticeship. It is possible to use previous work to meet one or more of the above

competencies, but at least one must be completed during doctoral studies. Supporting documents must be provided to

validate the competency when completed in previous work.

Additional Information & Requirements for the PhD Degree

2018-19

2018-2019 PFRH Student Handbook 86

PhD students may petition the PFRH Doctoral Committee to certify that they have mastered a competency before they

began the program. In such cases, students should attach to their petition documentation of their mastery (e.g. a senior

authored journal article or letter testifying to the student’s work as project manager of a data collection effort) and a letter

from their advisor expressing support for the request. PhD student may arrange their research apprenticeships with any

faculty of JHU or, with the approval of their advisor, with a qualified researcher outside JHU. The Research Apprenticeship

form may be found at: https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or

in the “PhD Forms” section of this handbook.

Annual Reviews Doctoral Students

JHSPH requires that all doctoral students have a yearly meeting with their academic advisor and other faculty members

from PFRH or other JHSPH departments. This process must begin after the second year of study and occurs annually by mid-

November. Faculty who attend the review may change over the course of a student’s program. The purpose of the meeting

is twofold, serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources

and potential problems as they progress through the program and 2) ensure that PFRH records on student progress are

correct and up-to-date.

Until students complete their schoolwide preliminary exam, the annual meeting is generally held with the academic advisor

and one other PFRH faculty member, usually someone the student and advisor select together. Faculty members from

other JHSPH departments are welcome to attend these early meetings if the student and advisor think it would be helpful.

After a student has passed the Schoolwide Preliminary Exam, it is expected that the meeting will include the thesis advisor

and several other faculty with whom the student is working, including faculty from outside PFRH. The meeting may include

members of the Schoolwide Preliminary Oral Exam Committee who have agreed to help guide the student’s thesis research

on an ongoing basis. Other people (e.g. the Academic Program Administrator) may attend if the student and advisor think it

would be helpful. A least one other faculty besides the students’ advisors (including co-advisors) must participate in the

annual review of doctoral students.

Both students and faculty are responsible for insuring that the annual meetings take place, but students are expected to

initiate the meeting.

Students are required to provide a brief written progress report (no more than 1 or 2 pages) at least one day in advance of

the meeting. If the report is not submitted a day before the meeting and the report is not complete, then the meeting will

need to be rescheduled. This report should list progress toward graduation since the last meeting, including fulfillment of

course requirements and other milestones. Students should bring sufficient numbers of copies of the report for each faculty

member attending the meeting as well as a copy of their transcript.

Students who are working outside the country are encouraged, but not required, to return for advisory meetings. These

students must submit a written progress report by an appointed time, determined by their advisor, for the year(s) not in

residence. The progress and planning report should be longer and more detailed than those submitted by students who

attend in person meetings. The advisor should share this report with other faculty (as in the case of in person meetings) and

then proceed in the same way as above by scheduling a meeting for the advisor and other faculty to review progress with

the student.

The annual review form can be found at:

https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD Forms”

section of this handbook.

PFRH Comprehensive Examination 2018-19

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PFRH Comprehensive Examination

Objectives

The objectives of the exam are to assess whether or not students are:

Prepared to move from course work to developing a dissertation proposal

Able to demonstrate mastery of core knowledge in their chosen focal area

Able to critically analyze and synthesize empirical and theoretical research

Components

A two-part exam includes:

1. Focal Area Specific Written Examination

A written take-home exam will be given that tests the students’ ability to critically analyze research in their focal

area and to synthesize and integrate both concepts and required methods learned in course work (including

doctoral seminars).

2. Focal Area Oral Examination

The oral exam focuses on content and synthesis of core focal area and public health knowledge, basic research

methods, and follow-up questions on the written examination, providing students an opportunity to clarify written

responses.

Comprehensive Exam and Second Year Doctoral Seminars

The first and second term doctoral seminars in the second year of the doctoral program of study contribute to preparation

for the comprehensive exams. During the first term, students participate in an integrated seminar for all second year

doctoral students in which they review and critique literature based on readings that span the focal areas and integrates

the core demography courses and life course perspectives in health.

In the second term, students work with faculty members in their focal area to critically review and evaluate literature

specific to the area. The readings address the four focal area competencies and methods competencies related to

measurement and study design. When appropriate (as determined by seminar leaders), some focal areas may choose to

meet together to critically review and discuss a subset of readings. A practice take-home exam also is reviewed with all

second year students at the end of the second tern. All second term, second year doctoral seminars meet on the same pre-

determined date and time to provide the opportunity for cross focal area collaboration. Readings from the first and second

term second year doctoral seminars are used as the basis for some oral exam questions.

Oral examination

The in-person oral examination focuses on content and synthesis of knowledge regarding core focal area courses and

research methods and provides students an opportunity to clarify written responses in the take-home written exam. The

oral exam committee includes the advisor and two faculty from the focal area.

The most senior faculty member, other than the student’s advisor, chairs the exam.

The committee membership will be revealed once the student submits his/her take-home exam.

Student will learn whether they passed the written and oral portion of the examination at the conclusion of the oral

examination. If a student receives a conditional pass or fails the exam, the requirements for meeting the conditions or

retaking the exam need to be clear prior to the student leaving the room and also noted on the exam report form.

PFRH Comprehensive Examination 2018-19

2018-2019 PFRH Student Handbook 88

Grading

Faculty participants are provided with general guidance and a rubric for the scope of responses to help assist in grading the

written and oral exam. Point distribution is as follows:

100 points for written exam (60% of total grade)

100 pts for oral exam (40% of total grade)

A passing grade is 70 points for the written and for the oral exam.

Timing

The written take-home comprehensive exam will be distributed via email on a predetermined date and students will have 4

days to complete the take-home exam (e.g., distributed on a Monday at 10am and returned on a Friday at 10 am via a drop

box).

The oral comprehensive exam is up to two hours in duration and includes: a review of the student’s PFRH academic file;

questions related to the written exam, doctoral seminar readings and focal area content; faculty assessment; and time for

final discussion with the student regarding the overall performance of the oral exam. It will take place within 2 weeks of

students submitting the completed written portion of the comprehensive exam and no earlier than 5 calendar days after

submitting the written exam.

Student Eligibility

Students must meet the following criteria to be eligible for the second year comps:

Completed all departmental, focal area, and methods specialization requirements, and have completed any

incomplete grades in all coursework. Waivers will be considered on an individual basis for up to one course to be

taken following the exam (see PFRH policy for waivers); the waived course must be taken within the next two

terms after the comprehensive exam.

Completed four terms of a biostatistics course series (either 140.621-624 or 140.651-654)

Earned a grade of B or better in required PFRH Core Department courses and have an overall grade point average

of 3.0 or better in all coursework.

Departmental Preliminary Oral Examination 2018-19

2018-2019 PFRH Student Handbook 89

Departmental Preliminary Oral Examination

This exam is intended to review the student's proposed research plan and determine that the student is academically

prepared to undertake the schoolwide preliminary oral exam and to carry out thesis research. The examination provides

the student with experience in discussing a research proposal in a formal setting that resembles the School's preliminary

oral. It also is a mechanism to provide the student with constructive commentary on the strengths and weaknesses of the

proposed research, as well as strengths and weaknesses in PFRH content and research design and methods in general.

Students are expected to begin with a 10-minute PowerPoint presentation summarizing their proposal.

In order to sit for the departmental oral examination a student must have completed all required coursework, and passed

the written and oral components of the Department Comprehensive Examination. Students are also expected to complete

a thesis proposal in preparation for the exam. This proposal is completed working closely with their advisor, co-advisor, if

they have one, and other department faculty, as appropriate, to determine if their thesis proposal is of sufficient rigor

before proceeding to the oral exam. The faculty advisor (and co-advisor) is expected to have thoroughly reviewed the

proposal and have approved its quality prior to scheduling the examination. Other examiners or department faculty are not

responsible for approving the proposal prior to the examination

In addition to working with their advisor(s), students are expected to take advantage of the proposal writing seminar. It

provides an opportunity for students to receive feedback from fellow students and the seminar instructor about their

proposed research and proposal. Examples of proposals are available for student review in the proposal writing course

website and provide models of the expected rigor. Sample proposals are also available for faculty review (see Education

Office). Students are expected to discuss feedback received during the proposal writing seminar with their advisor (and co-

advisor).

The Departmental Oral Examination is typically scheduled at least one month before the Schoolwide Preliminary Oral

Examination. It is often wise to begin contacting faculty about service on the schoolwide oral exam committee before the

departmental oral so that paperwork for the schoolwide exam can be submitted as soon as the departmental oral exam is

successfully concluded with an unconditional pass. On the other hand, time between the two exams may be advised for

students whose proposal may need additional refinement or for students who may need additional preparation in

answering questions in an oral exam.

The Departmental Oral Committee should include four members of the PFRH faculty including the student’s thesis advisor

(and co-advisor). In the rare exception, a student may request to have a committee of three members; this request will not

be granted for students with co-advisors. It is important that not all members of the committee have been involved in the

student’s proposal, so that the student has the opportunity to have the proposal evaluated by a faculty member not

involved in the project and or research. If a PFRH faculty member (not including the student’s advisor) has agreed to serve

on the Schoolwide Oral Committee, then that person must also serve as a member of the Departmental Oral Committee.

Faculty with joint appointments in PFRH whose primary appointment is in another University department may serve on the

Departmental Oral Committee, but only if they are not serving as outside members of the Schoolwide Oral Committee.

Students cannot have more than three members from the Department Preliminary Oral Examination on the Schoolwide

Preliminary Oral Examination; co-advisors are two of the three department faculty.

The student and his/her advisor select the committee members for this exam.

The student is responsible for scheduling the exam and a room, reserving multimedia equipment (e.g. laptop, computer)

and filing appropriate administrative forms provided by the Academic Program Administrator at least one month prior to

date of exam. Department room reservations can be scheduled through the Academic Program Administrator. Multimedia

equipment can be reserved through the Department Chair’s Office.

Departmental Preliminary Oral Examination 2018-19

2018-2019 PFRH Student Handbook 90

Students may find the Departmental Preliminary Oral Examination Form at:

https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD Forms”

section of this handbook.

Students should send an email to all committee members 24 hours before the exam reminding them of the time and place.

The student is expected to give each member of the committee a copy of the thesis proposal for their review no less than

two weeks, preferably three weeks, before the exam. A committee member who does not receive a copy in time may

refuse to serve on the exam.

Staging “mock” oral exams with other students prior to the exam may be helpful. It is particularly helpful to include

students who have completed the process. It also is a good opportunity to get feedback on the PowerPoint presentation.

Possible outcomes of the Departmental Oral Exam are “pass,” “conditional pass,” and “fail.” Students who pass may

proceed to the Schoolwide Oral Examination, although some time delays for proposal revisions may be recommended even

for students who passed the exam. Students who receive a conditional pass must fulfill the specified conditions before

scheduling the Schoolwide Preliminary Oral. The thesis advisor is responsible for ensuring conditions are fulfilled before the

Schoolwide Oral is scheduled. A student who fails must schedule a second Departmental Oral Examination before

proceeding to a Schoolwide Oral.

Schoolwide Preliminary Doctoral Oral Exam 2018-19

2018-2019 PFRH Student Handbook 91

Schoolwide Preliminary Doctoral Oral Exam

Purpose

The purpose of this examination is to determine whether the student has both the ability and knowledge to undertake

significant research in his/her general area of interest. Specifically, the examiners will be concerned with the student's: (1)

capacity for logical thinking; (2) breadth of knowledge in relevant areas; and (3) ability to develop and conduct research

leading to a completed 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.

Policy

This exam is a University examination under the jurisdiction of the Graduate Board and is required of all PhD students. The

full-time residency requirement must be successfully fulfilled before the Preliminary Oral Examination is requested.

The Examining Committee must:

1. Include five voting members. Two members MUST be from the sponsoring department; one of these is the

advisor. A third member from the sponsoring department is optional. (LIMIT of 3 members from sponsoring

department; co-advisors are 2 of the 3 members.)

a. The student's advisor of record must serve as a member of the Committee. If a student is in a department

where the advisor serves on the committee, the advisor must be among the members present; an alternate

may not serve for the advisor. The senior faculty member without a primary appointment in the student's

Department will serve as Chair of the Committee and MUST hold the rank of Associate or Full Professor.

b. All faculty members must serve on the Committee representing the department of their primary faculty

appointment. The only instance when the faculty member can serve in his/her joint appointment capacity is

if he/she is the student’s advisor.

c. Most often, the committee is comprised of duly appointed faculty members of a University department and

must hold, at the time of selection, an appointment of Assistant Professor or higher. Occasionally, one

adjunct or one scientist faculty member, but not both, may serve on the Committee. Neither may serve as

the Chair.

d. Access to the most current faculty ranks can be found on the school's website at the following address:

www.jhsph.edu/faculty/directory/list Contact Erin McEvoy, emcevoy2@jhu.edu, with any issues with this

directory.

e. All members of the Committee must be present at the scheduled exam location; teleconference

participation is NOT permitted.

2. Be comprised of three Departments of the University, TWO being from the Bloomberg School of Public Health.

3. Must have appropriate alternate members to serve on the committee. The selection of alternates is very

important for ensuring the exam can take place at the originally scheduled date/time. If you have two members on

your committee from your sponsoring department, you should have one alternate from your sponsoring

department and one from a non-sponsoring department. If you have three members on your committee from your

sponsoring department, then your two alternates should be from a non-sponsoring department, at least one of

which should be of the rank of Associate Professor or higher and from a department other than the chair if one of

the committee members is not from the Bloomberg School of Public Health.

The examination should be taken at the earliest feasible time, not later than the end of the student's third year in

residence, and before significant engagement in dissertation research. If the student fails the Preliminary Oral Examination

and is permitted a re-examination, he/she must be re-examined within one year.

Schoolwide Preliminary Doctoral Oral Exam 2018-19

2018-2019 PFRH Student Handbook 92

Room Scheduling and multimedia/audio/visual equipment requests are the responsibility of the student. Room and

multimedia requests must be submitted to https://my.jhsph.edu/Offices/InformationTechnology/forms/SETForm.aspx

Students who schedule their exam during the summer term are not required to pay tuition for this term as long as they are

registered during the fourth term before the exam or the first term after the exam.

Conduct of Examination and Report of Results

Before presenting the request for the examination, the student shall contact prospective examiners to ensure that they are

available to serve on the committee. Alternates from both PFRH and other departments need to be identified. If one of the

officially appointed members of the committee fails to appear on the date fixed for the examination, one of the previously

approved alternate must be prepared to discharge the responsibility of the absent individual. A preliminary oral

examination may not be held with fewer than five officially approved faculty members in the room. The advisor must be

among the members present; an alternate may not serve for the advisor.

The student is responsible for scheduling the exam and a room and filing appropriate administrative forms provided by the

Academic Program Administrator at least one month prior to date of exam. Students should send an email to all committee

members 24 hours before the exam reminding them of the time and place.

The Schoolwide Preliminary Oral form may be found at:

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx

The conduct of this examination should follow guidelines stated in the Graduate Board document entitled, "Suggestions for

the Chair of Graduate Board Oral Examinations." Copies of this document are on file in the Office of Records and

Registration.

Immediately following the examination, the committee must evaluate the success or failure of the student by a closed

ballot prior to any discussion of the candidate's performance.

One of the following results must be reported to the Office of Records and Registration by the committee chair:

Unconditional Pass: If the members each vote "unconditional pass" on the first ballot, this result is reported with no further

discussion. If one or more members vote "conditional pass" or "fail," then the committee should discuss the specific

concerns of those members as discussed in conditional pass below.

Conditional Pass: The committee may decide that further evidence of qualifications is necessary and impose a specified

condition that the candidate must fulfill within a given time period. If at least one member votes for fail or conditional pass

on the immediate closed ballot, then the whole committee must discuss and subsequently vote (with an open ballot) on

possible conditions. Members who feel the need for a condition or failure must convince the others, or vice-versa. The

committee should make a concerted effort to reach a consensus.

If it is not possible to reach a consensus, then the majority will determine whether the final outcome is unconditional or

conditional pass, and the nature of any required condition. In the case of a conditional pass, the committee will remain

appointed until the condition is removed. Terms of the condition and its removal including the date by which fulfillment of

the condition will be completed must be reported by the committee chair in writing to the Office of Records and

Registration.

Failure: If a majority of the committee decides that the candidate has failed the examination, the committee must

recommend a future course of action. The recommendation may be one of the following:

1) No reexamination.

2) Reexamination by the same committee.

3) Reexamination in written form and conducted by the same committee.

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4) Reexamination by a new committee. If the recommendation is for a new committee, then at least one outside

member of the original committee shall be appointed to the new committee and must be approved by the

University Graduate Board.

Report of Examiners

The result of the examination must be recorded on the appropriate line at the bottom of the scheduling form for the

examination. Each member of the committee must sign the form and it must be returned by the chair to the Office of

Records and Registration at the Bloomberg School of Public Health immediately after the examination.

Submission of Thesis Research Documentation Form

Students will have up to six months after the completion of their Schoolwide Preliminary Exam to submit the Thesis

Research Documentation form. The purpose of this form is to verify that students have received the appropriate research

approval for their dissertation.

Students should contact the Office of Graduate Education and Research (mjcooke@jhu.edu) for a copy of the Thesis

Research Documentation form.

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Final Doctoral Oral Exam

Policy

The oral defense of the thesis shall be conducted by the Committee of Thesis Readers after the advisor agrees that the

candidate is ready for the formal defense. The advisor must certify in writing that the thesis is in a form that is ready for

defense before the student may distribute the final written document to the thesis readers. During the defense the

committee shall evaluate: (a) the originality and publication potential of the research; (b) the candidate's understanding of

the details of the methodological and analytic work; and (c) the final quality of the written thesis document.

Conduct of Examination

If one of the officially appointed members of the committee fails to appear on the date fixed for the defense, the previously

approved alternate must be prepared to discharge the responsibility of the absent individual. A final oral examination may

not be held with fewer than four officially approved faculty members present in the room. The advisor must be among the

members present; an alternate may not serve for the advisor. The examination will be open to the public. It is the

prerogative of the Examining Committee to decide on the details of conducting the examination. At the conclusion of the

formal presentation by the student, the student, public, and unofficial members of the Faculty Examining Committee will be

excused. At the conclusion of the examination with only the committee present, the committee will then vote with a closed

ballot on the candidate's performance and written thesis, selecting one of the following outcomes:

Acceptable: This choice requires a unanimous vote of the committee indicating an acceptable thesis with only minor

corrections. Minor corrections are considered those that can be comfortably completed within two weeks following the

exam.

Conditionally Acceptable: If one or more members require substantive changes to the thesis, these changes must be

discussed by the committee. Immediately following this discussion, each member who still requires changes will write down

the specific nature of the changes and the time expected for the student to complete them. The appropriately revised

thesis must be submitted to each member for final approval; the committee shall remain appointed until the chair writes a

letter to the associate dean responsible for student academic affairs indicating that all conditions have been met.

Unacceptable: If one or more members feel that the candidate's understanding of the written thesis is inadequate, or that

the thesis in its present form is not acceptable for a doctoral dissertation, then the candidate has FAILED. Re-examination

would be in order unless there is a unanimous recommendation to the contrary. The re-examination will normally be by the

same committee, but a new committee may be selected by the Chair of the Committee on Academic Standards if petitioned

by the student.

Public Seminar

As a culminating experience, the doctoral 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 accomplishment; and gives a sense of finality to the doctoral experience on behalf of the student. The

presentation is expected to not exceed 25 minutes. Students who choose to give a longer presentation should consult their

defense committee about the acceptability of longer presentation.

Report of Examiners

Immediately following the defense, the Examining Committee Chair shall submit a report to the Office of Records and

Registration of the outcome of the examination and any conditions which have been set for additional work or revisions of

the thesis. The written report must include the written statements by individual committee members detailing the specific

changes in the thesis that each requires. An associate dean responsible for student academic affairs shall inform the

student by letter (with copies to the department chair and all readers) of the conclusions of the committee.

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It is the responsibility of the thesis advisor to ascertain that all suggested revisions are incorporated into the final copy of

the thesis. It shall be the individual responsibility of the readers to verify that any revisions suggested by them have been

appropriately incorporated into the final copy. When the thesis is deemed acceptable, the committee chair and the thesis

advisor shall each submit a letter to this effect to the Office of Records and Registration for the attention of the associate

dean responsible for student academic affairs.

The student is not considered to have passed the exam until all specific changes have been made and all letters have been

received. The student should submit a PDF/A copy of the final thesis/dissertation to the Johns Hopkins ETD Submission Tool

http://etd.library.jhu.edu. Instructions for formatting and submitting may be found at http://guides.library.jhu.edu/etd. The

student’s thesis needs approval from Eisenhower Library before a final PDF copy is sent to the department.

Students should refer to the “After the Final Defense” document on the Records and Registration site for details about the

final steps that must be taken in order to complete all school requirements.

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx

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Dissertation Guidelines

Abstract

Each dissertation or thesis must contain an abstract immediately following the title page. It should present a succinct

account of the work. The abstract should contain (1) a statement of the problem or theory, (2) procedure or methods, (3)

results and (4) conclusions.

The abstract must be double-spaced and should not be more than 350 words. Unione Matematica Italiana (UMI) editors for

Dissertation Abstracts International will edit any abstract over this limit. Illustrations, graphs, charts or tables are not

permitted in the abstract because they are not permitted by UMI for publication in Dissertation Abstracts International.

The abstract must provide the name of the readers/advisors at the bottom and conform to all requirements for the printing

of the dissertation.

All abstracts must be in English, even if permission has been granted for a dissertation to be written in a language other

than English.

Acknowledgments and Curriculum Vita

If the student desires to make acknowledgments, they should be printed on a separate page. The final page of the

dissertation should contain a brief biographical sketch. This "scholarly life" or "curriculum vita" should record the date and

location of the author's birth and the salient facts of his or her academic training and experience in teaching and research.

Order and Content

1. Front Matter

a. Title page

b. Abstract

c. Preface, including acknowledgments

d. Table of Contents, with titles and page references

e. List of Tables, with titles and page references

f. List of Figures, titles and page references

g. List of Plates, with titles and page references

2. Text

a. Introduction

b. Main body, with the larger divisions and more important minor division indicated by suitable, consistent headings

3. References

a. Appendices

b. Bibliography 4. Curriculum Vitae

Fair Use of Copyrighted Work

If any material copyrighted by others is used in a dissertation/thesis (beyond fair use as legally defined below), the author

must obtain written permission for such use from the copyright holders and must include permission letters when

submitting the dissertation or thesis to the Milton S. Eisenhower Library. Please refer to section on previously published/co-

authored work. Quotations from the works of others must abide by fair use standards. The following statement is from

Section 107 of the Copyright Act of 1976. Limitations on exclusive rights: Fair use:

Notwithstanding the provisions of sections 106 and 106A [17 USCS Sects. 106, 106A], the fair use of a copyrighted work,

including such use by reproduction in copies or phone records or by any other means specified by that section, for purposes

such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research,

is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use, the

factors to be considered shall include--

(1) The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit

educational purposes;

(2) The nature of the copyrighted work;

(3) The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

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(4) The effect of the use upon the potential market for or value of the copyrighted work.

The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all

the above factors.

Previously Published or Coauthored Material

Students in the sciences and engineering, and sometimes other fields, may wish to use work they have previously published

or coauthored in the dissertation or thesis when the majority of the work and its conceptualization are the student's. In

approving the dissertation, the first reader/advisor certifies that the student has made a significant contribution of original

research to the field as part of the course of study at Hopkins. Request to use work accomplished prior to graduate

enrollment at Johns Hopkins will be denied.

Previously published material must be incorporated into a larger argument that unites the whole work. A common thread

linking the various parts must be identified and made explicit as the papers are joined into a coherent unit. Introductory,

transitional, and concluding sections, as well as a bibliography must be included. Proper credit must be given to co-authors

and to the publisher. Written evidence that permission has been granted by the publisher must accompany the

dissertation.

Discrete, unlinked papers are not acceptable.

Student's Right of Copyright

The dissertation /thesis is the intellectual property of the student. Copyright is automatic, but registration with the

Copyright Office establishes a public record of the copyright claim. Please see below how to register your copyright with the

Copyright Office under “Doctoral Dissertations” and “Master’s Thesis”. Appropriate copyright notice should be printed on

the title page. It should include 1) the symbol © or the letter c in a circle, or the word “Copyright,” or the abbreviation

“Copr;” 2) year of first publication of the work; and 3) the name of the owner of the copyright. An example is shown below.

© 1998 John Doe All Rights Reserved

Embargos and Restrictions

A student may embargo the publication of their dissertation at Proquest/UMI for 6 months, 1 or 2 years and/or restrict the

publication by selecting one or more of the restriction options when filling out the PrQuest/UMI Publishing Agreement

form. If the author selects an embargo for the publication of the dissertation at ProQuest/UMI, the Library will honor this

request by placing the same embargo time on the Library’s copy. The embargo will prevent the work from being viewed by

anyone, even in the Hopkins Community, without the author’s written permission until the specified time period has

elapsed. Or, the author may release the embargo at any time with a written notice to ProQuest/UMI and the Library.

A student may extend an embargo, if there is a legitimate need, by adjusting the ProQuest/ UMI Publishing Agreement form

to reflect the period of time needed. Again the Library will also honor this request with the same stipulations regarding

written permission for viewing and release.

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Copyright Registration

While copyright registration is not generally required for protection, the copyright law provides advantages to copyright

owners who do register. Among these advantages are the following:

Registration establishes a public record of the copyright claim;

Before an infringement suit may be filed in court, registration is necessary for works of U.S. origin and for foreign

works not originating in a Berne Union country. (For information on when a work is of U.S. origin, request Circular

93 from the Library of Congress);

If made before or within five (5) years of publication, registration will establish prima facie evidence in court of the

validity of the copyright and of the facts stated in the certificate; and

If registration is made within three (3) months after publication of the work or prior to an infringement of the

work, statutory damages and attorney's fees will be available to the copyright owner in court actions. Otherwise,

only an award of actual damages and profits is available to the copyright owner.

Copyright registration allows the owner of the copyright to record the registration with the U.S. Customs Service for

protection against the importation of infringing copies.

Doctoral Dissertations

It is the student’s decision whether or not to register a copyright for the dissertation. If registration of copyright is sought,

this can be done in two ways: (1) the student can apply directly for the registration to the Library of Congress by filing the

necessary application and fee (see detailed instructions under Master’s Thesis) (2) the student can authorize UMI to submit

an application for the copyright registration in the student’s name. The UMI form is found inside the Publishing Your

Doctoral Dissertation with UMI Dissertation Publishing pamphlet available through the CBO website

https://www.library.jhu.edu/library-services/electronic-theses-dissertations/. There is a fee for this service which is paid

when the dissertation is submitted to the Milton S. Eisenhower Library. Appropriate copyright notice should be printed on

the title page. For example:

© 1998 John Doe

All Rights Reserved

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Doctoral Timeline

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Monitoring Progress Population, Family and Reproductive Health Doctoral Students

As of the 2018-2019 academic year, the University Doctoral Board requires that each doctoral student, and Post Doctoral Fellow, should receive an annual review during every year in their program. This review is expected to have 3 components:

1. Student self-assessment and Individual Development Plan (IDP) 2. Monitoring of progress in the program 3. Written feedback to the student/Fellow

For PFRH doctoral students, the IDP self-assessment and Annual Review process embody these three components. With AY2018-2019, first and second-year doctoral students will be asked to complete the IDP, which is described in detail below and will be reviewed as part of the students’ meetings with their advisors. PFRH encourages doctoral students to meet regularly and frequently with their advisors. Annual Review. JHSPH, and thus PFRH, requires that all doctoral students have a yearly meeting with their academic advisor and other faculty members from PFRH or other JHSPH departments. A formal annual review meeting and report is required after the second year of study and takes place annually by mid-November. Faculty who attend the review may change over the course of a student’s program. The purpose of the meeting is twofold, serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources and potential problems as they progress through the program and 2) ensure that PFRH records on student progress are correct and up-to-date. Individual Development Plan. The IDP is intended to help PhD students assess their goals, strengths, weaknesses, values, and plans for their future careers. You are expected to complete this at the beginning of your doctoral studies and update it annually. As noted earlier, this IDP is not meant to track progress towards specific degree requirements. These are accomplished by the PFRH department’s Annual Review and credentialing process. Rather, the IDP is designed to assist you in considering your future career goals and how to best ensure your current activities prepare you appropriately for those. If you would like to also complete more self-assessment focused IDPs here are a few:

American Association for the Advancement of Science (AAAS): http://myidp.sciencecareers.org/

University of Michigan: http://faculty.medicine.umich.edu/sites/default/files/downloads/individual_development_plan0.pdf

Stanford University: https://biosciences.stanford.edu/current/idp/forms.html An Individual Development Plan helps with self-assessment, planning, and communication:

An IDP can help you communicate your professional development and career planning needs and intentions to others including your advisor, which can lead to helpful advice and resources.

You can use the IDP to make sure you and your advisor’s expectations are clearly outlined and in agreement so that there are no big surprises, particularly at the end of your training.

The current job market is challenging and research has shown that individuals who perform structured career planning achieve greater career success and satisfaction.

Some of you, especially those early in your studies, may not yet have a firm understanding of where you hope to take your career. The IDP can also help you think about your strengths and weaknesses as you evolve towards career planning.

The IDP is meant as a living document, to be modified as you move through the program and solidify your goals and plan.

Take advantage of this opportunity to reflect on your success and challenges from the previous year and anticipate any successes and challenges in the coming year(s).

Use the questions below as a starting place for thinking; do not feel you need to respond to all, if some are less relevant for you, and feel free to also consider other aspects not included.

We hope that you find this opportunity for reflection helpful and welcome feedback on the process.

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Individual Development Plan PhD Students, Population, Family and Reproductive Health

After completing the IDP, please review it with your advisor(s). This review should be completed in second term for first-year

doctoral students and by first term for second-year doctoral students. Third year and higher students should complete this

before their annual review meeting. The student and advisor(s) should sign the IDP and promptly submit a copy for filing

with the Academic Program Coordinator. Submissions will be documented through the credentialing process.

Name:

Date:

Year of Matriculation:

Department:

Advisor (Primary):

Advisor (Secondary, if applicable):

Short-term scientific/research goals and objectives

For 1st year students:

1. Do you know which area of your field you want to concentrate in?

2. Do you have a specific public health problem that is of primary interest to you?

3. Do you have experience with the methods and approaches used in your planned area of work?

4. What are the main goals you would like to accomplish this year?

For 2nd year students and beyond, and please respond to these by in part referring back to your previous year’s goals, plans,

and challenges:

5. Do you have a clear/defined plan for your research/dissertation work? Outline it here.

6. How confident are you in your ability to complete it by the end of Year 4 or 5?

7. Describe any unusual or unanticipated challenges you faced in the past year in trying to reach the goals you set out previously.

8. What actions have you taken to meet those challenges?

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9. Do you anticipate any challenges in the next year and what can be done to help reduce barriers in the coming year?

10. How can your advisor(s) help you?

Long-term goals

11. What are your long-term goals? (e.g., what activities do you want to be doing on a daily basis 5-10 years after graduation? What career responsibilities do you want to have?).

a. What professional or other factors inform these goals?

b. For each goal, identify 1-2 shorter-term objectives that may help you achieve that goal.

12. What guidance would help you with your development and exploration of career options?

13. Are there factors that you are concerned may negatively affect your progress? What help can your advisor or other faculty/staff provide?

14. List some of your involvements in the following activities in the past year. (First-year students, please respond based on your year prior to matriculation.)

Category Activities

Academic

coursework/training

Your own research

Research led by others

(e.g., RA jobs)

Teaching/Mentoring

Professional development

Conferences

Service/outreach

Wellness

14a. Describe and explain your level of satisfaction with your research progress in the last year.

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14b. Describe and explain your satisfaction with other aspects of your career development in the last year.

15. List the approximate percentage of time spent on each activity in the past year, and what you expect that to look like

in the upcoming year. Note that these percentages are expected to change substantially throughout your academic career.

First year students, respond based on your activity profile for the year before matriculation.

Category % time in past year % time in next year

Academic coursework/training

Your own research

Research led by others (e.g., RA jobs)

Teaching/Mentoring

Professional development

Conferences

Service/outreach

Wellness

16. In the following table mark the 5 or so areas in which you feel you made considerable progress in the past year, as

well as 5 or so that you would like to focus on in the next year. Discuss with your advisor(s) ideas for how to identify

activities in the focus areas.

Area Progress in past year Focus area for next year

Research skills and scientific thinking

Critical reading of scientific literature

Study design

Data analysis

Interpretation of results

Translation of research to practice

Writing

For a scientific publication

For a research proposal

For a lay audience, the media, or practitioners

Grammar/structure

Oral communications

To a specialized scientific audience

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To a lay audience, the media, or practitioners

In a classroom

One on one

English fluency

Leadership/Personnel management

Delegating, providing instruction

Providing constructive feedback

Leading and motivating others

Advocating for change

Professionalism/interpersonal

Identifying and seeking advice

Upholding commitments/deadlines

Maintaining positive relationships

Approaching difficult conversations

Networking

Establishing a professional identity

Project management

Prioritizing work

Planning projects

Budgeting projects

Breaking down complex tasks

Time management

Managing data, finances, and other resources

Bringing a project to completion

Teaching

Course planning

Lecture delivery

Other (specify)

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17. What are specific actions you will take in the next year to reach some of your goals in those focus areas?

The remaining sections have a series of questions you may find helpful to reflect on and discuss with your advisor(s) as

you see fit.

18. Mentoring

Who are the advisors/mentors you interact with now?

Are you getting sufficient mentoring from them?

Name two things your mentor could do better

Name two things you as a mentee could do better

Do you initiate meetings?

Would it be helpful to meet more or less?

Are there other faculty it would be helpful to make connections with?

In reference to your career goals, what resources can your advisor help provide or help you find?

19. Other considerations and factors

Have you prepared a financial plan to support your doctoral studies? Do you have concerns you would like to discuss with your advisor(s)?

What sorts of environments or relationships do you find most helpful for your own success?

Your success as a student and in the longer-term is linked to your wellness. What are you doing to maintain your wellness? Do you want to talk to someone about wellness?

Are there any new collaborations or connections you would like to make in the next year?

What further research activity, other training, or professional development is needed before you can start a career search?

We have reviewed and discussed the IDP.

___________________________________ ____________________________________

Doctoral Student/Date signed Faculty Advisor/Date signed

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PhD Forms

Annual Review 2018

Student’s Name: Year of Matriculation:

Advisor: Secondary Advisor (If applicable):

Degree: Track:

Meeting Date: Meeting Location:

Advisory Committee:

Please list the name of the faculty, their rank and their department. The committee should be comprised of your advisor,

and at least one other faculty member.

1.

2.

3.

4.

Individual Development Plan reviewed: □ Yes □ No: Specify reason__________________

Progress is: □ Satisfactory □ Satisfactory w/ Conditions* □ Unsatisfactory

*Please list any conditions:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

_________________________

Concerns/Recommendations:_____________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________

The committee has met with the student and reviewed his/her annual review progress report.

Student’s Signature _______________________________________________________

Advisor’s Signature _______________________________________________________

Please return completed form to Gilbert Morgan, Academic Program Administrator, Room E4005

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Explanation of Annual Reviews for Doctoral Students

The Johns Hopkins Bloomberg School of Public Health requires that all doctoral students have a yearly review. In the first

two years of the doctoral program, the Doctoral Committee will certify each term that PhD students are in good academic

standing. If a student is not in good academic standing the Academic Program Administrator will notify the student and his

or her advisor, request a remediation plan and monitor the plan while it is in place. Students in their third year of study or

later will be reviewed and certified annually through a meeting with their academic advisor and other faculty members

from both inside and outside the Department of Population, Family and Reproductive Health. All reviews for students who

have passed their comprehensive exams should be completed by November 23, 2018.

Faculty who attend the reviews are likely to change over the course of a students’ program. The purpose of this review is

twofold: 1) it serves as an opportunity for students and faculty to discuss student progress and identify resources for the

student as they progress through the program; 2) it serves as an opportunity to ensure that PFRH records on student

progress are correct and up-to-date.

Until students complete their Schoolwide Preliminary Oral Exam, the annual review is generally held with the academic

advisor and one other PFRH faculty member, usually someone the student and advisor select together. Faculty members

from outside PFRH are welcome to attend these early meetings if the student and advisor think it would be helpful. After a

student has passed the Schoolwide Preliminary Oral Exam, the meeting may include the thesis advisor and several other

faculty members, including from outside PFRH, as deemed necessary. The review may include members of the student’s

Schoolwide Preliminary Oral Exam committee who have agreed to help guide the student’s thesis research on an ongoing

basis. Other people (i.e. the academic program administrator) may attend the meetings if the student and advisor think it

would be helpful. Students should consult their advisors about faculty who should participate in the annual review.

Although students are responsible for insuring that the annual meetings take place, faculty advisors are responsible for

being in contact with advisees about scheduling the meeting. It is helpful if the review is scheduled during the same month

each year to ensure that sufficient time has gone by since the last meeting.

Students are required to provide a brief written progress report (no more than 1 or 2 pages) at least one day in advance of

the meeting. If the report is not submitted a day before the meeting and the report is not complete, then the meeting will

need to be rescheduled. This report should list progress toward graduation since the last meeting, including fulfillment of

course requirements, apprenticeship, and other milestones. Students should bring sufficient numbers of copies of the

report for each faculty member attending the meeting as well as a copy for the student’s file.

After the meeting, the thesis advisor(s) will complete the Annual Review form, review it with the student, and the student

and advisor(s) will sign it. A copy of the student’s written progress report should be attached to the Annual Review Form

and submitted to the Academic Program Administrator, Gilbert Morgan, in Room E4005 by the deadline.

Students who are working outside of the country are still required to complete an annual review via telephone with their

advisor and at least one other faculty member. These students must submit a written progress report by an appointed time,

as determined by the advisor for the year(s) not in local residence. The student progress and planning report should be

more detailed than those submitted by students participating in on-site annual reviews, and students should proceed with

the annual review process outlined above.

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Annual Review Progress Report

Course Progress:

Please list the courses you’ve completed ( you can provide a copy of your tracking form). You and your Committee should

review your latest transcript.

Exam Progress:

Please list the dates that you passed your department preliminary oral and schoolwide preliminary oral examinations or the

anticipated dates you plan to complete these exams.

Exam Date

Department Preliminary Oral Exam

Schoolwide Preliminary Oral Exam:

Research Apprenticeship: Please list any competencies you have completed on the Research Apprenticeship form. Please

provide documentation and advisor signature (PhD Students see page 5.). PhD students who have selected option B should

provide documentation of completion including the student’s advisor and one other faculty)

Certificates Completed (If Applicable) :

Please list any department or schoolwide certificates you have completed or plan to complete.

Teaching Assistant (TA) Experience (If Applicable):

Please list any TA positions you’ve had in the past year or plan to have this year.

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Papers/Presentations:

Please list any posters, presentations or papers you have worked on in the past year.

Dissertation Progress:

Please provide a timeline to outline your progress to date and the expected goals you have for the following year to

complete your dissertation.

Concerns:

Please list any issues or complications you would like your advisor to be aware of that may be affecting your progress.

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PhD Research Apprenticeship

PhD Competency Preceptor

Signature

Date

Advisor Signature

Date

Critical Review of the Literature

Framing a Research Question

Instrument Development

Data Collection

Data Analysis

Manuscript Preparation

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Departmental Oral Examination Form

Please submit completed form to Gilbert Morgan, E4005 no later than two weeks prior to your

Department Oral Exam.

Students are responsible for scheduling the room and setting up multimedia for the exam. The Chair's

office has both a laptop and projector that students may borrow.

Student Name: __________________________Year of Matriculation:_______________________

Degree Program:_____________________ Program Area/Track: _______________

Advisor: _________________________

Exam date: ________________________Time: __________ Location: ______________

Examination Committee Faculty Name/Faculty Rank

1. ____________________________________

2.____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

Date Proposal was sent to Examination Committee ____________________________

_____________________ ________________________

Student Signature Date

_____________________ ________________________

Advisor Signature Date

PhD Forms 2018-19

2018-2019 PFRH Student Handbook 112

Preparing for the Final Defense

Checklist Completed Department Requirements

Confirm with the Department’s Education Office that you have completed all required courses

Submit documentation to Department’s Education Office to complete the competencies for the Apprenticeship

Schoolwide Requirements Prior to Final Defense

Review the timeline with advisor(s) to be certain everyone agrees to timing given need to review,

incorporate feedback, and circulate documents in advance of exams

Discuss Final Defense Committee structure with your advisor

Schedule Exam with Committee members and reserve room and equipment

Submit Final Defense paperwork to the Records and Registration Office at least one month in advance. Click here for the form https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx

Submit copy of final defense to faculty members at least one month in advance

Schoolwide Requirements After Final Defense

Make any required edits to dissertation

Submit final copy of dissertation for approval

Send approval email from the Eisenhower Library to the PFRH Education along with electronic copy of dissertation

Fill out degree survey and graduation registration

PhD Forms 2018-19

2018-2019 PFRH Student Handbook 113

Scheduling the Final Defense

How much time should we allow between submitting our defense paperwork and scheduling the defense?

Students should schedule their final defense one month before they plan to defend. Students planning to defend in the

summer months should give themselves additional time to schedule their defense as many faculty members are out of

town this time of year.

Who can serve on my committee?

There should be at least two department faculty members (including advisor/co-advisor) and two outside members;

representing a total of three departments in the University (two must be within the School of Public Health) on the Final

Defense. The examination may not be held with fewer than four officially approved faculty members in the room. The

advisor must be among the members present; an alternate may not serve for the advisor. One member of the committee

must hold the rank of Associate Professor or full Professor and not hold a joint appointment in the student’s department.

This individual will serve as the Chair of the Final Oral Examination Committee.

Information regarding participation on examinations can be found here

https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx and

in the “Appointment of Thesis Readers and Final Oral Exam Form” listed here:

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx

Who should we contact about reserving a room and equipment for the final defense?

If a student is planning to schedule their defense in department space (E4611, E4130 or W4517) please contact staff in

Dr. Minkovtiz’s Office or the Education Office. All other rooms and multimedia equipment requests for these rooms can be

scheduled by filling out the following form: https://my.jhsph.edu/Offices/InformationTechnology/forms/SETForm.aspx

Multimedia equipment for department space can be reserved through Gilbert Morgan by filling out this form:

https://my.jhsph.edu/Offices/InformationSystems/Forms/Current%20Forms/SETForm.aspx

What forms do we need to fill out before the final defense?

PhD students need to fill out the “Appointment of Thesis Readers and Final Oral Exam Form.” The forms can be found here:

https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx

Guidelines regarding the makeup of the committee can be found on the form. Students and their advisors need to sign the

form. The students then submit the form to the Academic Program Administrator who signs the form and obtains the

Department Chair’s signature. Once all signatures have been obtained the Academic Program Administrator will submit the

form to the Office of Records and Registration and the student will receive a confirmation email once the form is received

and processed.

Do we need to check with the PFRH Education Office to ensure we have completed all required classes/requirements before finalizing the defense date?

Yes, students should check in with the Education Office to ensure that all requirements have been completed. The

Education Office will not sign off on the “Appointment of Thesis Readers and Final Oral Exam Form” if the requirements

have not been met. Students should make sure they have submitted their apprenticeship forms as this requirement is

typically the last department requirement needed for graduation.

If we defend over the summer, how many credits do we need to be registered for?

Students need to be registered for a minimum of 3 units. Students are required to pay tuition for the term in which they

defend, including the summer term.

PhD Forms 2018-19

2018-2019 PFRH Student Handbook 114

Are there certain dates we must defend by in order to qualify for graduation?

Yes. There are specific dates student must have their final defense and pass in order to qualify for the three different

graduation dates during the year. The updated calendars can be found annually at

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx under “All

Doctoral Degrees”.

Finalizing the Dissertation and Preparing for Graduation

How many weeks do we have after defending to submit the final dissertation?

It depends on when a student defends and which graduation deadline s/he is trying to meet. Students have through the

add/drop period of each term to submit their final dissertation to the University with the exception of students who defend

during the 4th term. Students who defend during the 4th term have until the last Friday in June to submit their final

dissertation. If a student does not complete all the degree requirements by this time s/he will then need to register for the

following term.

Do I need to have my thesis bound?

No, the department does not require that you to submit a paper copy of your dissertation. You are required to submit an

electronic copy to the Eisenhower Library. Once this copy has been approved, please send a final electronic copy to the

department. Information about this process can be found here:

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx

What do I have to do in order for the School to confirm that I have completed all tasks after I have passed my final defense?

Confirm that your Thesis Advisor and Committee Chair have submitted their Thesis Acceptance Letters to the

Office of Records & Registration.

Submit a copy of your dissertation to the Doctor of Philosophy Board to the Milton S. Eisenhower Library (A Level,

Commercial Binding Office, 410-516-8397) Homewood. (PhD only)

Submit Departmental copy(ies) of the dissertation to the Office of Records & Registration.

Please refer to the Office of Records and Registration for a complete list tasks in the file

AFTER THE FINAL THESIS/DISSERTATION DEFENSE “TO DO LIST” found at

https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx

under “All Doctoral Degrees”.

PART IV – PFRH CERTIFICATE

PROGRAMS

PhD Forms 2018-19

2018-2019 PFRH Student Handbook 116

PFRH Certificate Programs

Adolescent Health

Demographic Methods

Maternal and Child Health

Population and Health

Public Health Advocacy

Public Health Economics

For information on the Educational Objectives, Requirements and Course of Study for each Certificate, please

visit https://www.jhsph.edu/academics/certificate-programs/ or contact Gilbert Morgan, gmorga13@jhu.edu.

Please discuss your interest in pursuing a Certificate with your academic advisor!

Part V – APPENDICES

Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19

2018-2019 PFRH Student Handbook 119

Appendix - PFRH Courses by Term, Focal Areas and Certificates

Course Title Course Number

Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA

Lessons In Leadership: Applications

For Population, Family And

Reproductive Health I

380.880.01 1-4

Elec.

Life Course Perspectives On Health 380.604.01 1st

Req. Elec.

Nutrition And Growth In Maternal

And Child Health

380.744.81 1st

Req. Req.

Elec.

Population Dynamics And Public

Health

380.755.81 1st

Elec.*

Couples And Reproductive Health 380.767.01 1st

Elec. Elec.

Elec.

Selected Topics In Women's Health

And Women's Health Policy

380.768.81 1st

Elec. Req.

Elec.

Principles Of Population Change 380.600.01 2nd

Req.

Elec.

Req.

Demographic Methods For Public

Health

380.603.01 2nd

Req.

Req.

Life Course Perspectives On Health 380.604.81 2nd

Req. Elec.

Maternal And Child Health

Legislation And Programs

380.624.01 2nd Req. Req. Req. Req. Elec. Elec. Elec.

Req.

Maternal And Child Health

Legislation And Programs

380.624.81 2nd

Req. Req. Req. Req. Elec. Elec. Elec.

Req.

Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19

2018-2019 PFRH Student Handbook 120

Course Title Course Number

Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA

Critiquing The Research Literature

In Maternal, Neonatal, And

Reproductive Health

380.662.01 2nd

Elec.

Elec. Elec.

Elec. Elec. Elec.

Strategic Leadership Principles And

Tools For Health System

Transformation In Developing

Countries

380.681.01 2nd

Elec.

Masculinity, Sexual Behavior &

Health: Adolescence & Beyond

380.720.01 2nd Elec.

Elec.

Elec.

Elec. Elec.

Nutrition Programs, Policy And

Politics In The United States: The

Impact On Maternal, Child And

Family Health

380.740.81 2nd

Elec. Elec.

Family - Health, Public Health And

Policy

380.742.01 2nd

Elec.

Elec.

Poverty, Economic Development,

And Health

380.756.01 2nd

Req.

Elec. Elec.

Demographic Methods For Public

Health

380.603.81 3rd

Req.

Req.

Fundamentals Of Program

Evaluation

380.611.01 3rd

Elec.

Adolescent Health And

Development

380.623.81 3rd Req. Elec.

Elec.

Req.

Elec.

Attitudes, Programs, And Policies

For Children With Special Health

Care Needs

380.625.01 3rd Elec. Req.

Elec.

Elec.

Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19

2018-2019 PFRH Student Handbook 121

Course Title Course Number

Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA

Children In Crisis: An Asset-Based

Approach To Working With

Vulnerable Youth

380.640.01 3rd Elec. Elec.

Elec.

Elec.

Fundamentals Of Life Tables 380.650.01 3rd

Req.

Clinical Aspects Of Maternal And

Newborn Health

380.661.01 3rd

Req. Req.#

Elec.

Gender-Based Violence Research,

Practice And Policy: Issues And

Current Controversies

380.663.01 3rd Elec.

Elec.$

Family Planning Policies And

Programs

380.665.01 3rd Req.

Req. Req. Elec.

Elec. Elec.

Women's Health 380.666.01 3rd

Req.

Elec. Elec.

International Perspectives On

Women, Gender, And Health

380.668.01 4th

Req.

Issues In Survey Research Design 380.711.01 3rd

Elec.

Migration And Health: Concepts,

Rates, And Relationships

380.750.01 3rd

Req.

Elec.

Elec.

Clinical Aspects Of Reproductive

Health

380.760.01 3rd Elec.

Elec. Req.# Req.

Sexually Transmitted Infections In

Public Health Practice

380.761.01 3rd Elec.

Req.

Elec.

Applications In Program Monitoring

And Evaluation

380.612.01 4th

Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19

2018-2019 PFRH Student Handbook 122

Course Title Course Number

Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA

Child Health Epidemiology 380.616.01 4th

Req.

Elec.

Urban Health In Contemporary

America

380.635.01 4th

Elec.

Elec.

Methods And Measures In

Population Studies

380.651.01 4th

Req.

Reproductive And Perinatal

Epidemiology

380.664.01 4th

Req. Elec. Req. Elec.

Elec. Elec.

Women's Health Policy 380.667.01 4th

Elec. Req.

Elec.

Methods In Analysis Of Large

Population Surveys

380.712.01 4th

Elec.

Schools And Health 380.721.01 4th Elec. Elec.

Elec.

Elec.

The Social Context Of Adolescent

Health And Development

380.725.01 4th Req.

Req.

Elec.

International Adolescent Health 380.747.81 4th Req.

Req.

Elec.

Adolescent Sexual And

Reproductive Health

380.749.01 4th Elec.

Elec.

Elec.

Demographic Estimation For

Developing Countries

380.758.81 4th

Elec.

Sexually Transmitted Infections In

Public Health Practice

380.761.81 4th Elec.

Req.

Elec.

HIV Infection In Women, Children,

And Adolescents

380.762.81 4th Elec. Elec.

Elec. Elec. Elec.

Elec.

Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19

2018-2019 PFRH Student Handbook 123

Course Title Course Number

Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA

Preventing Infant Mortality And

Promoting The Health Of Women,

Infants And Children

380.765.81 4th

Elec. Elec. Elec.

Elec. Elec.

Understanding And Changing

International Reproductive Health

Policy

380.771.01 4th Elec.

Req.

Elec.

Population Dynamics And Public

Health

380.755.60 Summer

*Elec.

*Elective by AY 19-20 #Not a requirement for PhD students, but an elective $Only an elective for PhD students

Abbreviation Definitions AH – Adolescent Health CH – Child Health MFP – Maternal, Fetal & Perinatal Health P&H – Population & Health SRH – Sexual& Reproductive Health WH – Women’s Health CAH – Certificate in Adolescent Health CDM – Certificate in Demographic Methods CMCH – Certificate in Maternal Child Health CP&H – Certificate in Population & Health CPHE – Certificate in Public Health Economics CPHA – Certificate in Public Health Advocacy Elec – Elective Req - Required

Appendix – Work Agreement 2018-19

2018-2019 PFRH Student Handbook 124

Appendix - Work Agreement

WORK AGREEMENT

MASTER of SCIENCE in PUBLIC HEALTH (MSPH) INTERNSHIP DEPARTMENT OF POPULATION,

FAMILY & REPRODUCTIVE HEALTH JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH

615 N. Wolfe Street, Baltimore, MD 21205 410-614-6676 Student’s Name: Student’s Faculty Advisor: Agency and Address:

Student’s Contact Information during Placement:

Telephone #: E-Mail: Fax #: Primary Preceptor’s Name:

Preceptor’s Title and Contact Information:

Telephone #: E-mail: Fax #:

Inclusive Dates of Placement:

Student’s Weekly Work Schedule (days/hours): Specific Work Objectives (preferably measurable):

Please provide % of time for each objective and attach work objective/job description as appropriate COMPENSATION: ALL NEGOTIATIONS AND ARRANGEMENTS PERTAINING TO A MONETARY AWARD FOR THE STUDENT INTERN MENTIONED ABOVE SHALL BE UNDERTAKEN BETWEEN THE STUDENT AND THE SPONSORING AGENCY WITH THE CONSULTATION AND ADVICE OF THE FACULTY ADVISOR AND MSPH PROGRAM DIRECTOR. ANY AWARD IN THE FORM OF FINANCIAL REMUNERATION IS DISCREET AND HELD IN CONFIDENCE BY THE AFOREMENTIONED PRINCIPALS.

A. Statement of the Student: I have participated in negotiating and writing this work agreement and with my signature certify that it is consistent with my field placement objectives. I will make every

effort to fulfill these objectives during my field placement.

Student Signature/Date

B. Statement of the Agency Preceptor: I have participated in negotiating and writing this

work agreement and with my signature certify that it accurately represents my expectations of the

student. I further agree to arrange space and support services for the student, meet at least once every

two weeks with the student, communicate with the faculty advisor at least once a month, and submit a

written evaluation of the student within two weeks after the placement ends.

Preceptor Signature/Date Please note that during the course of the placement, this agreement may be amended, in writing, with the prior approval of the student, preceptor, and faculty advisor.

Appendix – Student Field Placement Evaluation Report 2018-19

2018-2019 PFRH Student Handbook 125

Appendix - Student Field Placement Evaluation Report

MSPH STUDENT FIELD PLACEMENT EVALUATION REPORT

The MSPH Internship Report is a review and synthesis of a student’s experience in the internship. Its content should include the following:

A. Inclusive dates and total hours

B. Extent to which the placement experience did/did not meet each of the objectives outlined in the work

agreement. 1. For those work agreement objectives which were accomplished, description of how they were

accomplished (append relevant materials, e.g. questionnaires, protocols, manuals, bibliographies, etc.)

2. For those not accomplished, explanation and statement of barriers and problems

C. Relationship of activities to course work

1. Examples of theory and principles of public health reflected in the placement experience

2. Examples of occurrences, observations inconsistent with theory and principles

D. Content, process and quality of orientation and supervision

E. Perception of major areas of growth, learning, skill development during placement

F. Aspects of the setting that limited growth, learning, skill development during placement

G. Recommendations regarding:

1. Placing students in this setting in the future

2. Improving the process of arranging the placement and maximizing its value as a learning experience

3. Changing the curriculum to better prepare students for public health practice

The paper should be typed and double-spaced. Substance is of far greater interest than length. So that students can be candid, this report will not be shared with the agency supervisor or other agency personnel. This report must be submitted to the PFRH MSPH 2nd Year Cohort site on CoursePlus by January 5, 2018.

Appendix – Student Evaluation of Preceptor 2018-19

2018-2019 PFRH Student Handbook 126

Appendix - Student Evaluation of Preceptor

Johns Hopkins Bloomberg School of Public Health

Department of Population, Family and Reproductive Health

Field Placement Evaluation of Preceptor Form

Student’s Name:

Preceptor’s Name:

Agency Name:

Placement Dates:

Student should complete the form and return it to the MSPH program office. Feel free to provide additional comments or details about important areas.

CRITERIA

Excellent

Good

Fair

Needs

Work

Public Health Background and Knowledge

1. Knowledge of Public Health Issues Comment:

2. Knowledge of Public Health Methods Comment:

Professional Conduct and Mentoring

3. Proactive Communication Comment: 4. Accessibility Comment:

6. Giving directions Comment:

7. Giving Feedback Comment:

8. Networking student within the agency Comment:

Project Specific Performance

9. Given appropriate role in project Comment:

10. Project allowed for integration of public

health training into tasks

Comment:

11. Project allowed for the use of public health

skills

Comment:

12. Facilitated the achievement of field

placement goals/objectives

Comment:

13. Facilitated contribution to agency mission Comment:

Overall evaluation of the Preceptor Comment:

Please answer each of these questions (either by inserting typed text after each question or on a separate sheet of paper):

1. Thinking about the overall placement, how frequently did you and your preceptor meet? 2. Were all proposed work objectives successfully completed? Please Explain. 3. In terms of specific skills, what are the preceptor’s major strengths?

4. In terms of specific skills, what are the preceptors’ main areas for improvement?

5. In thinking about future preceptors, what characteristics do they need to be successful? 6. In thinking about future field placements, would you recommend this placement to other students? Please Explain. 7. Other comments:

Appendix – Student Evaluation of Student 2018-19

2018-2019 PFRH Student Handbook 127

Appendix - Preceptor Evaluation of Student

Johns Hopkins Bloomberg School of Public Health

Department of Population, Family and Reproductive Health MSPH Student Field Placement Performance Evaluation by Preceptor

Please submit this completed form to the Masters Assistant Director, Dr. Susan Gross at sgross@jhu.edu, as well as the student that completed the field placement.

Student

Prepared by Organization

Dates of Internship Form Completed

Excellent Above Average

Average Below Average

Poor N/A

Academic preparation

Demonstrated knowledge of public health issues that are pertinent to your organization’s mission

Knowledge or experience with public health tools that are relevant to your organization’s activities (e.g. epidemiological methods)

Professional Conduct

Demonstration of initiative

Followed through on assigned tasks

Effective communication

Appropriate and effective interaction with supervisor

Appropriate and effective interaction with colleagues

Integration of supervisor’s suggestions/constructive criticism

Project Specific performance

Appropriate role in project operation

Integration of didactic training into assigned tasks

Utilization of appropriate public health practice skills (e.g. data collection/management; quantitative/analytical, program planning, literature review, information presentation)

Achievement of internship goals/objectives

Contribution to the Organization’s mission

Overall evaluation of student intern

Would you recommend this student as an intern or job applicant to a professional colleague? Why or why not? Other Comments:

Appendix – Master Essay Topic Form 2018-19

2018-2019 PFRH Student Handbook 128

Appendix - Masters Essay Topic Form

MASTERS ESSAY TOPIC FORM

Student’s Name:

Advisor:

1st reader:

2nd reader:

Title of Essay:

Essay format (check one): ___ Research report ___ Analysis of a public health problem or Legislation position paper

___ Systematic literature review

___ Evaluation of a program/project

IRB approval needed? Yes___ No___

Checklist of skills needed for essay: ___ Literature search & review ___ Program monitoring/evaluation

___ Qualitative data analysis

___ Secondary data analysis

___ Grant writing

___ Policy brief writing

Qualifications of students to complete essay: Student Signature:______________________ Date: __________

SPH Advisor Signature*:______________________ Date:___________

Primary Reader (if different from Advisor)*:_________________________ Date: ___________

*By signing you are approving this essay topic and format

Appendix – Reader Approval Form 2018-19

2018-2019 PFRH Student Handbook 129

Appendix - Reader Approval Form

Reader Approval 2018

TO: Cynthia Minkovitz

William H. Gates Sr. Professor and

Chair PFRH

c/o Kristin Mmari (kmmari1@jhu.edu ) DATE: __________________

FROM: __________________

Masters Essay Reader

1st Reader______

2nd Reader______

I have read the Masters Essay for_____________________, and I APPROVE_____

DO NOT APPROVE_____

______________________________ _________________

Signature Date

Appendix – Master’s Essay Distinction Award Nomination Form

2018-19

2018-2019 PFRH Student Handbook 130

Appendix - Master’s Essay Distinction Award Nomination Form

Faculty may nominate students for which they were first readers on their Master’s Essay. The deadline to submit nominations is April 22, 2018 by 5pm. Students may not self-nominate and should not be aware that they have been put forward for the award. Students are not eligible if they were late in submitting their 1st draft and/or final essay. Nominations should be submitted to Kristin Mmari (kmmari1@jhu.edu).

Student Name Name of Nominator Compared to other PFRH Master’s essays, please rate(with “X”) the student’s essay on the following criteria:

Top

1% 5% 10% 25% 50%*

Originality

Clarity

Public Health Impact

Contribution to Knowledge

* Please reconsider whether nomination is appropriate. Please describe why you are nominating the student (5 sentences or less):

Please describe the level of independence demonstrated while working on his or her essay (5 sentences or less): If this essay were to be submitted for publication, would the student be listed as first author?

__Yes __No If no, please explain (2 sentences or less):

Appendix – Essay Template 2018-19

2018-2019 PFRH Student Handbook 131

Appendix - Essay Template

The following pages show the template for the Essay. Typing guidelines:

Standard letter size paper 8 ½ by 11

Double spaced/single sided (can single space block quotations)

Type size no smaller than 11 pt.

1 inch margins all around

Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively through to the end of the paper;

Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.

[Essay Title]

[Student Full Name]

First Reader [and advisor]: [Name and Credentials]

Second Reader [and advisor]: [Name and Credentials]

Third Reader: [Name, Credentials and Organization, if applicable]

[Date]

In partial fulfillment of degree requirements for the [Master of Science in Public Health/

Master of Health Science], Department of Population, Family and Reproductive Health

Beginning of Essay