Population, Family and Reproductive Health

STUDENT HANDBOOK

2017-2018

Revised 10/4/17

Johns Hopkins Bloomberg School of Public Health

Department of Population, Family and Reproductive Health

615 N. Wolfe Street | Baltimore, MD 21205

PFRH Student Handbook Version: 10/4/17

Table of Contents 2017-18

2017-2018 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

Schoolwide Scholarships and Awards ............................................................................................... 16

PFRH Scholarships and Awards ......................................................................................................... 17

PFRH Policies & Forms ....................................................................................................................... 20

PART II – MASTERS STUDENTS HANDBOOK .......................................................................... 24

MSPH Program Overview .................................................................................................................. 25

MSPH Program Competencies .......................................................................................................... 26

MSPH Course Requirements: Department and Schoolwide ............................................................. 27

MSPH Course Requirements: PFRH Focal Area ................................................................................. 29

MSPH Field Placement Guidelines .................................................................................................... 36

MSPH Essay and Presentation Guidelines ......................................................................................... 41

MHS Program Overview .................................................................................................................... 50

MHS Program Competencies ............................................................................................................ 51

MHS Course Requirements: Department and Schoolwide ............................................................... 52

MHS Course Requirements: PFRH Focal Area ................................................................................... 56

MHS Essay and Presentation Guidelines ........................................................................................... 63

PART III – PHD STUDENTS HANDBOOK ................................................................................. 71

PhD Program Overview ..................................................................................................................... 72

PhD Program Competencies ............................................................................................................. 73

PhD Research Methods Course Requirements ................................................................................. 76

PFRH Focal Area Requirements for PhD ............................................................................................ 80

PFRH Doctoral Seminars .................................................................................................................... 87

Additional Information & Requirements for the PhD Degree .......................................................... 89

PFRH Comprehensive Examination ................................................................................................... 91

Table of Contents 2017-18

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Departmental Preliminary Oral Examination .................................................................................... 93

Schoolwide Preliminary Doctoral Oral Exam .................................................................................... 95

Final Doctoral Oral Exam ................................................................................................................... 97

Dissertation Guidelines ..................................................................................................................... 99

Doctoral Timeline ............................................................................................................................ 102

PhD Forms ....................................................................................................................................... 103

PART IV – PFRH CERTIFICATE PROGRAMS ........................................................................... 112

PFRH Certificate Programs – Maternal and Child Health ................................................................ 113

PFRH Certificate Programs – Public Health Economics ................................................................... 116

PFRH Certificate Programs – Adolescent Health ............................................................................. 119

PFRH Certificate Programs – Demographic Methods ..................................................................... 121

PFRH Certificate Programs – Population and Health ...................................................................... 123

PFRH Certificate Programs – Public Health Advocacy ..................................................................... 125

Part V – APPENDICES.......................................................................................................... 128

Appendix - Work Agreement ........................................................................................................... 129

Appendix - Student Field Placement Evaluation Report ................................................................. 130

Appendix - Student Evaluation of Preceptor ................................................................................... 131

Appendix - Preceptor Evaluation of Student ................................................................................... 132

Appendix - Masters Essay Topic Form ............................................................................................. 133

Appendix - Reader Approval Form .................................................................................................. 134

Appendix - Master’s Essay Distinction Award Nomination Form ................................................... 135

Appendix - Essay Template ............................................................................................................. 136

Part I – GENERAL INFORMATION

PFRH General Information 2017-18

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PFRH General Information A. Education Office The education office is your first point of contact for most questions regarding academics student related matters.

Donna Strobino, PhD Vice Chair of Education dstrobin1@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

Janay Williams Administrative Coordinator jwill234@jhu.edu Room E4527 Tel: 410-502-5443

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/Offices/InformationSystems/Pages/default.aspx or go to my.jhsph.edu and click on the “Online Help Desk” image.

Information Technology Office

Room: W3014, Wolfe St. Phone: 410-955-3781 (5-3781) Hours: Monday 10:30 am-5:00 pm; Tuesday-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 (i.e. Research Day and the Masters’ presentation seminar). Students may be required to attend additional seminars throughout the year.

PFRH General Information 2017-18

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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. Those 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).

Student Rooms / Telephone

The PFRH Department student room is located in W4510 of the Bloomberg School of Public Health building. Students also have access to a telephone in this room for local calls only.

Kitchens

The department has three kitchens available for your use. Refrigerators are cleaned out on Fridays at 4:30 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 these three refrigerators so please be mindful of 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 2017-18

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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 specially 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 PPMs include:

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

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 2017-18

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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. 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. 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.

Leave of Absence

In the event a student needs to take time from their 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 the 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 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 students’ return that they 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 departmental courses and required non-departmental courses.

• 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 2017-18

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

Regulations for PFRH Students 2017-18

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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. 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 students, ScM students, 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 CEPH core areas that are 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.

Institutional Review Board Research Project Approval Procedures

2017-18

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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.

The IRB committee is located in the Office for Research Subjects (Suite W1100 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 on an existing approved data set (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 obtained 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 internship activities outside of JHU, the student’s advisor will review the proposed set of activities to be conducted during the internship experience (usually within the first month of work). If it is difficult to distinguish if 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 the internship 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 2017-18

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JHSPH Travel Abroad Policy

A. Travel Support* If a student does not have access to funding other than departmental, the department will provide 50% support for one trip throughout her/is academic program in PFRH:

• 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, 2017 through August 31, 2018 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 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 2017-18

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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 (http://www.jhsph.edu/student_affairs/TravelRelease.pdf) form may be obtained from the PFRH Education Office 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.

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 2017-18

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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 students will gain through participation as a TA in addition to any monetary compensation. The department classifies TA positions into 2 levels: 1.0 FTE TA and 0.5 FTE TA. There are different levels of expectation for time commitment as well as monetary compensation. 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 should both sign the TA agreement form and submit 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

Schoolwide Scholarships and Awards 2017-18

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Schoolwide Scholarships and Awards http://www.jhsph.edu/SFR/ESS/

Lillian Hiss/Ethel Crosby Scholarship

Public Health nurses pursuing graduate training at the School. Applicant must hold at least one nursing degree, must be a continuing doctoral student, and should be in good academic standing. Preference will be given to students from Baltimore County. The Hiss/Crosby Fund was established in 1970 to commemorate Lillian Hiss and Ethel Crosby, nurses who dedicated their careers to public health nursing at the Catonsville Health Clinic. In 1971, the Clinic was sold and the proceeds were donated to the School of Public Health to provide support to doctoral students with nursing backgrounds.

The Bacon Field Chow Memorial Fellowship

This fellowship was established in 1997 by Mrs. Idella Chow in memory of her husband, Bacon Field Chow, who served on the faculty of the Department of Biochemistry from 1949 until his death in 1973. Dr. Chow was internationally recognized for his studies on the effects of maternal diet on a mother’s offspring. The fellowship supports outstanding doctoral students working in the area of human nutrition research.

Harry D. Kruse Award in Nutrition

Continuing FT doctoral candidates who demonstrate outstanding academic achievement and professional promise. Both national and international foci will be considered. Dr. Kruse was an alumnus of the School and served on the faculty of the Department of Biochemistry. This award, established in 1987 by the Kruse family, recognizes outstanding doctoral candidates in nutrition and public health

The David and Elinor Bodian Scholarship Fund

The David and Elinor Bodian Foundation established this award to honor the late Dr. David Bodian, who served on the School’s faculty from 1942 to 1947, and his wife Elinor. Dr. Bodian’s seminal research on the behavior of the poliovirus contributed to the development of the polio vaccine and to worldwide progress in combating this crippling disease. Elinor Bodian graduated from the Art as Applied to Medicine Program at the School of Medicine. The fund provides annual support to a doctoral student in any department at the School whose dissertation research is at a critical juncture.

Endowed Student Support Fund

Established in 2000, this fund supports students undertaking research projects in injury control or population control in developing countries. Preference will be given to those students conducting research in China, India, Indonesia and Brazil.

The Delta Omega Scholarship

Open to all graduate students. This scholarship was established by members of the Delta Omega Honor Society in Public Health to promote outstanding scholarship achievement and research by supporting students whose research proposals demonstrate merit.

PFRH Scholarships and Awards 2017-18

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PFRH Scholarships and Awards

Department awards are made on an annual basis to either newly admitted or current department students. Each award has different eligibility requirements and expectations. Applications will be available at the end of second term and will be due in late February of each year. Applications are reviewed by department faculty and final decisions are made by an Honors and Awards committee. These awards generally cover partial tuition or stipends for the recipient. Although the awards are open to all PFRH students, typically recipients of the awards have more than one year of graduate experience in the department and have relevant field experience. The eligibility criteria is determined by the donor(s) of each award.

Apgar/Bramley/Clifford Scholarship

Gift from the estate of Gertrude Leland Bramley to support female physicians pursuing public health degrees with a major focus on maternal and child health.

Bernard and Jane Guyer Scholarship Fund

Provides support to outstanding masters or doctoral student within the Department of Population, Family and Reproductive Health whose primary focus is maternal and child health. *Cannot be used for program involving abortion, or embryonic stem cell research.

The C. Esther and Paul A. Harper Award in Population and Family Health Sciences

Students, colleagues, and friends of Dr. Paul A. Harper, MD, MPH ’47, the first chair of the former Department of Population Dynamics, established this award at the time of Dr. Harper’s retirement. The fund supports students whose research focuses on population issues and students studying maternal and child health whose academic performance has been judged outstanding.

The Carl Swan Shultz Endowment Fund

The Carl Swan Shultz Fellowship, created by Mrs. Carl Shultz to honor her late husband’s work in population research, provides support for meritorious doctoral students in reproductive health, family planning, demography, or reproductive biology. Dr. Shultz was a former U.S. Assistant Surgeon General and director of the Office of Population Affairs in the Department of Health, Education, and Welfare. He played a major role in developing federal policy on family planning.

The Caroline Cochran Scholarship Fund in Population and Reproductive Health

Income from this fund provides tuition assistance to incoming or continuing graduate students interested in population and reproductive health.

The Cheryl Alexander Memorial Fund

Income from this fund will support students in the Department of Population, Family and Reproductive Health at the Bloomberg School of Public Health whose focus is on adolescent health.

Honors and Awards Applications will be available at the end of second term and will be due in late February of each year. Details Regarding the Department’s Honors and Awards can be found at: Honors and Awards

PFRH Scholarships and Awards 2017-18

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The Donald Cornely Scholarship Fund in Maternal & Child Health

This scholarship was created by family and friends of Donald Cornely, MD, MPH ’58, as well as alumni of the former Department of Maternal and Child Health. It honors Dr. Cornely's many contributions to the department during his tenure as chair from 1970 to 1990, and supports doctoral students in the department whose research has application in the field of maternal and child health.

The Edward J. Dehne Award in Population Dynamics

The late Edward Dehne, MD, MPH ’41, DrPH ’55, had a distinguished career in medicine and public health, with a concentration in occupational health. He served in the U.S. Army from 1941 through 1966, when he retired with the rank of colonel. Among his many assignments, he was commander of the Army Hygiene Agency and consultant to the Surgeon General in preventive and occupational medicine. Dr. Dehne created this award to encourage and support doctoral students pursuing population studies research in the Department of Population, Family and Reproductive Health.

The Endowed Fellowship in Family Planning and Reproductive Health

Established in 1996, this fund provides support to graduate students or post-doctoral fellows in the Department of Population, Family and Reproductive Health who are working in the area of family planning and reproductive health.

Fund in Recognition of Laurie Schwab Zabin for Population and Family Planning Students

The fund was established by alumni, faculty, family, and friends in honor of Laurie Schwab Zabin, professor of Population, Family and Reproductive Health and the founding director of the Bill & Melinda Gates Institute for Population and Reproductive Health. Dr. Zabin has devoted her career to research that addresses women’s reproductive health and rights and to her belief that science should serve social change. The fund supports graduate students at the School who are focusing their studies on family planning and reproductive health. Preference will be given to students who are U.S. citizens planning to work in other countries, but the fund may also be used for U.S. students committed to work in disadvantaged areas of the United States.

The Jean and Sidney Silber Fund in Population, Family and Reproductive Health

Established by Jean and Sidney Silber through the Jean and Sidney Silber Foundation, Inc., this fund provides a stipend to a student at the Center for Adolescent Health Promotion and Disease Prevention interning and/or working on a research project in partnership with a community organization. The Silbers’ are friends of the School with an interest in population concerns in Baltimore.

The John and Alice Chenoweth-Pate Fellowship

The John and Alice Chenoweth Pate Fellowship in the Department of Population, Family and Reproductive Health was created by the late Dr. Alice Chenoweth Pate to honor her late husband, Dr. John Pate MPH '48. Dr. Alice Chenoweth Pate worked with Dr. Paul Harper in the early 1950s to organize the School's program in maternal and child health. She was an integral part of the Children's Bureau, now known as the Maternal and Child Health Bureau, working closely with Dr. Martha May Eliot. As both a practitioner and administrator, Dr. Chenoweth Pate made significant contributions to the health and well-being of mothers and children in the United States. The fund supports women health professionals wishing to pursue post-doctoral opportunities in maternal and child health at the School to increase their skills and knowledge in improving the health of mothers and children in the United States.

PFRH Scholarships and Awards 2017-18

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The Kann Trowbridge Fund

The Kann Trowbridge Fund was established in 1995 by Mr. and Mrs. Alexander B. Trowbridge and the S. Kann Sons Company Foundation. Income from this fund provides a fellowship to a U.S. student in the Department of Population, Family and Reproductive Health who has demonstrated outstanding academic achievement, financial need and is committed to promoting national efforts in family planning and reproductive health. The Fund may also be used to support important faculty research and education projects in family planning and reproductive health.

Dr. Michael Koenig Memorial Fund

Established in 2010 by family and friends of Dr. Michael Koenig, this fund supports doctoral students in the Department of Population, Family and Reproductive Health who plan to travel internationally for their dissertation research.

The Lisa L. Paine Graduate Fellowship in Nurse Midwifery

This fellowship was created with contributions from Lisa L. Paine, MPH,'87, PhD, '90 and other alumni, faculty, friends and colleagues of the Department of Population, Family and Reproductive Health. It supports a nurse midwife pursuing a graduate degree in the Department.

The Willian Endowment for Excellence in Science

Income from this fund supports U.S. doctoral students working in maternal and child health in the Department of Population, Family and Reproductive Health or in the Department of Health Policy and Management whose work focuses on issues of health policy and management for women and children. The fund was established by alumna Mary Kaye Willian, DrPH ’82, MPH ’79, and friends in honor of Dr. Willian’s parents, Irene V. and Raymond V. Willian.

Young J. Kim Memorial Scholarship

The Young J. Kim Scholarship has been established by family, colleagues and friends to help support international masters and doctoral level students who will carry on Dr. Kim's legacy of academic excellence in demography and population research. Income from this fund will provide student scholarship support in the Department of Population, Family and Reproductive Health at the Bloomberg School of Public Health.

PFRH Policies & Forms 2017-18

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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 2017-18

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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 2017-18

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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 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 2017-18

2017-2018 PFRH Student Handbook 23

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 2017-18

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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 students.

(During the field placement in the 5th and 6th terms of the program, students will earn 16 units in each term) • 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 is 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 first-year student is fulfilling the 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 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 MSPH student cannot meet the above academic standards, a formal request will be submitted by the student and advisor to the Director of the Masters’ Programs. 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.

MSPH Program Competencies 2017-18

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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 2017-18

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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 1 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 2 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 2017-18

2017-2018 PFRH Student Handbook 28

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 Principle 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 4 212.616.81 Ethics of Public Health Practice in Developing Countries 2 4

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, you 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 2017-18

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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 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.

MSPH Course Requirements: PFRH Focal Area 2017-18

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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 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 3 3 410.626 Alcohol, Society and Health 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 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 2017-18

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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

3 3

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 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 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 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 2 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.

MSPH Course Requirements: PFRH Focal Area 2017-18

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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 2 380.662 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 Course Requirements: PFRH Focal Area 2017-18

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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 2 380.750 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 2 380.750 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 Introduction to Urban Health 3 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. #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 2017-18

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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 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 1 380.655. Social and Economic Aspects of Human Fertility 4 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

380.720 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.

MSPH Course Requirements: PFRH Focal Area 2017-18

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W0MEN’S HEALTH

Required Course Number Course Name Units Term

Principal Health Concerns (Choose 1) 380.666 Women’s Health 3 3 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.

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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 the PFRH Core course 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/term. Students are expected to be on campus in the 7th & 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. 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.

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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 population or public health focus. The field placement can be domestic, international, or both. Field placement opportunities can be found by searching the PFRH MSPH 1st Year Cohort site on CoursePlus, which includes several possible and available field placement opportunities.

Field placements on the CoursePlus 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 the 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 make sure their resumes and/or curriculum vitae are 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 the plans a student has for securing a field placement. To receive credit for the field placement, students must submit a work agreement to the 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 Student IRB Handbook 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

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found on the PFRH MSPH 2nd Year Cohort site on CoursePlus: https://courseplus.jhu.edu/core/index.cfm/go/ol:library.viewAll/coid/6709/.

Faculty Advisor The faculty advisor may be the primary contact to help identify potential field placement sites. Other faculty and the Academic Coordinator are also available to consult on additional recommendations. The faculty advisor should approve 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 the student is interested in attaining and to help locate appropriate field placement opportunities. Meeting with the field placement coordinator is particularly important if the faculty advisor does not have the appropriate contacts within the student’s area of interest. In addition, the field placement coordinator can assist the student in completing the necessary paperwork and advise the student 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 includes important information, such as 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. A Work Agreement for the Field Placement must be submitted before the field placement begins. 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

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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.

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 a project 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 this 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. 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 and 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).

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After the Field Placement • During the 3rd term quarterly lunch for first-year MSPH students, returning second-year MSPH are invited to share

their experiences about their field placements in informal small group discussions. This valuable information can help first-year students navigate the process for identifying field placements.

• Complete a Field Placement Evaluation– this is a brief narrative (no more than 2 pages) that should describe: 1) key strengths of field placement; 2) weaknesses or challenges encountered; and 3) whether the field 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;

• The specific objectives of the extension and the skills that will be gained; • An indication 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 for 2017-2018 Academic Year

Tasks 2017-18 Deadlines 2018-19 Deadlines Register for 380.810 PFRH Field Placement (16 credits for 5th and 6th terms)

August 24, 2017 August 23, 2018

Submit Work Agreement for each field placement May 18, 2018 May 17, 2019

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

January 5, 2018 January 4, 2019

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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 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 they complete their field placement. During Terms 7 and 8 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 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 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. • 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 the following:

• November 17, 2017 or November 16, 2018 (receipt of essay topic) • December 18, 2017 or December 17, 2018 (receipt of student’s draft outline) • January 8, 2018 or January 7, 2019 (receipt of student’s final essay outline) • February 5, 2018 or February 4, 2019 (receipt of student’s first draft) • March 9, 2018 or March 11, 2019 (receipt of student’s final draft for final edits) • April 6, 2018 or April 8, 2019 (receipt of student’s final essay with incorporated edits) • April 13, 2018 or April 15, 2019 (approval form signed)

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Secondary Reader

The secondary reader provides additional comments to the student about essay drafts. Typically, secondary 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 9, 2018 or March 11, 2019 (receipt of student’s final draft for final edits) • April 6, 2018 or April 8, 2019 (receipt of student’s final essay with incorporated edits) • April 13, 2018 or April 15, 2019 (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 • 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 in addition to the work on a research project 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’s 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 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 secondary readers for final edits and recommendations. Both readers should provide feedback to the student within 2 weeks of receiving the second draft. 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. 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 the 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 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 of interest to them. 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 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

Tasks 2017-18 Deadlines 2018-19 Deadlines 1st term registration ends for continuing students Register for 380.810 PFRH Field Placement (16 credits for 5th and 6th terms)

August 24, 2017 August 23, 2018

Register for term 7 -380.840 SS/R in PFRH with Advisor November 15, 2017 November 14, 2018

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

November 17, 2017 November 16, 2018

Submit essay outline to 1st reader December 18, 2017 December 17, 2018

Submit completed final outline of essay January 8, 2018 January 7, 2019

3rd term Registration Ends January 12, 2018 January 11, 2019

Submit 1st draft of essay to 1st reader February 5, 2018 February 4, 2019

Submit copy of completed essay to 1st and 2nd reader for final edits March 9, 2018 March 11, 2019

Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers April 6, 2018 April 8, 2019

Submit copy of essay and slides approved by 1st reader to Academic Coordinator April 13, 2018 April 15, 2019

Presentation of essay May 2nd, 9th and 16th Mid April to Early May

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• 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/.

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. Note that 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 • 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/set of 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)

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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

• 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 evaluation, an outcome evaluation, or an 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

• 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) Study design • Sampling/participants • Data Sources and variables

• Methods of Analysis • Strengths and Limitations (1 page) • Budget and budget justification (1-2 pages)

MSPH Essay and Presentation Guidelines 2017-18

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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 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.

MHS Program Overview 2017-18

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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 is 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 MSPH student cannot meet the above academic standards, a formal request will be submitted by the student and advisor to the Director of the Masters’ Programs. 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 2017-18

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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 2017-18

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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 1 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 I 5 1 340.721.81 Epidemiologic Inference I 5 2 140.6211 Statistical Methods in Public Health I1 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 2017-18

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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 4 212.616.81 Ethics of Public Health Practice in Developing Countries 2 4 *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 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 I: Theory and Methods 5 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 5 3 224.691 Qualitative Data Analysis1 5 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.

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EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS Option 1 (340.601 Principles of Epidemiology) Professional Track Course Number Course Name Units Term Study Design

340.722 OR Epidemiologic Inference II 4 2

340.722.81 Epidemiologic Inference 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 4 Electives 340.645 OR Introduction to Clinical Trials 3 2 340.645.81 Introduction to Clinical Trials 3 1 or 3 223.664 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 340.717 Health Survey Research Methods 4 2 380.711 Issues in Survey Research Design 3 3 340.645 OR Introduction to Clinical Trials 3 2 340.645.81 Introduction to Clinical Trials 3 1 or 3

223.664 Design and Conduct of Community Trials 4 3

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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 Implementation of 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

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 5 3 224.691 Qualitative Data Analysis2 5 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.

MHS Course Requirements: PFRH Focal Area 2017-18

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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.

MHS Course Requirements: PFRH Focal Area 2017-18

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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 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 3 3 410.626 Alcohol, Society and Health 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 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.

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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

3 3

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 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 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 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 2 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 2017-18

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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 2 380.662 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 Course Requirements: PFRH Focal Area 2017-18

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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 2 380.750 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 2 380.750 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 Introduction to Urban Health 3 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. #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 2017-18

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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 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 1 380.655. Social and Economic Aspects of Human Fertility 4 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

380.720 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.

MHS Course Requirements: PFRH Focal Area 2017-18

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W0MEN’S HEALTH

Required Course Number Course Name Units Term

Principal Health Concerns (Choose 1) 380.666 Women’s Health 3 3 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 2017-18

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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 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 the following:

• November 17, 2017 (receipt of essay topic) • December 18, 2017 (receipt of student’s draft outline) • January 8, 2018 (receipt of student’s final essay outline) • February 5, 2018 (receipt of student’s first draft) • March 9, 2018 (receipt of student’s final draft for final edits) • April 6, 2018 (receipt of student’s final essay with incorporated edits) • April 13, 2018 (approval form signed)

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Secondary Reader

The secondary reader provides additional comments to the student about essay drafts. Typically, secondary 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 9, 2018 (receipt of student’s final draft for final edits) • April 6, 2018 (receipt of student’s final essay with incorporated edits) • April 13, 2018 (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

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 in addition to the work on a research project 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.

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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’s 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 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 have either taken the ‘Fundamentals of Program Evaluation’ course or had prior experience conducting an evaluation (formats listed under “MHS 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.

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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 secondary readers for final edits and recommendations. Both readers should provide feedback to the student within 2 weeks of receiving the second draft. 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. 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 the 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 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 2017-18

2017-2018 PFRH Student Handbook 67

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 of interest to them. 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 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

Tasks 2017-18 Deadlines 1st term registration ends August 24, 2017

Register for3rd term -380.840 SS/R in PFRH with Advisor November 15, 2017

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 17, 2017

Submit essay outline to 1st reader December 18, 2017

Submit completed final outline of essay January 8, 2018

3rd term Registration Ends January 12, 2018

Submit 1st draft of essay to 1st reader February 5, 2018

Submit copy of completed essay to 1st and 2nd reader for final edits March 9, 2018

Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers April 6, 2018

Submit copy of essay and slides approved by 1st and 2nd reader to Academic Coordinator April 13, 2018

Presentation of essay May 2nd, May 9th and May 16th

MHS Essay and Presentation Guidelines 2017-18

2017-2018 PFRH Student Handbook 68

• 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/.

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. Note that 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 • 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/set of 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 2017-18

2017-2018 PFRH Student Handbook 69

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

• 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 evaluation, an outcome evaluation, or an 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

• 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 2017-18

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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 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 2017-18

2017-2018 PFRH Student Handbook 72

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, 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 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 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 Administrator, 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 2017-18

2017-2018 PFRH Student Handbook 73

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 2017-18

2017-2018 PFRH Student Handbook 74

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 1 380.600 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 380.840.01 PFRH First Year Doctoral Seminar 1 1, 2 380.822.01 PFRH First Year Doctoral Seminar 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 2017-18

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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 4

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 2017-18

2017-2018 PFRH Student Handbook 76

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. The methods requirements must be completed before taking the PFRH comprehensive examination. The methods areas and course requirements and options 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 I: 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

PhD Research Methods Course Requirements 2017-18

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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 II 4 2

340.722.81

Epidemiologic Inference II 4 4

Study Design (Choose 1) 340.645 OR Introduction to Clinical Trials 3 2

340.645.81 Introduction to Clinical Trials 3 1

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 OR Introduction to Data Management 3 2 140.630 Introduction to Data Management 3 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 OR Introduction to Clinical Trials 3 2

340.645.81 Introduction to Clinical Trials 3 1

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

PhD Research Methods Course Requirements 2017-18

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HEALTH ECONOMICS SPECIALTY CORE REQUIREMENTS

Course Number Course Name Units Term

Data Collection (Choose one)

313.632 Economic Evaluation III** 3 4

380.711 Issues in survey Research Design 3 3

Study Design (Choose two)

313.630 Economic Evaluation I** 3 2

313.653 Microeconomic Models in Public Health I 2 1

313.654 Microeconomic Models in Public Health II 2 2

313.655 Microeconomic Models in Public Health III 2 3

313.656 Microeconomic Models in Public Health 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

313.631 Economic Evaluation II** 3 3

* Students who elect to take 309.616, must also take 309.617

**Note 313.630 and 313.631 are pre-requisites for 313.632.

PhD Research Methods Course Requirements 2017-18

2017-2018 PFRH Student Handbook 79

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 I: 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 Health 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 2 3

224.692 Formative Research for Behavioral and Community Interventions 4 4 313.790.81 Introduction to Economic Evaluation 3 4 312.693.81 Introduction to Comparative Effectiveness and Outcome Research 3 4 390.675 Outcome and Effectiveness Research 3 4 309.715 Advanced Methods in Health Services Research: Research Design 4 2 410.710 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

PFRH Focal Area Requirements for PhD 2017-18

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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.

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 2017-18

2017-2018 PFRH Student Handbook 81

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 International Reproductive Health Policy 3 4 380.640 Children in Crisis 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

410.626 Alcohol, Society and Health 3 3 410.657 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 3 3

PFRH Focal Area Requirements for PhD 2017-18

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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 3 3 330.640 Childhood Victimization 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, 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 3 3 223.663 Infectious Diseases and Child Survival 3 3 330.640 Childhood Victimization 3 4 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 MCH 3 1 410.752 Children, Media and Health 3 3

PFRH Focal Area Requirements for PhD 2017-18

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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, 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 2 380.662 Critiquing the Research Literature in Maternal, Neonatal, and

Reproductive Health 4 2

*Cancelled for Academic Year 2017-18

PFRH Focal Area Requirements for PhD 2017-18

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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 2 380.750 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 2 380.750 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 Introduction to Urban Health 3 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. **Cancelled for Academic Year 2017-18

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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 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 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

380.720 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

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 2017-18

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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 3

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 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

380.665 Family Planning Programs and Policies 4 3

Frameworks for Evaluating Principal Health Concerns 380.668 International Perspectives on Gender Women and

Health* 3 3

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

*Cancelled for Academic Year 2017-18

PFRH Doctoral Seminars 2017-18

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PFRH Doctoral Seminars Formal seminars are required for all PFRH doctoral students from the third term of their first year until students successfully complete their preliminary oral exam. They are described below. An informal seminar is offered in the first and second term of the first year as well and 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. Students register for a one-credit Special Study with the instructor.

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; • use informal writing to synthesize material and stimulate thought; • provide and respond to constructive criticism; • describe the nature of scientific questions and how they are identified; • explain the role of the scientific community in the research process.

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.

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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

2017-18

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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. 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 completion of 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 of existing instruments, the ability to adapt existing instruments for new modalities (e.g. self-administered questionnaire converted to use in a telephone interview), and to create new instruments.

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 apprenticeships 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 should 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

2017-18

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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 inside PFRH or other JHSPH departments. This process must begin after the second year of study and occurs by mid-November, annually. 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 take 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 for 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.

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 2017-18

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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, testing 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 will contribute to preparation for the comprehensive exams. During the first term, students will participate in an integrated seminar for all second year doctoral students in which they will 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 will work with faculty members in their focal area to critically review and evaluate literature specific to their focal area. The readings will 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. 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 will be incorporated into the 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 will chair 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.

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Grading Faculty participants will be provided with general guidance/a rubric for scope of response to help assist in grading the written and oral exam. Point distribution will be as follows:

• 100 points for written exam (60% of total grade) • 100 pts for oral exam (40% of total grade)

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 system).

The focal area specific comprehensive exam is up to two hours in duration and includes: a review of the student’s PFRH academic file; questions regarding the written exam and doctoral seminar readings; 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 dropping off the written exam.

Student Eligibility Students must meet the following criteria to be eligible for the Focal Area comps:

• Have completed all departmental, focal area, and methods specialization requirements, and have completed any incomplete grades in all coursework in order to be eligible for the examination. Waivers will be considered on an individual basis for up to one course to be taken following the exam (see PFRH policy for waivers)

• Have completed a biostatistics course series (either 140.621-624 or 140.651-654) • Have 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 focal area and method specialization course requirements

Departmental Preliminary Oral Examination 2017-18

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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 Integrated 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 wise to begin contacting faculty about service on the schoolwide oral exam committee before the departmental oral, so that paperwork for the schoolwide can be submitted as soon as the departmental oral exam is successfully concluded.

The Departmental Oral Committee should include four members of the PFRH faculty including the student’s thesis advisor. In the rare exception, a student may request to have a committee of three members. 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.

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.

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.

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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, prior to 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 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 2017-18

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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.

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

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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. 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.

Final Doctoral Oral Exam 2017-18

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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 will 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 upon the detail 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 of the members 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 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

Dissertation Guidelines 2017-18

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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, these 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

Dissertation Guidelines 2017-18

2017-2018 PFRH Student Handbook 100

(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 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 http://www.library.jhu.edu/services/cbo/diss.html. 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

Doctoral Timeline 2017-18

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Doctoral Timeline

PhD Forms 2017-18

2017-2018 PFRH Student Handbook 103

PhD Forms Annual Review 2017

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. 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 and DrPH 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 24, 2017.

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 take 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, 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, practicum (DRPH only) 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, 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.

PhD Forms 2017-18

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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.

PhD Forms 2017-18

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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.

PhD Forms 2017-18

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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

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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/PhD_Final_Oral_Exam.pdf 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

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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 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) and two outside members; representing a total of three departments in the University (two 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. For DrPH candidates, an additional member of the committee must have professional practice experience related to the public health problem addressed in the dissertation. This member is not necessarily a faculty member of The Johns Hopkins University, and will be approved to serve on the Committee by the DrPH Program Director, based on a submitted Curriculum Vita. This member must be explicitly designated on the form.

Information regarding participation on examinations can be found here https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Documents/Faculty%20Roles%20Table%20from%20PPM%20Academic%20Memorandum.pdf and in the “Appointment of Thesis Readers and Final Oral Exam Form” listed here: https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/PhD_Final_Oral_Exam.pdf

Who should we contact about reserving a room and equipment for the final defense?

If a student is looking 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 staff in Dr. Minkovitz’s Office 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?

DrPH and 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/PhD_Final_Oral_Exam.pdf

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 is typically the last department requirement needed for graduation.

PhD Forms 2017-18

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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.

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 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

PFRH Certificate Programs – Maternal and Child Health 2017-18

2017-2018 PFRH Student Handbook 113

PFRH Certificate Programs – Maternal and Child Health Sponsoring Department Population, Family and Reproductive Health

Educational Objectives Upon completion of the core courses of the Maternal and Child Health Certificate, individuals will gain a broad understanding of the field that focuses on the health and welfare of women, children, and families. Competencies addressed include the following:

1. Understanding of the biological, social, and behavioral factors affecting the health of mothers, children and families;

2. Understanding of the normal patterns of human growth and development; application of the lifecourse perspective to MCH;

3. Knowledge of significant past and current national legislative mandates related to MCH, including the structure and roles of legislative and administrative bodies at the national, state, and local levels; ability to define and describe the MCH population in a community; knowledge of the organization and financing of health systems in the U.S.;

4. Understanding of the design, implementation, and evaluation of MCH programs domestically and internationally; and an ability to identify essential gaps in existing programs serving mothers, children, and families.

Intended Audience The certificate program is open to both graduate students currently enrolled in any division of The Johns Hopkins University, and to individuals who are not currently enrolled in a degree program at The Johns Hopkins University.

MPH students who affiliate with the Women's and Reproductive Health (WRH) and Child and Adolescent Health (CAH) Concentrations may earn an MCH Certificate; course requirements are adjusted accordingly. To earn the MCH Certificate, students in the WRH concentration must take a child health course, and those in the CAH must take a woman’s or maternal health course in addition to the courses taken to fulfill their concentration requirements.

Admissions Criteria Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university.

PFRH Certificate Programs – Maternal and Child Health 2017-18

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Course of Study

Course No. Course Title No. Credits

Online Term

Campus Term

Required Courses (8 credits) 380.604 Life Course Perspectives on Health 4 1 1 380.624 Maternal and Child Health Legislation and Programs 4 2 2 Elective Courses: Students must take 10 total elective credits. Courses must include at least 2 of the 3 content areas represented by Groups A, B, and C Group A (Maternal, Fetal and Perinatal Health):

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

380.662

Critiquing the Research Literature in Maternal, Neonatal and Reproductive Health 4 - 2

380.664 Reproductive and Perinatal Epidemiology 4 - 4

380.765

Preventing Infant Mortality and Promoting the Health of Women, Infants and Children 3 4 -

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 Group B (Child Health): 223.663 Infectious Disease and Child Survival 3 - 3 380.616 Child Health Epidemiology 3 - 4 380.625 Attitudes, Programs and Policies for Children with Special Health Care Needs 3 - 3

380.640

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

380.642 Child Health and Development 3 2 - 380.744 Nutrition and Growth in Maternal and Child Health 2 1 - Group C (Adolescent Health): 380.623 Adolescent Health and Development 3 3 - 380.721 Schools and Health 3 - 4 380.725 The Social Context of Adolescent Health and Development 3 - 4 380.747 International Adolescent Health 3 4 - 380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 - 2 Group D (Additional Courses to Consider): 223.686 Child and Public Health in the Tropics 4 - WI, SI 330.640 Childhood Victimization: A Public Health Perspective 3 - 4 330.646 Autism Spectrum Disorders in Public Health 2 - SI 380.742 Family Health, Public Health and Policy 3 - 4 380.665 Family Planning Policies and Programs 4 - 3 380.666 Women's Health 3 - 3 380.667 Women's Health Policy 3 - 4 380.762 HIV Infection in Women, Children and Adolescents 4 4 - 380.768 Selected Topics in Women's Health and Women's Health Policy 4 1 - WI = Course is offered in the Winter Institute held in January in Baltimore/Washington DC SI = Course is offered in the Summer Institute in Baltimore

PFRH Certificate Programs – Maternal and Child Health 2017-18

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Requirements for Successful Completion 1. Successful completion of the two required core courses (8 units) and additional courses from the above list above including at least 10 additional units. Only courses listed are applicable for earning the certificate. Students may not use special studies coursework to fulfill course requirements.

2. All courses taken for a letter grade; a grade of "B" or better is required for 380.604 and 380.624; and a 2.75 or better overall GPA is required.

3. Certificate requirements completed within three years.

Contact Information Faculty Sponsor Cynthia Minkovitz 410-955-3384 cmink@jhu.edu

Administrative Contact Gilbert Morgan 410-614-6676 gmorga13@jhu.edu

PFRH Certificate Programs – Public Health Economics 2017-18

2017-2018 PFRH Student Handbook 116

PFRH Certificate Programs – Public Health Economics Sponsoring Department Population, Family and Reproductive Health, Health Policy and Management, and International Health

Educational Objectives Upon completion of the core courses in the Public Health Economics Certificate Program, students will gain:

1) General Knowledge in Public Health Economics 2) Problem Identification and Evaluation 3) Economic Evaluation 4) Communication and Translation

Admissions Criteria Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university.

Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course of Study Course No. Course Title No.

Credits Online Term

Campus Term

Required Statistical Courses: Students must complete one of the following statistical series Statistical Series A: 140.621 Statistical Methods In Public Health 1 4 - 1 140.622 Statistical Methods in Public Health 2 4 - 2 140.623 Statistical Methods in Public Health 3 4 - 3 140.624 Statistical Methods in Public Health 4 4 - 4 Statistical Series B: 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 Statistical Series C for Applied Economics Program students: AE 440.605 Statistics * * * AE 440.606 Econometrics * * * Required Health Economics Course: Students must complete Sequence E and F and G and H Economics Sequence E 313.630 Economic Evaluation I 3 - 2 Economics Sequence F: There are three options 313.643 OR 313.641 OR 313.610 313.643 Health Economics I 3 - 2

OR 313.641 Introduction to Health Economics 3 3

OR 313.610 Health Economics for Managers 3 - 2

PFRH Certificate Programs – Public Health Economics 2017-18

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Course No. Course Title No. Credits

Online Term

Campus Term

Economics Sequence G: There is only one option 313.631 Economic Evaluation II 3 - 3 Economics Sequence H: There is one option offered during 2 terms each year. Certificate students are only required to take 1 term 313.861 Public Health Economics Seminar 1/term - 3,4 Elective Courses: Students must complete one of the following elective courses 221.619 Introduction to Microeconomics 3 - 1 221.644 Econometric Methods for Evaluation 4 - 4 300.651 Introduction to U.S. Healthcare System 4 4 2 309.620 Managed Care and Health Insurance 3 - 3 309.670 Comparative Health Insurance 3 - 3 309.716 Advanced Methods in Health Services Research Analysis 3 - 1 313.632 Economic Evaluation III 4 - 4 313.644 Health Economics II 3 - 3 313.670 Mathematical Microeconomics 4 - 1 380.756 Poverty, Economic Development and Health 4 - 2 AE 440.601 Microeconomic theory * * * AE 440.602 Macroeconomic theory * * * AE 440.622 Cost-Benefit Analysis * * *

*For non-Bloomberg courses, consult the respective school, institute, or program to confirm course offerings, times, venues, pre-requisites, and credits NOTE 1

Course 313.639 may be required because prior economics is a prerequisite for 313.641. In certain circumstances the instructor for 641 and 643 permits waivers.

NOTE 2 for CAREY SCHOOL MBA STUDENTS:

Carey Business School’s Cost Benefit class can substitute for the Bloomberg class in economic evaluation.

Carey School’s Medical Economics 1 & 2 can be substituted for Health Economics 313.641.

NOTE 3 for STUDENTS IN APPLIED ECONOMICS PROGRAM

Econometrics Course combination: 440.605 – Statistics and 440.606 –can be substituted for Biostats 621-624 or the Biostats 651-654.

Economics of Health 440.672 –can be substituted for 313.641.

NOTE 4

Course numbers that begin with AE are not offered by the Bloomberg School of Public Health; they are offered by the Johns Hopkins Krieger School of Arts and Science's Advanced Academic Programs Divisions. Please confirm course offerings, times, venues, prerequisites and credits directly with that program.

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Requirements for Successful Completion The certificate program requires a minimum of 29 term credits. All courses (except seminar) must be taken for a letter grade. Students must earn a grade point average (GPA) of 2.75 or better in order to complete the certificate program. The certificate program length is flexible; it varies from student to student, however, the certificate must be completed within three years.

Contact Information Faculty Sponsor David Bishai 410-955-7807 dbishai1@jhu.edu

Administrative Contact Gilbert Morgan 410-614-6676 gmorga13@jhu.edu

PFRH Certificate Programs – Adolescent Health 2017-18

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PFRH Certificate Programs – Adolescent Health Sponsoring Department Population, Family and Reproductive Health

Educational Objectives Students earning the certificate will be able to apply knowledge of adolescent growth and development, positive youth development, and cultural and ethical considerations of youth to design, implement, and evaluate adolescent health-related research, programs, and policies. Upon completing the certificate, students will be able to:

1) Describe how developmental (biological, cognitive, psychological), environmental (physical and social), and cultural factors do and can be used to influence the health and health-related behaviors of adolescents.

2) Participate in designing research, programs, and/or policies using family-, school-, and/or community-based methodologies that are effective for addressing adolescent health issues and that adhere to ethical standards for adolescents who are legal minors.

3) Use integrated knowledge about 1) the factors influencing adolescent health and 2) effective research, program, and/or policy methodologies to design, conduct, and/or evaluate research and/or to develop, implement, monitor, and/or evaluate programs/policies that are appropriate to address adolescent health issues, prevent unhealthy behaviors, and/or promote healthy ones.

Admissions Criteria Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university.

Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course of Study Course No. Course Title No.

Credits Online Term

Campus Term

Required Courses: Students must complete 380.623 AND EITHER 380.725 OR 380.747 380.623 Adolescent Health and Development 3 3 - 380.725 The Social Context of Adolescent Health and Development 3 - 4 380.747 International Adolescent Health 3 4 -

Elective Courses: Students must complete at least four elective courses (12 credits minimum). Students should complete 3 elective courses from Groups A and B, and one elective course from Group C

Elective Courses Group A: Sexual and Reproductive Health 380.720 Masculinity, Sexual Behavior and Health: Adolescence and

Beyond 2 - 2

380.749 Adolescent Sexual and Reproductive Health 3 - 4 380.761 Sexually Transmitted Infections in Public Health Practice 4 4 3 380.762 HIV Infection in Women, Children and Adolescents 4 4 - 410.657 Communication Strategies for Sexual Risk Reduction 3 - 4 410.681 Gay, Bisexual and Other Men who have Sex with Men

(MSM) & HIV: Theoretical Perspectives on the US Epidemic 3 - 3

550.629 The Epidemiology of LGBT Health 3 - 2

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Course No. Course Title No. Credits

Online Term

Campus Term

301.627 Understanding and Preventing Violence 3 - 3 305.610 Issues in Injury and Violence Prevention 2 - 1 318.654 Adolescents, Crime and Justice 4 - 2 330.602 Epidemiology of Substance Use and Related Problems 3 - 2 330.627 Gender and Mental Health 1 - S1 330.640 Childhood Victimization: A Public Health Perspective 3 - 4 330.661 Social, Psychological and Developmental Processes in the

Etiology of Mental Disorders 3 3 3

380.624 Maternal and Child Health Legislation and Programs 4 2 2 380.625 Attitudes, Programs, and Policies for Children with Special

Healthcare Needs 3 - 3

380.635 Introduction to Urban Health 3 - 4 380.640 Children in Crisis: An Asset-Based Approach to Working

with Vulnerable Youth 3 - 3

380.663 Gender-based Violence Research, Practice and Policy: Issues and Current Controversies

3 - 3

380.721 Schools and Health 3 - 4 410.625 Injury Prevention: Behavioral Sciences Theories and

Applications 3 - 4

410.626 Alcohol, Society and Health 3 - 3 410.752 Children, Media, and Health 3 - 3 Elective Courses Group C: Program Evaluation 221.645 Large-Scale Effectiveness Evaluations of Health Programs 3 4 2 224.689 Health Behavior Change at the Individual, Household and

Community Levels 4 - 2

318.615 Program Evaluation for Public Policy I 3 - 1 380.611 Fundamentals of Program Evaluation 4 - 3 410.620 Program Planning for Health Behavior Change 3 4 1, W1 410.631 Introduction to Community-Based Participatory Research:

Principles and Methods 3 - 2

Requirements for Successful Completion A minimum of 18 credits must be taken. All required and elective courses must be taken for a letter grade and a 2.75 or better overall GPA for all certificate courses is required. Requirements must be completed within a three-year period.

Contact Information Faculty Sponsor Arik Marcell 443-287-8946 amarcell@jhu.edu

Faculty Co-Sponsor Robert Blum 410-955-8544 rblum@jhu.edu

Administrative Contact Gilbert Morgan 410-614-6676 gmorga13@jhu.edu

PFRH Certificate Programs – Demographic Methods 2017-18

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PFRH Certificate Programs – Demographic Methods Sponsoring Department Population, Family and Reproductive Health

Educational Objectives The certificate is designed to serve two audiences—masters or doctoral degree students at The Johns Hopkins University and junior and mid-level professionals—desiring to gain skills in applying demographic analytic methods to identify or forecast public health problems and evaluate the effectiveness of policies or interventions aimed at mitigating them. Demographic analytic methods are used to calculate denominators of health measures. They, along with epidemiology methods, are used to develop profiles of those at risk for health/disease conditions, evaluate health care interventions, forecast health resource needs, and inform health care policies and planning based on accurate projections of at-risk groups.

Upon completion students will be able to:

1) Assess comparative strengths and weaknesses of different methods of demographic analysis. 2) Analyze a range of population and health issues using appropriate demographic methods. 3) Critically evaluate the public health implications of results from applications of different demographic and

population analysis methods.

Admissions Criteria Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university.

Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

All Others interested in the certificate should contact one of the faculty sponsors prior to applying. Applicants apply through the School’s admissions office in September of the year during which they will begin certificate courses. Applicants apply for special student regular status to the Demographic “track/division” of the Department of Population, Family and Reproductive Health. The application includes a copy of all post-secondary transcripts, a statement of purpose, and one letter of recommendation. A committee of faculty will review each application and make the admissions decision. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

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Course of Study Course No. Course Title No.

Credits Online Term

Campus Term

Required Courses: Students must complete the following three required courses 380.603 OR 380.603.81

Demographic Methods in Public Health 4 3 2

380.650 Fundamentals of Life Tables 4 - 3 380.651 Methods and Measures in Population Studies 4 - 4

Elective Courses: Students must complete at least six credits of elective courses 140.640 Statistical Methods for Sample Surveys 3 - 3 221.627 Issues in the Reduction of Maternal and Neonatal Mortality

in Low Income Countries 4 - 2

221.641 Measurement Methods in Humanitarian Emergencies 2 - 2 380.600 OR 380.600.81

Principles of Population Change 4 2 2

380.615 Application of Population Data for Policy and Practice 3 - 2 380.662 Critiquing the Research Literature in Maternal, Neonatal

and Reproductive Health 4 - 2

380.711 Issues in Survey Research Design 3 - 3 380.712 Methods in Analysis of Large Population Surveys 3 - 4 380.750 Migration and Health: Concepts, Rates and Relationships 3 - 3 380.758 Demographic Estimation for Developing Countries 4 4 -

Requirements for Successful Completion A minimum of 18 credits must be taken. All required and elective certificate courses must be taken for a letter grade. Students must maintain a GPA of 2.75 or higher for the certificate courses or a minimum grade of B in each of the certificate courses. Requirements must be completed within a three-year period.

Contact Information Faculty Sponsor Stan Becker 410-955-4485 sbecker2@jhu.edu

Administrative Contact Gilbert Morgan 410-614-6676 gmorga13@jhu.edu

PFRH Certificate Programs – Population and Health 2017-18

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PFRH Certificate Programs – Population and Health Sponsoring department Population, Family and Reproductive Health

Educational Objectives The certificate is designed to serve two audiences—masters or doctoral degree students at The Johns Hopkins University and junior and mid-level professionals—desiring to expand their knowledge of population dynamics and its linkages with public health issues and their ability to relate population-level concepts and measures of fertility, morbidity and mortality, and migration to epidemiologic risks. A population’s health is shaped by fertility, mortality and migration patterns; and population numbers themselves provide the denominators of basic measures of public health, such as life expectancy, cause-specific mortality rates, and infection rates. Connecting a population and health perspective with public health epidemiology allows us to measure and assess the aggregate-level structure of and variation in health risks by age, sex, or other major factors and across the human life span. Students completing the certificate will gain competency in; knowledge of the components and measures of population dynamics, knowledge of population dynamics’ linkages with public health issues, and the ability to relate vital events and duration exposures with risk factors at the individual and population level.

Admissions Criteria Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university.

Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

All Others interested in the certificate should contact the academic coordinator prior to applying. Applicants apply through the School’s admissions office in September of the year during which they will begin certificate courses. Applicants apply for special student regular status to the Demographic “track/division” of the Department of Population, Family and Reproductive Health. A committee of faculty will review each application and make the admissions decision. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course Study Course No. Course Title No.

Credits Online Term

Campus Term

Required Courses 380.600 or 380.600.81

Principles of Population Change 4 2

380.603 Demographic Methods for Public Health 4 3 2 Elective Courses: Students must complete at least 10 elective credits.

380.767 Couples and Reproductive Health 3 - 1 380.655 Social and Economic Aspects of Human Fertility 4 - 1

380.604 OR 380.604.81

Life Course Perspective on Health 4 1 1

380.615 Applications of Population Data for Policy and Practice 3 - 2 221.627 Issues in the Reduction of Maternal and Neonatal Mortality

in Low Income Countries 4 - 2

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Course No. Course Title No. Credits

Online Term

Campus Term

380.666 Women's Health 3 - 3 380.720 Masculinity, Sexual Behavior and Health: Adolescence and

Beyond 2 - 2

380.665 Family Planning Policies and Programs 4 - 3 380.750 Migration and Health: Concepts, Rates and Relationships 3 - 3 380.662 Critiquing the Research Literature in Maternal, Neonatal

and Reproductive Health 4 - 2

380.664 Reproductive and Perinatal Epidemiology 4 - 4 380.756 Poverty, Economic Development and Health 4 - 2 380.765 Preventing Infant Mortality and Promoting the Health of

Women, Infants and Children 3 4 -

Requirements for Successful Completion A minimum of 18 credits must be taken. All required and elective certificate courses must be taken for a letter grade. Students must maintain a GPA of 2.75 or higher for the certificate courses or a minimum grade of B in each of the certificate courses. Requirements must be completed within a three-year period.

Contact Information Faculty Sponsor Stan Becker 410-955-4485 sbecker2@jhu.edu

Administrative Contact Gilbert Morgan 410-614-6676 gmorga13@jhu.edu

PFRH Certificate Programs – Public Health Advocacy 2017-18

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PFRH Certificate Programs – Public Health Advocacy Sponsoring Departments Health, Behavior and Society and Population, Family and Reproductive Health

Overview Advocacy—working for policy change and better implementation of existing policies—is crucial to public health. As research and discovery are translated into policies and programs, the accurate interpretation and use of evidence are essential to political leaders, health care providers, potential clients, and the public at large.

Certificate program coursework will allow students to engage deeply with core theories and skills in public health advocacy, and to augment these with an understanding of how to apply these in a variety of policy and geographic settings. The certificate program will complement students’ options for training in public health policy making with theoretical and practical insights into the role of advocacy in this process.

Educational Objectives The primary goal of the certificate is to develop students’ abilities to translate research into practice, use evidence to inform public health policy, shift social norms and attitudes, and improve public health. The curriculum enables students to understand advocacy methods and apply evidence. Additionally, the program offers practical experience in public health advocacy.

Upon successful completion of the certificate program, students will be able to:

1. Discuss the role of political actors inside and outside governments in developing and implementing health policy. 2. Identify other actors in the policy making process and how actors such as the media help shape policy. 3. Improve policies and laws and their development, adoption, and implementation. 4. Increase and influence better use of resources for interventions and scientific inquiry. 5. Set agendas in policy circles and the media environment through higher visibility and understanding of issues. 6. Shift public attitudes, behaviors, and social norms toward better public health.

Eligibility The certificate program is open to currently enrolled masters and doctoral students at the Bloomberg School of Public Health, with the exception of MAS students who are not eligible to apply until they have completed their primary degree program. It is open to students in graduate programs at The Johns Hopkins University, as well as to individuals who are not currently enrolled in the university but who have completed an undergraduate degree program and who have an interest in Public Health Advocacy.

Admissions Process Applicants should review the How to Apply page for information about eligibility and special instructions. The certificate program's review committee will review the applications and notify each applicant of their admissions decision.

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Course of Study Students should check the course catalog to confirm when courses are offered. The term and time may change from what is listed in the table below and some courses are only offered every other year. Students should also check for prerequisites and whether instructor consent is required.

Course No. Course Title No. Credits Online Term Campus Term

Required Core Courses (Students must complete a minimum of 9 credits) Students must complete 301.645 AND 410.663; students must also complete EITHER 410.672 OR BOTH 410.677 AND 410.678 301.645 Health Advocacy 3 - 4 410.663 Media Advocacy and Public Health: Theory and

Practice 3 - 4

410.672 Introduction to Campaigning and Organizing for Public Health

3 S,3 -

410.677 410.678

Theory and Practice in Campaigning and Organizing for Public Health I and II

8 - 3 & 4 (both)

Elective courses. Students must complete a minimum of 9 credits, UNLESS they opted to take 410.677 and 410.678 as required courses, in which case only 4 elective credits are required. 221.631 Evaluation of Safety Interventions in Low and Middle

Income Countries 3 3 -

221.650 Health Policy Analysis in Low and Middle Income Countries

3 - 3

300.610 Public Health Policy 4 - S 300.650 Crisis and Response in Public Health Policy and Practice 3 - 2 300.652 Politics of Health Policy 4 - 4 300.712 Formulating Policy: Strategies and Systems of Policy

Making in the 21st century 3 - 2

301.627 Understanding and Preventing Violence 3 - 2 306.650 Public Health and the Law 3 - 3 308.602 Role of Government in Health Policy 3 - 2 308.604 Effective Writing for Public Health Change 3 - SI 312.693 Introduction to Comparative Effectiveness and Outcomes

Research 3 1 -

317.610 Risk Policy, Management and Communication 3 4 2 318.640 Practical Politics, Policy and Public Health 3 - 2 330.667 Mental Health and the Law 3 - 3 380.681 Strategic Leadership Principles and Tools for Health

System transformation in Developing Countries 4 - 2

380.771 Understanding and Changing International Reproductive Health Policy

3 - 4

380.880 380.881 380.882 380.883

Lessons in Leadership: Application for Population, Family and Reproductive Health I, II, III & IV

4 total

- 1,2,3, &4

410.642 Tobacco Control Leadership 2 - 1 410.668 Policy Interventions for Health Behavior Change 3 - 2 410.721 Translating Research into Public Health Programs I & II 3 - 3 550.608 Problem Solving in Public Health 4 - SI, FI,

WI

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Requirements for Successful Completion The certificate requires a minimum of 18 term credits. All required and elective courses must be taken for a letter grade and a 2.75 or better overall GPA for all Certificate coursework. The certificate program length is flexible; it varies from student to student. However, the certificate must be completed within three years.

The student should review the section of the website that addresses completion before completing certificate program requirements. The student's transcript will not indicate that the certificate was earned until the Notification of Completion has been submitted, verified by the certificate program, and processed by the Registrar.

Contact Information Faculty Sponsor David Jernigan 410-502-4096 djernigan@jhu.edu

Faculty Co-Sponsor Robert Blum 410-955-8544 rblum@jhu.edu

Certificate Program Contact Diane Coraggio 410-614-3749 diane.coraggio@jhu.edu

Part V – APPENDICES

Appendix - Work Agreement 2017-18

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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 2017-18

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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 2017-18

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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 - Preceptor Evaluation of Student 2017-18

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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 - Masters Essay Topic Form 2017-18

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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 2017-18

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Appendix - Reader Approval Form

Reader Approval 2017

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

2017-18

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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 2017-18

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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