yale university phd public health

School of Public Health 2018 – 2019

Doctoral degree.

Doctoral training has been part of Yale’s mission since early in its history. The University awarded the first Ph.D. in North America in 1861, and the doctoral program in public health began with the establishment of the department in 1915. Six years later, in 1922, Yale conferred the Doctor of Philosophy (Ph.D.) in Public Health on two candidates.

Within the Yale academic community, the Ph.D. is the highest degree awarded by the University. The School of Public Health offers studies toward the Ph.D. degree through its affiliation with the Graduate School of Arts and Sciences. The Graduate School makes the final decisions on accepting students into the program, admission to candidacy, and awarding the degree.

The primary mission of the doctoral program in Public Health (PH) is to provide scholars with the disciplinary background and skills required to contribute to the development of our understanding of better ways of measuring, maintaining, and improving the public’s health. The core of such training includes the mastery of research tools in the specialty discipline chosen by the candidate. Public health spans disciplines that use tools available in the laboratory, field research, social sciences, the public policy arena, and mathematics. Students engage in a highly focused area of research reflecting scholarship at the doctoral level but are exposed to a broad view of public health as seen in the diverse research interests of the School’s faculty.

Competencies for the Ph.D. in Public Health

Upon receiving a Ph.D. in Public Health, the student will be able to:

• Critically evaluate public health and related literature.
• Discuss and critically evaluate the broad literature of the student’s discipline.
• Review in depth the background and research advances in the student’s specific research area.
• Apply at an advanced level the research methodology of the student’s broader discipline and, in particular, the student’s specific research area.
• Present research to colleagues and professionals on a national and international level at professional meetings.
• Design a course in the student’s broad discipline.
• Explain the principles of research ethics and apply these principles to specific research projects.
• Design and conduct an advanced, original research project in the student’s discipline.
• Generate data to create publishable manuscripts that represent important contributions to the literature.

Academic Advising

Each student is assigned to an academic adviser at the time of matriculation. The academic adviser is available for help with general academic questions, course selections, choosing a dissertation project, and preparation for the qualifying examinations. A student may request a change of academic adviser by writing to the director of graduate studies (DGS). The request must be agreed upon by both the previous and new academic advisers.

Teaching Fellowships

Teaching and research experiences are regarded as an integral aspect of the graduate training program. All doctoral students are required to serve as teaching fellows for a minimum of two terms, typically during years two and three. With the permission of the DGS, the total teaching requirement beyond two terms may be reduced for students who are awarded fellowships supported by outside funding or who serve as graduate research assistants in year three. Other exceptions may be granted after two terms of teaching are completed, with the approval of the DGS. During the first term of teaching, students must attend a training session conducted by the Center for Teaching and Learning. First-year students are encouraged to focus their efforts on course work and are not permitted to serve as teaching fellows.

Degree Requirements

There are six departments in PH in which doctoral students may choose a specialty. Requirements for each department vary and are outlined below under Departmental Requirements. In addition, all candidates for the Ph.D. degree must conform to the requirements of the Graduate School of Arts and Sciences.

Required Course Work

Generally, the first two years are devoted primarily to course work. Each student must satisfactorily complete a minimum of ten courses or their equivalent and must satisfy the individual departmental requirements (see below for course requirements in each department). All first-year PH doctoral students are required to participate in a course covering both practical and theoretical issues in research ethics (EPH 600b, Research Ethics and Responsibility); this course is in addition to the minimum required courses. Additionally, all first-year students are required to enroll in EPH 608, Frontiers of Public Health. Students entering the Ph.D. program with an M.P.H. may be exempt from this course as determined by the DGS. The Graduate School requires that Ph.D. students achieve a grade of Honors in at least two full-term doctoral-level courses. Additionally students must maintain a High Pass average. (This applies to courses taken after matriculation in the Graduate School and during the nine-month academic year.)

Qualifying Examinations

The required qualifying examinations are usually taken at the end of the second year of study. In order to meet the different departmental needs, each department has developed a qualifying examination format; details are provided in each departmental program description below. The qualifying examinations serve to demonstrate that the candidate has mastered the background and the research tools required for dissertation research. The qualifying examinations are usually scheduled in June.

Prospectus Guidelines

Before the end of the spring term of the third year, each student must submit a Dissertation Prospectus, i.e., a written summary of the planned nature and scope of the dissertation research, together with a provisional title for the dissertation. It is strongly recommended that students begin working with their thesis adviser on this process early in the third year. Ideally students should submit the names of Dissertation Advisory Committee (DAC) members during the fall term of the third year and then submit the prospectus during the spring term of the third year. Students must have both the DAC members and the prospectus approved by the end of the third year (May).

The DAC consists of at least three members, including the thesis adviser, who must have a Graduate School appointment and will chair the committee. Two members are expected to be Yale School of Public Health faculty, but participation of faculty members from other departments is encouraged. An additional committee member who is a recognized authority in the area of the dissertation may be selected from outside the University; a supporting curriculum vitae must be provided. The student should also submit a one-page specific aims (for the research plan) and a rationale for each committee member. The proposed DAC members must sign the one-page specific aims stating that they have agreed to serve on the committee. The Graduate Studies Executive Committee (GSEC) prefers that students submit this one-page specific aims document for approval prior to developing the prospectus. Once the GSEC approves the student’s DAC and specific aims, the student works the DAC to develop the prospectus.

The purpose of the prospectus is to formalize an understanding between the student, the DAC, and the GSEC regarding the scholarship of a proposed dissertation project. The prospectus should:

• Provide a detailed description of the research plan as outlined below, including title, topic, background, significance, study questions, analytic plan, and methods;
• Establish a consensus between the student, the DAC, and the GSEC that the research plan meets the requisite standards of originality, scope, significance, and virtuosity;
• Formalize the DAC’s willingness to work with the student to see the proposed research plan to successful completion.

The prospectus should be written in clear, plain English with minimal jargon, abbreviations, or colloquialisms and is limited to a maximum of twenty pages (double-spaced). All tables, graphs, figures, diagrams, and charts must be included within the twenty-page limit. References are not part of the page limit. Be succinct and remember that there is no requirement to use all twenty pages. A prospectus found not to comply with these requirements will be returned without review.

The following format should be used (similar to NIH guidelines):

• Title of proposed dissertation (can be a working title).
• Specific aims (one page): A self-contained description of the project, which should be informative to other persons working in the same or related fields. State concisely the goals of the proposed research and summarize the expected outcome(s), including the impact that the results of the proposed research will exert on the research field(s) involved.
• Significance: This section should place the research project in context and describe the proposed research in a manner intelligible to a nonspecialist. This should include a brief but critical evaluation of the relevant literature and a description of how the proposed research project will advance scientific knowledge and/or technical capability in one or more broad fields.
• Innovation: Explain how the application challenges and seeks to shift current research paradigm(s). Describe any novel theoretical concepts, approaches or methodologies, instrumentation, or interventions to be developed or used, and any advantage(s) over existing methodologies, instrumentation, or interventions.
• Approach: Outline the research project envisioned at this time and sketch out the plan to attain the overall goals of the project. Describe the overall strategy, methodology, and analyses to be used. Include preliminary data, if available. Acknowledge pitfalls and limitations of the research, and if possible suggest alternative strategies.
• References: Should be included at the end (not counted in the page limit).

The prospectus submitted to the GSEC must be the version approved by the student’s DAC and must be submitted together with the Submission of Dissertation Prospectus form.

The GSEC will review the prospectus and may request changes to either the DAC or the prospectus. Once the GSEC has approved the prospectus, it will be submitted to the Graduate School registrar.

Weekly meetings with the chair of the DAC are recommended. Regular face-to-face meetings of the full DAC are invaluable and are expected throughout the student’s research toward the thesis. The DAC is expected to meet at least twice each year, and more frequently if necessary. Since dissertation progress reports at the Graduate School are due at the close of the spring term, it is advised that one of the meetings be scheduled in March or April. In doing so, the thesis adviser, student, and DGS will have current information on the student’s progress for use in completing the dissertation progress report online. The student schedules the meetings of the DAC. The chairperson of the DAC, i.e., the thesis adviser, produces a summary report outlining progress and plans for the coming year. The document is to be distributed to the other committee members for comments. The student and the DGS are to receive a copy of the document from the DAC chair.

Because the prospectus is required fairly early in the dissertation research, the content of a thesis may change over time, and thus the student should not feel bound by what is submitted. However, major changes to the direction of research described in the prospectus should be discussed with the DAC and approved by the GSEC.

Admission to Candidacy

After all predissertation requirements are successfully completed (course requirements for the chosen department, grades of Honors in at least two full-term doctoral-level courses, an overall High Pass average, pass the qualifying examination, and approval of the dissertation prospectus by the GSEC), the student will be admitted to candidacy for the Ph.D. degree. These requirements are typically met in three years. Customarily, students who have not been admitted to candidacy will not be permitted to register for the fourth year. Exceptions must be approved in advance by the DGS and the Graduate School associate dean. When students advance to candidacy, the registrar’s office automatically submits a petition for the awarding of the M.Phil. degree.

The Thesis/Dissertation

The Ph.D. thesis in PH should be of publishable quality and represent a substantial contribution to the advancement of knowledge in a field of scholarship. The Graduate School policy in regard to the dissertation is as follows:

The dissertation should demonstrate the student’s mastery of relevant resources and methods and should make an original contribution to knowledge in the field. The originality of a dissertation may consist of the discovery of significant new information or principles of organization, the achievement of a new synthesis, the development of new methods or theories, or the application of established methods to new materials. Normally, it is expected that a dissertation will have a single topic, however broadly defined, and that all parts of the dissertation will be interrelated. This does not mean that sections of the dissertation cannot constitute essentially discrete units. Dissertations in the physical and biological sciences, for example, often present the results of several independent but related experiments. Given the diverse nature of the fields in which dissertations are written and the wide variety of topics that are explored, it is impossible to designate an ideal length for the dissertation. Clearly, however, a long dissertation is not necessarily a better one. The value of a dissertation ultimately depends on the quality of its thought and the clarity of its exposition. In consultation with their faculty advisers and the director of graduate studies, students should give serious thought to the scale of proposed dissertation topics. There should be a reasonable expectation that the project can be completed in two to three years.

The dissertation may be presented as a single monograph resulting in a major publication, or as (typically) a minimum of three first-authored scientific papers. One or more of the papers should be published, accepted for publication, or be in submission. The collected paper option does not imply that any combination of papers would be acceptable. For example, three papers related to background material (review papers), or three papers that reported associations of three unrelated exposures, or three papers of the same exposure but reporting different outcomes would not be acceptable. Rather, it is expected that the papers represent a cohesive, coherent, and integrated body of work. For example, one paper might be a systematic review and meta-analysis of the topic, another might develop a new methodological approach, and the third might apply those new methods to an area of current public health interest. In the collected paper option, the final thesis must include introductory and discussion chapters to summarize and integrate the published papers.

The DAC reviews the progress of the dissertation research and decides when the dissertation is ready to be submitted to the readers. This decision is made based on a closed defense of the dissertation. The dissertation defense involves a formal oral presentation to the DAC and other invited faculty. Upon completion of the closed defense, the chair of the DAC submits its recommendation to the GSEC, and its recommendation of suitable readers.

There will be a minimum of three readers, one of whom is at YSPH. The second reader can be from YSPH or another Yale department. Both Yale readers must hold a Graduate School appointment, and at least one should be a senior faculty member. The third reader must be selected from outside the University. All readers must be recognized authorities in the area of the dissertation. The outside reader must submit a curriculum vitae for review by the GSEC. The outside reader should be an individual who has not coauthored a publication(s) with members of the student’s DAC and/or the student within the preceding three years. However, this restriction does not apply to mega-multiauthored publications. Members of the DAC are not eligible to serve as readers. After the completed readers’ reports are received by the Graduate School, they are reviewed by the DGS prior to making a School of Public Health recommendation to the Graduate School that the degree be awarded. The DAC may be asked to comment on the readers’ reports before recommendations are made to the Graduate School.

Oral Presentation of the Doctoral Dissertation

Doctor of Philosophy (Ph.D.) dissertations in PH must be presented in a public seminar. This presentation is scheduled after the closed defense, after submission of the dissertation to the readers, and preferably prior to the receipt and consideration of the readers’ reports. At least one member each of the DAC and GSEC is expected to attend the presentation. It is expected to be presented during the academic term in which the dissertation was submitted and must be widely advertised within YSPH.

Departmental Requirements

The specific requirements with regard to courses, qualifying examinations, and admission to candidacy set by PH departments are described below.

Biostatistics

Biostatistics involves the development and application of sound statistical and mathematical principles to research in the health sciences. Because original theoretical research in biostatistics flows from medical research, it is essential that the foundations of methodological development be firmly grounded in sound principles of statistical inference and a thorough knowledge of the substantive area that provides the source of the medical questions being addressed. Thus, the Department of Biostatistics encourages excellent methodological work that is motivated by sound science that includes but is not limited to active collaborations with other investigators.

Research collaborations for biostatisticians take place both within and across departments in YSPH, as well as with other departments in the School of Medicine and the University at large. Areas of current research include development of general methods that have wide applicability across different areas of health research, as well as more specific techniques for dealing with the underlying processes that give rise to the data of interest. A broad range of health topics addressed by students in this department include chronic diseases such as cancer, genetic epidemiology, clinical research, and mathematical models for infectious diseases.

Graduates of the doctoral program in Biostatistics are employed in universities throughout the country, as well as in such dedicated research institutions as the National Institutes of Health. In addition, graduates have pursued careers in the pharmaceutical industry, in which they are actively involved in the evaluation of new therapeutic strategies.

Students in the Department of Biostatistics prepare for their qualifying examination by taking the courses listed below. Students are required to take a minimum of sixteen courses (not including BIS 525a and b, BIS 695c, and EPH 508a). Course waivers must be recommended by the academic adviser and approved by the DGS.

*These courses are offered in the Graduate School of Arts and Sciences.

†Students entering the program with an M.P.H. degree may be exempt.

In consultation with their academic adviser, students choose a minimum of three additional electives that will best prepare them for dissertation work. Students funded by specific fellowships may be subject to additional requirements and should discuss this with their adviser.

Qualifying Examination

The qualifying examination has two parts, the first being a written examination that demonstrates competence with the use of statistical principles to develop methods of application. The second involves the critical review of the statistical literature, report writing, and oral defense of a specific biomedical topic agreed upon by the candidate and the BIS faculty adviser that will be evaluated by a committee approved by the BIS faculty.

Research Experience

In a number of courses, especially Statistical Practice I (BIS 678a), students gain actual experience with various aspects of research including preparation of a research grant, questionnaire design, preparation of a database for analysis, and analysis and interpretation of real data. In addition, doctoral students can gain research experience by working with faculty members on ongoing research studies prior to initiating dissertation research, which includes but is not limited to BIS 695c. During the summer following the first year of course work, candidates are required to take a research rotation that is approved by the department and communicated to the DGS.

The Dissertation

The department strives for doctoral dissertations that have a strong methodological component motivated by an important health question. Hence, the dissertation should include a methodological advance or a substantial modification of an existing method motivated by a set of data collected to address an important health question. The dissertation must also include the application of the proposed methodology to real data. A fairly routine application of widely available statistical methodology is not acceptable as a dissertation topic. Candidates are expected not only to show a thorough knowledge of the posed health question, but also to demonstrate quantitative skills necessary for the creation and application of novel statistical tools.

Chronic Disease Epidemiology

Epidemiology is the study of disease in populations. Such populations may be groups of people in certain geographic areas, people with a common disease, or people with some suspected risk factor. The Department of Chronic Disease Epidemiology (CDE) has traditionally focused on either chronic or noninfectious diseases, although in recent years the artificiality of this distinction has become obvious and the view has been broadened. A recent thesis, for example concerned the perinatal transmission of HIV/AIDS, and others have examined the viral etiology of cancer.

The department is perhaps best known for its doctoral programs in the epidemiology of aging, cancer, perinatal diseases, genomics, HIV/AIDS, and psychosocial disorders. However, students in the department often work on projects with other departments within YSPH, other departments in the School of Medicine, and other schools within the University. Thus there are numerous opportunities for creating an experientially rich doctoral program.

Graduates from the department’s doctoral program are found on the faculties of universities throughout the world, at the highest levels of federal and international research programs, and in leadership positions in numerous private and public foundations and institutions.

Students in the CDE department are expected to complete a minimum of seventeen courses (not including CDE 610b, EPH 600a, and EPH 608b) from the following courses or their equivalents. Students supported by training grants may be subject to additional requirements and should discuss whether there are training-specific requirements with the principal investigator of the grant.

Epidemiology concentration

In consultation with their dissertation adviser, students choose three 600-level course units in Biostatistics (S&DS 563b, Multivariate Statistical Methods for the Social Sciences, may serve as one of these three courses), as well as five additional electives that will best prepare them for their dissertation research.

The qualifying examinations in CDE entail a three-part system emphasizing biostatistics, epidemiologic methods, and the student’s chosen specialty area.

The examination covering epidemiological methods includes both an in-class and a take-home portion. One faculty member is responsible for coordinating this examination, and the examination content is developed by the overall faculty. The specialty area examination is usually prepared in a tutorial with one or more faculty members in the term prior to the exam.

In a number of courses, students gain actual experience with various aspects of research including preparation of a research grant, questionnaire design, preparation of a database for analysis, and analysis and interpretation of real data. In addition, doctoral students can gain research experience by working with faculty members on ongoing research studies prior to initiating dissertation research.

For the doctoral dissertation, some candidates will design and develop their own research protocol, collect the data, and conduct appropriate analyses. However, epidemiologic studies are often large, time-consuming, and expensive enterprises that often cannot be realistically completed within the time frame expected for a doctoral dissertation. Consequently, some dissertations often result from “piggy-backing” the dissertation research onto a larger study being conducted by a faculty member. If a student has previously documented experience with data collection, the doctoral dissertation may emphasize the statistical analysis of a data set in such a way as to address a new hypothesis. However the thesis is constructed, the department requires that the research makes a significant contribution to new knowledge in the field of epidemiology.

Environmental Health Sciences

The Environmental Health Sciences (EHS) doctoral program focuses on how environmental agents—physical, chemical, and biological—affect human health, considered within the general framework of epidemiology and public health. Students are skilled in research, assessment, and evaluation of the impact of environmental stressors; they identify potentially adverse environmental agents, assess their exposures, determine their impact on health, and estimate the consequent risk. The Ph.D. emphasizes the preparation of students for scholarly careers in research and teaching.

The EHS doctoral program offers two concentrations: (1) Environmental Epidemiology & Exposure Science and (2) Environmental & Molecular Toxicology. Students must complete a total of thirteen courses (not including EHS 525a,b and EPH 600a).

Core requirements (all students)

*Students entering the doctoral program with an M.P.H. degree are exempt from EPH 608b and may request waiver of other courses taken during the M.P.H.

Environmental Epidemiology & Exposure Science concentration

Suggested electives (minimum of four required), generally taken in the second year:

†These courses are offered in the School of Forestry & Environmental Studies.

Environmental & Molecular Toxicology concentration

Suggested electives (minimum of five required), generally taken in the second year:

A qualifying examination that will serve as the formal test prior to admission to candidacy for the Ph.D. program will be administered after completion of thirteen course units and generally before the end of the second year. Accordingly, the student should complete this examination within two years after entering the program. The student’s DAC will administer this qualifying examination. The exam consists of an evaluation of a written prospectus and an oral presentation and defense of the research proposal. The proposal will be on the student’s thesis project, written in NRSA format. Within two weeks of completing the written segment, the student will present and defend the thesis proposal to the dissertation advisory committee. The possible outcomes are (a) pass unconditionally, (b) pass conditionally, with further study suggested (or required) in one or more areas, or (c) fail, with or without the option to retake the examination after the areas of concern have been identified and the student has had time to prepare. If a student receives an unconditional pass, the committee should note whether it is an unconditional pass with distinction.

Research Requirements

Two research rotations during the first academic year in EHS laboratories able to accommodate students are required of each student, one in the fall term and one in the second term. In consultation with the student’s academic adviser, an additional rotation may be offered during the summer between the first and second years. Research rotations will be available for both “dry” (i.e., statistical analysis) and “wet” (i.e., bench) laboratory research groups. The student will meet with the EHS graduate faculty member at the beginning of the rotation for an explanation of the goals and expectations of a student in the laboratory. The student will become familiar with the research models, approaches, and methods utilized by the research group through interactions with other laboratory/research personnel and from laboratory manuscripts. The student is expected to spend at least fifteen hours per week working in the laboratory or research group and to present a rotation seminar at the end of the rotation period.

In years three and beyond, students are expected to present at least twice a year to their DAC and annually to the rest of the Ph.D. students and faculty in a departmental retreat or during an EHS Doctoral Research-in-Progress seminar.

Epidemiology of Microbial Diseases

The goals for doctoral students in the Department of Epidemiology of Microbial Diseases (EMD) are to obtain a current theoretical and practical base of epidemiological and microbiological principles, to master research methods, and to apply these skills to investigations of the biology of infectious organisms of public health importance, their transmission, and the epidemiology of the diseases they cause. The approach is multidisciplinary and includes in-depth ecological, pathogenic, clinical, cellular, immunological, and molecular aspects of infectious diseases, their causative agents, vertebrate hosts, and vectors.

Courses in biostatistics, epidemiology, and microbiology are strongly recommended. The specific courses taken depend on the background of individual students and their stated research interests. An individual program that includes courses, seminars, and research rotations is developed by the student and the student’s academic adviser. All students are required to complete three distinct research rotations. These are done in the fall and spring terms and in the summer between the first and second years. Students will be asked to prepare a brief presentation at the end of each rotation. These research rotations (EMD 670) are graded and account for three of the required ten courses. In addition, students are required to complete course work in epidemiology (EPH 508a or CDE 516b) and in breadth of public health (EPH 608b, Frontiers of Public Health). Both courses may be waived if the student enters the program with an M.P.H. degree.

The following courses are suggested courses that are appropriate for Ph.D. students in EMD. However, other courses in YSPH or in other departments may also be appropriate. Students are required to take a minimum of ten courses (not including EPH 600a).

Required courses

Suggested courses.

*This course is offered in the Graduate School of Arts and Sciences

EMD has adopted an oral and written qualifying examination format. The qualifying examination serves as an opportunity for the faculty to evaluate students before their admission to candidacy for the Ph.D. degree. It also serves as a valuable learning experience, where a student has a chance to read critically and in-depth with various faculty members on both the thesis topic and two other topics of interest to the student. The other two topics should ideally be in areas which will expand the dissertation topic to subject matters not covered in the courses. The second component includes writing a research proposal on the proposed dissertation topic. The oral examination takes the form of questions from members of the committee based on the readings and an oral defense of the research proposal.

Detailed information regarding the EMD qualifying examination is available from the EMD representative to the GSEC or the coordinator of graduate student affairs.

Three research training modules are required of all students, and each term involves a different investigator. These are offered as formal courses, and there will be a brief presentation to the department at the end of each rotation. Each term is graded and recorded on the student’s transcript. Investigators act as tutors and monitor the progress of the work, although students are given a certain amount of independence in their work. Rotations are defined broadly, including experiments in the more traditional wet laboratory setting, as well as work in the field and on the computer.

Health Policy and Management

The doctoral program in the Health Policy and Management (HPM) Department emphasizes application of theory and methods to important policy and management topics. It is designed to educate students to apply knowledge derived from public health, social sciences (political science, organizational behavior, and microeconomics), and other areas to crucial public health topics. The program educates students to conduct research on the forefront of health services research; management of health care organizations; policy analysis; and health economic issues. Students are prepared for academic, research, and policy careers in both the public and the private sectors in public health.

The program requires individuals to develop expertise in one of three disciplines and then to apply this discipline to a more specialized area; the latter becomes their area of distinction.

Areas of Disciplinary Concentration

Disciplinary background and methods are important to meaningful application of theory and methods to key public health topics. Students in HPM will specialize in one of the following disciplines: Economics; Organizational Theory and Management; or Political and Policy Analysis.

Mentoring and Advising

A hallmark of our program is the low student-to-faculty ratio and the high student and faculty interaction. Students work closely with their adviser and with a number of faculty with common interests, either a specific topic or a policy area. The adviser or set of advisers conducts independent readings with the student in preparation for the dissertation. In addition, students will typically work on research with faculty from both inside the department and from around the University throughout the student’s time in the program; these faculty provide an informal network for supplementary mentoring. The student’s DAC works closely with the student and has informal as well as formal meetings.

Course Work

Students will complete the following course work or the equivalent of the topic areas covered in these courses. This course listing represents a suggested general program of study, but the specifics of course requirements are adapted to the particular interests and professional aspirations of each student. The standard number of courses taken is eighteen (excluding EPH 600a and HPM 617a and b), with the option of obtaining credits for previous courses. With the approval of the academic adviser and DGS, alternative courses that better suit the needs of the student may satisfy the course work requirement. The departmental representative to the GSEC, in conjunction with the student’s adviser, is responsible for determining if core course requirements have been satisfied by previous course work or alternative courses. If so, the student should apply for a course waiver through the Graduate School. HPM students can only waive up to two of the eighteen courses.

*Students entering the program with an M.P.H. degree may be exempt.

Methods and Statistics (minimum of 4 courses)

†These courses are offered in the Graduate School of Arts and Sciences.

Health Policy and Management (minimum of 4 courses, all with Ph.D. readings)

Area of depth (minimum of 4 courses, all with ph.d. readings), disciplinary concentration course work, required courses in economics.

In addition, students take two field courses in a concentration area in which they plan to develop expertise. Sets of courses across topics can be selected to meet research interests. Concentration areas and courses (other courses may be substituted in consultation with the student’s adviser):

Behavioral Economics

Industrial Organization

Labor Economics

Public Finance

Required courses in Organizational Theory and Management

Four courses are required, selected in consultation with the adviser. Suggested course:

Required courses in Political and Policy Analysis

Four courses are required, selected in consultation with the adviser. Suggested courses:

†ECON 558a may count as methods/statistics course or disciplinary concentration course, but not both.

Qualifying Exams

Students take qualifying exams in each of these three areas: (1) health policy and management, (2) empirical analysis and/or statistics, and (3) the student’s area of concentration. Typically these are taken in the summer after two years of course work.

All students are expected to develop their research skills through working with HPM faculty on research. Typically, students will work on a variety of projects with multiple faculty members, beginning during their initial year in the program. Students are expected to attend the departmental research seminar for faculty and are also expected to attend the doctoral research seminar.

Dissertation

Students’ doctoral dissertations should have a strong disciplinary base, often with an interdisciplinary approach, applying theory and rigorous methods to a significant public health policy or management topic.

Social and Behavioral Sciences

The Social and Behavioral Sciences (SBS) department aims to understand and improve health equity, both domestically and globally. SBS provides instruction in the theory and methods of the social and behavioral sciences that emphasize individual, interpersonal, community, and structural influences on health, illness, and recovery. The primary emphases are focused on (1) understanding the psychosocial, behavioral, community, and societal influences on health in the general population, with a focus on those who are disadvantaged; and (2) creating multilevel interventions that eliminate barriers to health, from infancy to old age. The SBS curriculum takes an interdisciplinary approach and focuses on integrating methods from epidemiology and the social sciences, training scientists with a broad skill set that allows them to answer a host of complex research questions. The department has numerous research strengths including in HIV/AIDS, aging health, community-engaged health research, maternal child health, mental health, health equity and disparities, and stigma prevention and health.

Students in the SBS department are expected to complete a minimum of fifteen courses (not including EPH 600a) from the following courses or their equivalents. Students supported by training grants may be subject to additional requirements and should discuss whether there are training-specific requirements with the principal investigator of the grant.

In consultation with their dissertation adviser, students choose three advanced-level (600 or above) statistics courses from Biostatistics, Psychology, Political Science, Sociology, or Statistics and Data Science (S&DS 563b, Multivariate Statistical Methods for the Social Sciences, may serve as one of these three courses), as well as three additional electives that will best prepare them for their dissertation research.

The qualifying examinations in SBS entail a two-part system. The first part will consist of completing a systematic review or meta-analysis as part of SBS 610b related to the student’s main area of interest, overseen by the student’s dissertation adviser. The second part consists of an oral exam on the content, theory, and methods outlined in the systematic review/meta-analysis completed in the written part of the qualifying exam. The qualifying exam committee will consist of three faculty who will grade both the written and oral components as Pass/Fail, and cannot include the candidate’s dissertation adviser.

Students are strongly encouraged to get involved in research by working with faculty members on ongoing research studies throughout their doctoral work. Further, students will gain research experience during their course work by working on real data. Ideally students should publish one to two papers a year during the doctoral program to develop their research portfolio and to be competitive for academic positions after completion of their doctoral degree.

SBS uses a three-paper model, where students complete three research papers (of publication quality) on a related topic that demonstrates mastery of content, theory, and methods. In addition, the dissertation will have an introductory chapter that ties the three papers together and a conclusion chapter that summarizes main findings and their research and public health implications. The research papers can involve original data collection, secondary data analysis (using faculty data or national data sets), or some combination of the two.

M.D./Ph.D. Program Requirements

All M.D./Ph.D. students must meet with the director of graduate studies in Public Health if they are considering affiliating with PH. Students in this program are expected to meet the guidelines listed below in the time frame outlined. The DGS must approve any variations to these requirements.

One term of teaching will be required. If students teach beyond this requirement, they can be compensated. If a student has served as a teaching assistant elsewhere on campus, this experience may be counted toward the requirement. DGS approval is required to waive the teaching requirement on the basis of previous Yale teaching experience.

Rotations/Internships

Students should do two rotations/internships with potential advisers in YSPH. These short-term research projects will be with a specific principal investigator and can be (1) in a lab, (2) field work, or (3) analysis of an existing dataset. The purpose of these rotations/internships is to learn lab technique and/or to allow the student time to determine if the PI’s research interests are compatible with the student’s research interests. These rotations/internships are usually done during the summer between the first and second year of medical school course work. In some cases students may need to defer this until the summer after the second year after taking certain courses and/or completing readings so that they possess the background necessary for a successful rotation/internship.

M.D./Ph.D. students are generally expected to take the same courses as traditional Ph.D. students. Departmental requirements may vary; therefore, students should confer with the DGS and/or their Ph.D. adviser.

Timeline for Qualifying Exam

Students generally will take medical school courses in years one and two. Students can take PH doctoral courses in years one and two before they affiliate if scheduling allows. Once affiliated with the PH program, students will complete all course requirements for the department. This generally takes a minimum of two terms but can take up to four terms after affiliating with PH. The qualifying exam is commonly completed after the fourth term of affiliation with the Ph.D. program in PH but can sometimes be done earlier with approval of the Ph.D. adviser and DGS.

Prospectus Timeline

Following completion of the qualifying exam, students should focus on the prospectus, which must be approved by the PH Graduate Studies Executive Committee (GSEC) before the end of the student’s sixth term as an affiliated Ph.D. student in PH.

To be admitted to candidacy, students must: (1) satisfactorily complete the course requirements for their department as outlined above, achieve grades of Honors in at least two full-term doctoral-level courses, and achieve an overall High Pass average; (2) obtain an average grade of High Pass on the qualifying exam; and (3) have the dissertation prospectus approved by the GSEC. All Ph.D. students must be admitted to candidacy before the start of the fourth year in the Ph.D. program (i.e., before the start of the seventh term).

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Graduate School of Arts and Sciences Programs and Policies 2023–2024

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Public Health

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60 College Street, 203.785.6383 http://publichealth.yale.edu M.S., M.Phil., Ph.D.

Dean Megan Ranney

Director of Graduate Studies Christian Tschudi (203.785.6383)

Professors Serap Aksoy, Heather Allore ( Internal Medicine ), Frederick Altice ( Internal Medicine ), Paul Anastas, Michelle Bell ( School of the Environment ), Cynthia Brandt ( Emergency Medicine ), Richard Bucala ( Internal Medicine ), Susan Busch, Michael Cappello, Kei-Hoi Cheung ( Emergency Medicine ), Elizabeth Claus, Theodore Cohen, Leslie Curry, Louise Dembry ( Internal Medicine ), Mayur Desai, Vincent DeVita ( Internal Medicine ), Robert Dubrow, James Dziura ( Emergency Medicine ), Denise Esserman, David Fiellin ( Internal Medicine ), Lynn Fiellin ( General Medicine ), Erol Fikrig ( Internal Medicine ), Howard Forman ( Radiology and Biomedical Imaging ), Alison Galvani, Alan Gerber ( Political Science ), Thomas Gill ( Internal Medicine ), Peter Glazer ( Therapeutic Radiology ), Cary Gross ( Internal Medicine ), Robert Heimer, Jason Hockenberry, Jeannette Ickovics, Melinda Irwin, Akiko Iwasaki ( Immunobiology ), Amy Justice ( Internal Medicine ), Edward Kaplan ( School of Management ), Trace Kershaw, Jaehong Kim ( Chemical and Environmental Engineering ), Marissa King ( School of Management ), Albert Ko, Suchitra Krishnan-Sarin ( Psychiatry ), Harlan Krumholz ( Internal Medicine ), Ann Kurth ( Nursing ), Becca Levy, Judith Lichtman, Shuangge (Steven) Ma, Xiaomei Ma, Robert Makuch, I. George Miller ( Pediatrics ), Ruth Montgomery ( Rheumatology ), Linda Niccolai, Marcella Nunez-Smith ( Internal Medicine ), John Pachankis, Elijah Paintsil ( Pediatrics ), A. David Paltiel, Catherine Panter-Brick ( Anthropology ), Rafael Pérez-Escamilla, Melinda Pettigrew, Robert Pietrzak ( Psychiatry ), Edieal Pinker ( School of Management ), Jeffrey Powell ( Ecology and Evolutionary Biology ), Megan Ranney, Carrie Redlich ( Occupational Medicine ), Robert Rosenheck ( Psychiatry ), Joseph Ross ( Internal Medicine ), Mark Russi ( Internal Medicine ), Peter Salovey ( Psychology ), Mark Schlesinger, Fiona Scott-Morton ( School of Management ), Eugene Shapiro ( Pediatrics ), Jody Sindelar, Andre Sofair ( Internal Medicine ), Donna Spiegelman, Jacob Tebes ( Psychiatry ), Jeanette Tetrault ( General Medicine ), Jeffrey Townsend, Christian Tschudi, Prathibha Varkey ( General Medicine ), Vasilis Vasiliou, Sten Vermund, Joseph Vinetz ( Internal Medicine ), David Vlahov ( Nursing ), Emily Wang ( General Medicine ), Marney White, David Yanez ( Anesthesiology ), Kimberly Yonkers ( Psychiatry ), Heping Zhang, Hongyu Zhao, Julie Zimmerman ( Chemical and Environmental Engineering )

Associate Professors Rene Almeling ( Sociology ), Hamad Altalib ( Neurology ), Peter Aronow ( Political Science ), Deepa Camenga ( Emergency Medicine ), Xi Chen, Zack Cooper, Forrest Crawford, J. Lucian Davis, Andrew Dewan, Michaela Dinan, Nicole Deziel, Jennifer Edelman ( General Medicine ), Abigail Friedman, Gregg Gonsalves, Nathan Grubaugh, Nicola Hawley, Josephine Hoh, Caroline Johnson, Manisha Juthanki-Mehta ( Infectious Diseases ), Danya Keene, Kaveh Khoshnood, Sarah Lowe, Edward Melnick ( Emergency Medicine ), Jamie Meyer ( Infectious Diseases ), Joan Monin, Chima Ndumele, Ijeoma Opara, Sunil Parikh, Robert Pietrzak ( Psychiatry ), Virginia Pitzer, Krystal Pollitt, Yusof Ransome, Eric Schneider ( Surgery ), Jason Schwartz, Veronika Shabanova ( Pediatrics ), Jodi Sherman ( Anesthesiology ), Erica Spatz ( Internal Medicine ), Katie Wang, Shiyi Wang, Zuoheng (Anita) Wang, Joshua Warren, Melissa Weimer ( General Medicine ), Daniel Weinberger, Inci Yildirim ( Infectious Diseases ), Yize Zhao, Yong Zhu

Assistant Professors  Amy Bei, Drew Cameron, Daniel Carr ió n, Chelsey Carter, Kai Chen, Jen-hwa Chu ( Internal Medicine ), Rachel Dreyer ( Emergency Medicine ), Leah Ferrucci, Laura Forastiere, Julie Gaither ( Pediatrics ), Leying Guan, Ashley Hagaman, Kevin Hall ( Cardiology ), George Hauser ( Laboratory Medicine ), Kathryn Hawk ( Emergency Medicine ), Evelyn Hsieh ( Internal Medicine ), Yuan Huang, Samah Fodeh-Jarad ( Emergency Medicine ), Skyler Jackson, Olivia Kachingwe, Michael Kane, Tassos Kyriakides, Michael Leapman ( Urology ), Morgan Levine ( Pathology ), Fan (Frank) Li, Zeyan Liew, Terika McCall, Robert McDougal, Ryan McNeil ( General Medicine ), Carol Oladele (Internal Medicine ), Carlos Oliveira ( Pediatrics ),  Victoria Perez, Kendra Plourde, Tormod Rogne, Brita Roy ( General Medicine ), Yasmmyn Salinas, Wade Schultz ( Laboratory Medicine ), Sheela Shenoi ( Internal Medicine ), Jamie Tam, Jacob Wallace, Karen Wang ( General Medicine ), Shannon Whirledge ( Obstetrics, Gynecology, and Reproductive Sciences ), Reza Yaesoubi, Xiting Yan ( Internal Medicine ), Emma Zang ( Sociology ), Xin Zhou

Fields of Study

Programs of study are offered in the areas of biostatistics, chronic disease epidemiology, environmental health sciences, epidemiology of infectious diseases, epidemiology of microbial diseases, health informatics, health policy and management, and social and behavioral sciences.

Special Requirements for the Ph.D. Degree

Generally the first two years of the Ph.D. program are devoted primarily to course work and rotations for students in some areas. All doctoral students are required to successfully complete a minimum of ten graduate-level courses and must satisfy the individual departmental requirements, detailed below. Courses such as Dissertation Research, Preparing for Qualifying Exams, Research Ethics and Responsibility, and Seminar do not count toward the course requirements. However, students must register for these courses in order for them to appear on the transcript.

All first-year Ph.D. students must enroll in and complete training in Research Ethics and Responsibility ( EPH 600 ). This course introduces and prepares students for responsible conduct in research, including data acquisition and management, mentor/trainee responsibilities, publication practices and authorship standards, scientific misconduct, and conflict of interest. Research Ethics and Responsibility is offered annually and is graded Satisfactory/Unsatisfactory.

The Graduate School uses grades of Honors, High Pass, Pass, or Fail. Students are required to earn a grade of Honors in at least two full-term courses and must achieve a High Pass average. (This applies to courses taken after matriculation in the Graduate School and during the nine-month academic year.)

Teaching and research experiences are regarded as an integral aspect of the graduate training program. All students are required to serve as teaching fellows for two terms at the TF level 10 or 20, typically during years two and three. During the first term of teaching, students must attend a training session conducted by the Poorvu Center for Teaching and Learning. First-year students are encouraged to focus their efforts on course work and are not permitted to serve as teaching fellows. A Ph.D. student who has fulfilled the teaching requirement is not permitted to serve as a teaching fellow without special permission from their adviser and the DGS. In the rare instances this exception is approved, the student will only be allowed to serve at the TF-10 level.

At the end of years one and two, advisers will be asked to complete a progress report for each student evaluating the student’s academic progress and describing the student’s readiness for teaching and/or conducting research. This is then discussed with the student and reviewed by the DGS. Students who have not progressed adequately will be asked to meet with the DGS to address the situation.

The qualifying exam is typically taken by the end of the second full academic year. With the assistance of the faculty adviser, generally after qualifying exams, each student requests appropriate faculty members to join a dissertation advisory committee (DAC). The DAC reviews and approves the prospectus as developed by the student and submits it to the DGS and the Graduate Studies Executive Committee (GSEC) for approval. The dissertation prospectus must be approved by the end of the third year.

To be admitted to candidacy, students must: (1) satisfactorily complete the course requirements for their department as outlined below, achieve grades of Honors in at least two full-term courses, and achieve an overall High Pass average; (2) obtain an average grade of High Pass on the qualifying exam; and (3) have the dissertation prospectus approved by the GSEC. Students who have been admitted to candidacy are required by the Graduate School to complete an annual Dissertation Progress Report.

Each DAC is required to meet as a group at least twice each year, and more frequently if necessary. The student schedules meetings of the DAC. The chair/adviser of the DAC produces a summary evaluation of progress and plans for the next six months.  The student and the DGS receive a copy of the final document. The DAC reviews the progress of the dissertation research and decides when the dissertation is ready to be submitted to the readers. This decision is based on a closed defense of the dissertation, which involves a formal oral presentation by the student to the DAC. (At the adviser’s discretion, other invited faculty may be present.) Upon completion of the closed defense, the chair/adviser of the DAC submits the recommendation to the DGS along with the names of three appropriate readers.

Doctoral dissertations originating in Public Health must also be presented in a public seminar. This presentation is scheduled after the submission of the dissertation to the readers and preferably prior to the receipt and consideration of the readers’ reports. At least one member of the DAC supervising the dissertation and at least one member of the GSEC are required to attend the presentation.

Required Course Work

Biostatistics.

Ph.D. students in biostatistics (BIS) have the choice of two pathways: the  Biostatistics Standard Pathway  and the  Biostatistics Implementation and Prevention Science Methods Pathway.  Students in the Biostatistics Standard Pathway are required to take a minimum of sixteen courses and students in the Implementation and Prevention Science Methods Pathway are required to take a minimum of fifteen courses (not including  BIS 525 ,  BIS 526 , BIS 699 , and  EPH 600 ). Course substitutions must be identified and approved by the student’s adviser and the DGS. Students funded by specific fellowships may be subject to additional requirements and should discuss this with their adviser.

Core requirements (or their equivalents) for both pathways

Students in the Standard Pathway  (in consultation with their academic adviser and approved by the DGS) also choose a minimum of eight additional electives that will best prepare them for their dissertation research.  

Implementation and Prevention Science Methods Pathway: Additional required courses

Implementation and Prevention Science Methods Pathway: Suggested electives

Chronic Disease Epidemiology

Ph.D. students in chronic disease epidemiology (CDE) must complete a minimum of seventeen courses (not including EPH 600 ) from the following courses or their equivalents. Course substitutions must be identified and approved by the student’s adviser and the DGS.

In consultation with their dissertation adviser, students choose three 600-level course units in biostatistics (or equivalent substitutions approved by the student's adviser); CDE 634 , Advanced Applied Analytic Methods in Epidemiology and Public Health, and  S&DS 563 , Multivariate Statistical Methods for the Social Sciences, may serve as an option for these three courses. Students will also choose five additional electives that will best prepare them for their dissertation research.

Environmental Health Sciences

Ph.D. students in environmental health sciences (EHS) must take a minimum of thirteen courses (not including EHS 525 , EHS 526 , and EPH 600 ). However, more courses may be required by a student’s adviser. Course substitutions must be identified and approved by the student’s adviser and the DGS.

Required courses

Suggested electives (minimum of four required)

Epidemiology of Microbial Diseases

Ph.D. students in epidemiology of microbial diseases (EMD) must complete a minimum of ten courses (not including EPH 600 ). Course substitutions must be identified and approved by the student’s adviser and the DGS.

Courses in biostatistics, epidemiology, and microbiology are strongly recommended. The specific courses recommended depend on the background of individual students and their stated research interests. An individual program that includes courses, seminars, and research rotations is developed by the student and the student’s academic adviser. All students are required to complete three distinct research rotations. These are done in the fall and spring terms and in the summer between the first and second years. These research rotations ( EMD 670 , EMD 671 , and EMD 672 ) are graded and account for three of the required ten courses.

The following courses are suggested as appropriate for Ph.D. students in EMD. However, in consultation with the student’s adviser, other courses in the School of Public Health or in other departments may also be appropriate.

Health Policy and Management

Ph.D. students in health policy and management (HPM) are required to develop expertise in one of three areas of specialization: Economics ; Organizational Theory and Management ; or Political and Policy Analysis .

Students are required to complete the following coursework (or the equivalent in the topic areas covered in these courses). This course listing represents a suggested general program of study, but the specifics of course requirements are adapted to the particular interests and professional aspirations of each student. The standard number of courses taken is sixteen (excluding  EPH 600 ,  HPM 617 , and  HPM 618 ), with the option of obtaining credits for previous courses. With the approval of the academic adviser and the DGS, alternative courses that better suit the needs of the student may satisfy the coursework requirement. The departmental representative to the GSEC, in conjunction with the student’s adviser, is responsible for determining if core course requirements have been satisfied by previous coursework or alternative courses. If so, the student should apply for a course waiver through the Graduate School. HPM students can only waive up to three of the sixteen courses.

Core Requirements (All Students) 1

Methods and Statistics:  Suggested courses (minimum of four)

Health Policy and Management:  Suggested courses (minimum of two, all with Ph.D. readings)

Area of Specialization Course Requirements

A minimum of four courses, all with Ph.D. readings, are required in the student’s area of specialization.

Economics: Required courses

Students are also required to take a year-long sequence in econometrics, selected in consultation with the student's adviser (this will count towards the required Methods and Statistics courses).  In addition, students take  two  field courses in a concentration area in which they plan to develop expertise. Sets of courses across topics can be selected to meet research interests.

Economics: Concentration areas and courses (other courses may be substituted in consultation with the student’s adviser) 

Organizational Theory and Management Four courses are required, selected in consultation with the student’s adviser.

Political and Policy Analysis: Suggested courses  (four required, selected in consultation with the student's adviser)

Students will also choose one additional elective that will best prepare them for their dissertation research.

Social and Behavioral Sciences

Ph.D. students in social and behavioral sciences (SBS) or the Maternal Child Health Promotion Pathway must complete a minimum of fifteen courses (not including EPH 600 ) from the following courses or their equivalents. Course substitutions must be identified and approved by the student’s adviser and the DGS.

Core requirements (All Students)

In consultation with their dissertation adviser, SBS students (not in the Maternal and Child Health Promotion Pathway) will choose three advanced-level (600 or above) statistics or methods courses from biostatistics, psychology, political science, sociology, anthropology, or statistics and data science ( S&DS 563 , Multivariate Statistical Methods for the Social Sciences;  CDE 516 , Principles of Epidemiology II; CDE 634 , Advanced Applied Analytic Methods in Epidemiology and Public Health, and  SBS 676 , Questionnaire Development, also qualify as statistics or methods courses). Students must also take five additional electives that will best prepare them for their dissertation research.

Maternal and Child Health (MCH) Promotion Pathway: Required courses (in addition to SBS core requirements listed above)

MCH Promotion Pathway: Required electives (any three from this list and two additional electives chosen in consultation with the student's adviser) 

M.D./Ph.D. Program Requirements for Public Health

All M.D./Ph.D. students must meet with the director of graduate studies (DGS) in public health, if they are considering affiliating with public health. Students in this program are expected to meet the guidelines listed below in the time frame outlined. The DGS must approve any variations to these requirements.

One term of teaching is required. If students are approved by the DGS to teach beyond this requirement, they can be compensated. In the rare instance that teaching beyond the requirement is approved, the student will only be allowed to serve as a TF 10. If a student has served as a teaching fellow elsewhere on campus, this experience may be counted toward the requirement. DGS approval is required to waive the teaching requirement on the basis of previous Yale teaching experience.

Rotations/Internships

Students should do two rotations/internships with potential advisers in public health. The purpose of these rotations/internships is to learn research approaches and methodologies and/or to allow the student time to determine if the faculty’s research interests are compatible with the student’s research interests. These rotations/internships are usually done during the summer between the first and second years of medical school. In some cases, students may need to defer this requirement until the summer after the second year after taking certain courses and/or completing readings in order to possess the background necessary for a successful rotation/internship.

M.D./Ph.D. students are generally expected to take the same courses as traditional Ph.D. students. Departmental requirements vary; therefore, students should confer with the DGS and their Ph.D. adviser.

Timeline for Qualifying Exam

Students generally will take medical school courses in years one and two. Students can take public health courses or other appropriate courses during this time, if scheduling allows. Once affiliated with the public health program, students will complete all course requirements for the department. This generally takes a minimum of two terms but can take up to four terms after affiliating with public health. The qualifying exam is commonly completed after the fourth term of affiliation with the Ph.D. program in public health, but it can be done earlier with approval of the Ph.D. adviser and the DGS.

Prospectus Timeline

Following completion of the qualifying exam, students should focus on the prospectus, which must be approved by the Public Health Graduate Studies Executive Committee (GSEC) before the end of the student’s sixth term as an affiliated Ph.D. student in public health.

Admission to Candidacy

To be admitted to candidacy, students must: (1) satisfactorily complete the course requirements for their department as outlined above, achieve grades of Honors in at least two full-term courses, and achieve an overall High Pass average; (2) obtain an average grade of High Pass on the qualifying exam; and (3) have the dissertation prospectus approved by the GSEC. All M.D./Ph.D. students must be admitted to candidacy before the start of their fourth year in the Ph.D. program (i.e., before the start of the seventh term).

Master’s Degrees

M.Phil. The M.Phil. is awarded to doctoral students who have advanced to candidacy. When students advance to candidacy, the registrar’s office automatically submits a petition for the awarding of the M.Phil. degree.

Terminal Master’s Degree Program The School offers a terminal master’s degree program leading to an M.S. in public health in four concentrations: biostatistics (a two-year program), chronic disease epidemiology (a one-year program), epidemiology of infectious diseases (a one-year program), and health informatics (a two-year program). All students must fulfill both the departmental and Graduate School requirements for a terminal M.S. degree.

Students must have an overall grade average of High Pass, including a grade of Honors in at least one full-term graduate course (for students enrolled in the one-year programs in chronic disease epidemiology and epidemiology of infectious diseases) or in at least two full-term graduate courses (for students enrolled in the two-year programs in biostatistics and health informatics). In order to maintain the minimum average of High Pass, each grade of Pass must be balanced by one grade of Honors. For more details, please see Course and Honors Requirements under Policies and Regulations .

A biostatistics, chronic disease epidemiology, or epidemiology of microbial diseases student who is withdrawing from the Ph.D. program, and has successfully completed all required course work for the terminal M.S. degree (described below), may apply and be recommended for the M.S. in public health. In the other departments, students must have successfully completed (prior to withdrawal) at least ten courses in the doctoral program and a capstone experience, achieving a minimum of two Honors grades and an overall High Pass average. Students who withdraw after qualifying or receiving the M.Phil. are not eligible for an M.S. degree.

Terminal M.S. with Concentration in Biostatistics

The M.S. with a concentration in biostatistics is a two-year program that provides training in clinical trials, epidemiologic methodology, implementation science, data science, statistical genetics, and mathematical models for infectious diseases. Students have a choice of three pathways: the  Biostatistics Standard Pathway,  the  Biostatistics Implementation and Prevention Science Methods Pathway,  and the  Biostatistics Data Science Pathway . In contrast to the more general M.P.H. degree, the M.S. degree emphasizes the mastery of biostatistical skills from the beginning of the plan of study. While graduates of this program may apply to the Ph.D. degree program, the M.S. degree is itself quite marketable as a terminal degree. Part-time enrollment is permitted.

Degree Requirements

The biostatistics concentration requires the completion of fifteen required and elective courses for the Standard Pathway and the Implementation and Prevention Sciences Pathway. Sixteen required and elective courses must be completed for the Data Science Pathway. These requirements exclude the Seminar,  BIS 525 / BIS 526 ; the Summer Internship,  BIS 695 ;  EPH 100 ; and  EPH 101 .

NOTE: Half-term courses cannot count as an elective unless an additional half-term course is taken and the biostatistics faculty have approved both courses as an elective. 

The Graduate School requires an overall grade average of High Pass, including grades of Honors in at least two full-term graduate courses for students enrolled in a two-year program. In order to maintain the minimum average of High Pass, each grade of Pass on the student’s transcript must be balanced by one grade of Honors. Each grade of Fail must be balanced by two grades of Honors. If a student retakes a course in which the student has received a failing grade, only the newer grade will be considered in calculating this average. The initial grade of Fail, however, will remain on the student’s transcript. A grade awarded at the conclusion of a full-year course in which no grade is awarded at the end of the first term would be counted twice in calculating this average.

Required Courses for All Pathways  (or substitutions approved by the student’s adviser and the DGS)

Additional Required Courses: Standard Pathway

Students wishing to complete a thesis may enroll in  BIS 649  and  BIS 650 , Master’s Thesis Research. This would be an additional requirement and cannot replace any of the required courses noted above. All students who complete a thesis will be required to present their research during a public seminar to the Biostatistics faculty and students in order to graduate. 

Additional Required Courses: Implementation and Prevention Science Methods Pathway

Additional Required Courses: Data Science Pathway

Two additional electives are required from the biostatistics, machine learning, or database list. Other courses from public health or other departments must be approved by the Data Science Pathway faculty liaison.

Students wishing to complete a thesis may enroll in  BIS 649  and  BIS 650 , Master’s Thesis Research. This would be an additional requirement and cannot replace any of the required courses noted above. All students who complete a thesis will be required to present their research during a public seminar organized by the Biostatistics department.

Competencies

Upon receiving an M.S. in the biostatistics concentration of public health, the student will be able to:

• Select from a variety of analytical tools to test statistical hypotheses, interpret results of statistical analyses, and use these results to make relevant inferences from data.
• Design efficient computer programs for study management, statistical analysis, as well as presentation using R, SAS, and other programming languages.
• Demonstrate oral and written communication and presentation skills to effectively communicate and disseminate results to professional audiences.

Terminal M.S. with Concentration in Chronic Disease Epidemiology

This one-year program is designed for medical and health care professionals (e.g., M.D., Ph.D., D.V.M., D.D.S., D.M.D.) or others seeking the skills necessary to conduct epidemiological research in their professional practice. Part-time enrollment is permitted.

The chronic disease epidemiology concentration consists of required and elective course work and satisfactory completion of the capstone experience. A total of ten courses is required (excluding the Seminar,  CDE 525 / CDE 526 ). It is expected that this program will be completed during a single academic year when a student enrolls full-time. Students with an M.P.H. or relevant graduate degree may be eligible to substitute advanced courses for some of the required courses. Written permission of the DGS is required prior to enrolling in substitute courses.

The Graduate School requires an overall grade average of High Pass, including a grade of Honors in at least one full-term graduate course for students enrolled in a one-year program. In order to maintain the minimum average of High Pass, each grade of Pass on the student’s transcript must be balanced by one grade of Honors. Each grade of Fail must be balanced by two grades of Honors. If a student retakes a course in which the student has received a failing grade, only the newer grade will be considered in calculating this average. The initial grade of Fail, however, will remain on the student’s transcript. A grade awarded at the conclusion of a full-year course in which no grade is awarded at the end of the first term would be counted twice in calculating this average.

Required Courses (or approved substitutions)

Quantitative courses (choose three from the following or an approved substitution)

Chronic Disease Epidemiology  (choose two of the following)

Students must complete one additional elective, chosen in consultation with their adviser.

Upon receiving an M.S. in the chronic disease epidemiology concentration of public health, the student will be able to:

• Evaluate the scientific merit and feasibility of epidemiologic study designs.
• Review and evaluate epidemiologic reports and research articles.
• Analyze data and draw appropriate inferences from epidemiologic studies.
• Write an epidemiologic research proposal.

Terminal M.S. with Concentration in Epidemiology of Infectious Diseases

This one-year program offers two areas of specialization: a quantitative area aims to provide quantitatively focused research training in the epidemiology of infectious diseases, focusing on the analysis of communicable disease data as well as modeling and simulation; and a clinical area aims to provide research training for clinicians and clinical trainees interested in furthering their research expertise. Part-time enrollment is permitted. Part-time students must complete the degree requirements in two years. 

The epidemiology of infectious diseases concentration requires a total of ten courses (excluding the yearlong Seminar,  EMD 525 / EMD 526 ), including satisfactory completion of the capstone course. There are two capstone course options:

Option 1  Students may elect to enroll in  EMD 625 , How to Develop, Write, and Evaluate an NIH Proposal. Students in this course develop an NIH-style research proposal focusing on a topic related to infectious disease epidemiology. This course is taken by students in the final term of their M.S. program. Students meet as a group for cross-cutting didactic sessions on reading RFAs, NIH peer review and scoring, and effective grant writing and grantsmanship. Students work one-on-one outside of these sessions with faculty mentors to construct their grant proposals over the course of the term. They work with other students in the course to refine their projects and will do an oral presentation of their proposal at the final capstone course symposium at the end of the term.

Option 2  Students may elect to enroll in  EMD 563 , Laboratory and Field Studies in Infectious Diseases. This course provides students with hands-on training in laboratory or epidemiological research techniques. Students work one-on-one with faculty members on existing or new projects. Students choosing this option write-up and present their findings at the final capstone course symposium at the end of their final term.

Required Courses: Quantitative Specialization  (or substitutions approved by the student’s adviser and the DGS)

In addition, students must complete one elective course in epidemiology of infectious diseases (approved by the student’s adviser and the DGS).

Required Courses: Clinical Specialization  (or substitutions approved by the student’s adviser and the DGS)

Suggested electives for both specializations  

Alternate electives must be approved in consultation with the student's adviser and the DGS. 

Upon receiving an M.S. in the epidemiology of infectious diseases concentration of public health, the student will be able to:

• Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health (especially in terms of risk/burden of infectious diseases).
• Explain ecological perspective on the connection between human health, animal health, and ecosystem health with respect to microbial threats.
• Analyze datasets that arise in the context of outbreaks, epidemics, and endemic infectious diseases. (Quantitative specialization only)
• Design observational and/or experimental studies to study the relationship between host, microbial, or environmental factors on the occurrence or control of infectious diseases. (Clinical specialization only)

Terminal M.S. with Concentration in Health Informatics

This two-year program provides well-rounded training in health informatics, with a balance of core courses from such areas as information sciences, clinical informatics, clinical research informatics, consumer health and population health informatics, and data science, and more broadly health policy, social and behavioral science, biostatistics, and epidemiology. First-year courses survey the field; the typical second-year courses are more technical and put greater emphasis on mastering the skills in health informatics. Part-time enrollment is not permitted.

The health informatics concentration consists of a total of fourteen courses: eight required courses, four electives, and satisfactory completion and presentation of a yearlong capstone project. Students demonstrating a mastery of topics covered by the required courses may replace them with more advanced courses but must receive written permission from the DGS and their adviser prior to enrolling in the substitute courses.

Required Courses

In addition, in the second year of the program, students are required to complete an independent capstone project (BIS 685/BIS 686) under the direction of a faculty member. This project may fall into one of the main areas—clinical informatics; clinical research informatics; population health informatics; and implementation of new methods and technology—and may include elements from several of these areas. Students are required to prepare a carefully written report and make an oral presentation of the work to the faculty and students. A capstone committee consisting of two faculty members and one outside reader will provide guidance to the candidate as to the suitability of the project and will monitor its progress.

Upon receiving an M.S. in the health informatics concentration of public health, the student will be able to:

• Select informatics methods appropriate for a given public health context.
• Compare the health information system structure and function across regional, national, and international settings.
• Assess population informatics needs, assets, and capacities that affect communities’ health.
• Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health informatics.
• Communicate audience-appropriate public health content, both in writing and through oral presentation.
• Apply systems thinking tools to a public health informatics issue.

Ph.D. or terminal M.S. degree program materials are available upon request to the Office of the Director of Graduate Studies (c/o M. Elliot), School of Public Health, Yale University, PO Box 208034, New Haven CT 06520-8034; 203.785.6383; email, [email protected] . 

required Courses

For a complete list of Public Health courses, see the School of Public Health bulletin, available online at https://bulletin.yale.edu ; and Yale Course Search at https://courses.yale.edu .

All Ph.D. students are required to take the following courses. Students entering the program with an M.P.H. may be exempt from EPH 608 .

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Institution for Social and Policy Studies

Advancing research • shaping policy • developing leaders, public health.

Professor Busch is a Professor of Public Health (Health Policy) and former chair of the Department of Health Policy and Management at the Yale School of Public Health. Professor Busch’s research examines the effects of policies and regulations on health care cost and quality. Most of her work focuses on behavioral health. Professor Busch’s work has been funded by the National Institute of Mental Health, the National Institute of Drug Abuse and the Robert Wood Johnson Foundation. She has an undergraduate degree from the University of Michigan, an S.M.

Professor Chen is a health and development economist. He recently completed his Ph.D. in applied economics at Cornell. His research seeks to better understand how social interactions affect health behavior and outcomes, how socioeconomic status drives social competition. Most of his current work draws on primary data from China.

Curriculum Vitae

Dr. Cohen is an infectious disease epidemiologist whose primary research focus is tuberculosis. He is particularly interested in understanding how TB drug-resistance and medical comorbidities such as HIV frustrate current efforts to control epidemics, with an ultimate goal of developing more effective approaches to limit the morbidity caused by this pathogen. Dr. Cohen’s training is in epidemiology and clinical medicine, and his work includes mathematical modeling, fieldwork, and analysis of programmatic data.

Abigail S. Friedman is an Associate Professor in the Department of Health Policy and Management at the Yale School of Public Health. Her research focuses on the policy determinants of tobacco use and disparities therein, with the overarching goal of informing and facilitating evidence-based policymaking to improve population health and reduce inequality. A health economist by training, she conducts work in three areas.

Kim Gannon (she/her) is a PhD Candidate in the Yale School of Public Health, Department of Health Policy and Management. Her research explores drug policy, particularly punitive policies passed as a reaction to the fentanyl-driven overdose crisis. Specifically, she studies the influence of public opinion on formation and implementation of these policies, as well as their unintended consequences on the health and well-being of people who use drugs, particularly in communities of color, once implemented.

As a Dahl scholar, Sarah works with Professor Xi Chen at the Yale School of Public Health to study the impacts of place of birth on long-term health outcomes. As a Tobin and Herb Scarf scholar, she has collaborated on other projects with Professor Chen that looked at the effects of Covid-19 on cognitive impairment. Previously, she has conducted research with the Yale Economic Growth Center on the effects of Covid-19 in developing countries and with a Washington D.C.-based think tank on U.S. maritime and agriculture policies. Sarah is passionate about reforming the U.S.

At home, abroad, working, interning?  Wherever you are this summer, contact OCS or make an appointment for a virtual advising session. We are available all summer! 

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• Share This: Share Hannah Gould (PhD ’18, Public Health) on Facebook Share Hannah Gould (PhD ’18, Public Health) on LinkedIn Share Hannah Gould (PhD ’18, Public Health) on X

Hannah Gould (PhD ’18, Public Health)

What did you study at yale what is your current profession/job.

I received a PhD in the Epidemiology of Microbial Disease concentration from the Yale School of Public Health. Currently, I am Assistant Commissioner for the Bureau of Epidemiology Services at the New York City Department of Health and Mental Hygiene.

What do you like most about your current role? What do you find most challenging and/or rewarding?

New York City is an amazing place to live and work. The city’s size and diversity provide an array of public health challenges and opportunities, and the Health Department is at the forefront of innovation in public health. We are deeply committed as an agency to eliminating health disparities and it is exciting to be a part of and help guide this work.

How did your time at Yale shape your career trajectory?

I have a ‘hard sciences’ background, and would not be where I am today without my 5 years in New Haven! Yale helped me to bridge from the basic sciences to a career in applied epidemiology. I also created a strong network of other public health professionals that has supported me personally and professionally.

What are the main skills that you acquired as a GSAS student which help make you successful in your current career?

(1) Tenacity. Earning a PhD is tough work and for me, a bit like being on a roller coaster. There were times I wasn’t sure I would make it, but I did! (2) Work-life balance. I realized during graduate school that I had to enjoy my life as well as my work or I’d burn out, so I established what have come to be lifelong habits of taking breaks, enjoying hobbies, spending time with family and friends, and not checking my work email 24/7.

Did you acquire any professional experience related to your line of work while in graduate school?

Actually, not really. Serving as a McDougal Fellow helped me build leadership skills but otherwise my experiences at Yale are very different from what I am doing now!

What advice would you offer PhDs who are interested in your line of work?

This is perhaps more generic advice than my line of work specifically…Talk to people who are doing what you think looks interesting and ask them how they got to where they are. My experience is that there are many paths to the same place and most people love to share their stories. No path is set in stone, so don’t feel like you have to decide today what you will be doing in 20 years. Start somewhere, and if you don’t love it, keep iterating towards what fits best with your life, skills, and interests.

• Assistant Commissioner
• Bureau of Epidemiology Services at the New York City Department of Health and Mental Hygiene

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Karen Ruiz-Ayala, MPH . (Photo courtesy of Ruiz-Ayala) 

The voyage of one COPH alumni through public health

• Liz Bannon, College of Public Health
• May 10, 2024
• Alumni & Development

Originally from Puerto Rico, Karen Ruiz-Ayala, a USF College of Public Health alumna, moved to Spring Hill, Fla. when she was young and discovered her passion for public health through reading.

“I was very interested in medical history and stories. An important introduction to the topic of public health was the book “Deadly” by Julie Chibbaro. It’s a fictionalized story about a young girl working as a lab assistant in New York at the turn of the century investigating a strange illness outbreak that would later be known as the famous Typhoid Mary case.,” she said.

Ruiz-Ayala’s decision to attend the COPH was influenced by its emphasis on research opportunities, notably the COPH Activist Lab , where she served as a student board member.

 " Dr. Karen Liller , the director of the Activist Lab, was a big inspiration,” Ruiz-Ayala said. “She made me feel like I could accomplish anything I set my mind to and was a role model for me."

Amidst her academic pursuits, Ruiz-Ayala faced the challenge of adapting to the COVID-19 pandemic. Reflecting on this experience, she shared, "We were sent home just a few weeks into my first semester at USF, and it was surreal learning about public health and its history while living through a pandemic as well.It was one of the best lessons about socioeconomic determinants of health and well-being that I could have ever had.”

Transitioning from academia to practical application, Ruiz-Ayala began her public health career at Hillsborough County Mosquito Management, where she worked as a mosquito control technician. In 2023, Ruiz went on to earn her master of public health, with a concentration in epidemiology from the University of Glasgow, in the United Kingdom.

Currently, Ruiz-Ayala is the public health officer for Carnival Cruise Lines, working onboard the Carnival Paradise.

As part of her integrated pest management duties, Ruiz-Ayala waits for ship clearance from local port authorities in order to go outside and check that the rat guard was placed properly to ensure the ship can avoid rodents coming onboard via the mooring lines. (Photo courtesy of Ruiz-Ayala)

In her role, Ruiz-Ayala said she ensures compliance with disease prevention and control measures, including COVID-19 protocols, and participates in outbreak management teams. She also oversees vessel compliance in areas such as sanitation and pest management, conducting audits and inspections to uphold public health standards.

“A passenger once asked me what I do onboard. I started to answer with a generic, ‘I’m the public health officer and my main responsibility is ensuring we prevent any illness outbreaks,’” Ruiz-Ayala said. “But our senior doctor cut in and said ‘She’s like the doctor for the whole boat. When people come to see me for something I can only ensure that individual is healthy, but she ensures the entire boat stays healthy’.” 

Ruiz-Ayalya also said she is involved in all departments including management both shipboard and shoreside.

"Effective communication for all departments is key to addressing public health concerns and maintaining a safe environment onboard," she said. "This means that I am involved in recreational and portable water, to the engine room, bridge, deck, housekeeping, food service and integrated pest management, as each one plays a different role in the health and safety of everyone onboard."

Despite the demanding nature of her work, Ruiz-Ayala said she finds fulfillment in the diverse responsibilities of her role.

"From disease prevention and control to vessel sanitation compliance and integrated pest management, I get to experience a wide range of public health practices," she said. "This diversity allows me to continually learn and grow professionally while making a meaningful impact on the health and safety of guests and crew."

Ruiz-Ayala is in front of the ship Paradise docked in Nassau, Bahamas in April 2024. (Photo courtesy Ruiz-Ayala)

She also pointed to travel as being one of the best perks of this job. “On my current itinerary, I travel in the Caribbean and the Bahamas. Seeing beautiful islands that so many people only dream of visiting in my everyday life is a special memory that I will always have.”

“Public health allows us to look at things from the bigger picture, address systemic issues, implement preventive measures and ultimately improve the overall well-being of communities and populations, making a lasting impact beyond individual health outcomes,” Ruiz-Ayala said. “By understanding the broader factors influencing health, we can create more effective interventions and policies that promote health equity and sustainable change.

In the future, Ruiz Ayala said she would like to transition to working more with integrated pest management. “That was my master’s thesis and one of my specialties with my previous work experience,” she said. “Most public health officers have a specialty such as water, sanitation, medical and mine just happens to be pest management.”

What did you want to be when you grew up? A doctor.

Where can we find you on the weekend? Working. I work 4 months at a time, 10 hours a day, with no days off. I usually don’t know what day of the week it is, only if we are in Bimini or Cozumel.

What is a superpower you would want to have? Teleportation so I could be with the people I love more easily while I’m working onboard. 

What is the last book you read? “Done and Dusted” by Lyla Sage.

What is your all-time favorite movie? “Mamma Mia”. 

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Karen Ruiz-Ayala

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• Kontinental Hockey League

Gagarin Cup Preview: Atlant vs. Salavat Yulaev

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Share All sharing options for: Gagarin Cup Preview: Atlant vs. Salavat Yulaev

Gagarin cup (khl) finals:  atlant moscow oblast vs. salavat yulaev ufa.

Much like the Elitserien Finals, we have a bit of an offense vs. defense match-up in this league Final.  While Ufa let their star top line of Alexander Radulov, Patrick Thoresen and Igor Grigorenko loose on the KHL's Western Conference, Mytischi played a more conservative style, relying on veterans such as former NHLers Jan Bulis, Oleg Petrov, and Jaroslav Obsut.  Just reaching the Finals is a testament to Atlant's disciplined style of play, as they had to knock off much more high profile teams from Yaroslavl and St. Petersburg to do so.  But while they did finish 8th in the league in points, they haven't seen the likes of Ufa, who finished 2nd. 

This series will be a challenge for the underdog, because unlike some of the other KHL teams, Ufa's top players are generally younger and in their prime.  Only Proshkin amongst regular blueliners is over 30, with the work being shared by Kirill Koltsov (28), Andrei Kuteikin (26), Miroslav Blatak (28), Maxim Kondratiev (28) and Dmitri Kalinin (30).  Oleg Tverdovsky hasn't played a lot in the playoffs to date.  Up front, while led by a fairly young top line (24-27), Ufa does have a lot of veterans in support roles:  Vyacheslav Kozlov , Viktor Kozlov , Vladimir Antipov, Sergei Zinovyev and Petr Schastlivy are all over 30.  In fact, the names of all their forwards are familiar to international and NHL fans:  Robert Nilsson , Alexander Svitov, Oleg Saprykin and Jakub Klepis round out the group, all former NHL players.

For Atlant, their veteran roster, with only one of their top six D under the age of 30 (and no top forwards under 30, either), this might be their one shot at a championship.  The team has never won either a Russian Superleague title or the Gagarin Cup, and for players like former NHLer Oleg Petrov, this is probably the last shot at the KHL's top prize.  The team got three extra days rest by winning their Conference Final in six games, and they probably needed to use it.  Atlant does have younger regulars on their roster, but they generally only play a few shifts per game, if that. 

The low event style of game for Atlant probably suits them well, but I don't know how they can manage to keep up against Ufa's speed, skill, and depth.  There is no advantage to be seen in goal, with Erik Ersberg and Konstantin Barulin posting almost identical numbers, and even in terms of recent playoff experience Ufa has them beat.  Luckily for Atlant, Ufa isn't that far away from the Moscow region, so travel shouldn't play a major role. 

I'm predicting that Ufa, winners of the last Superleague title back in 2008, will become the second team to win the Gagarin Cup, and will prevail in five games.  They have a seriously well built team that would honestly compete in the NHL.  They represent the potential of the league, while Atlant represents closer to the reality, as a team full of players who played themselves out of the NHL. 

• Atlant @ Ufa, Friday Apr 8 (3:00 PM CET/10:00 PM EST)
• Atlant @ Ufa, Sunday Apr 10 (1:00 PM CET/8:00 AM EST)
• Ufa @ Atlant, Tuesday Apr 12 (5:30 PM CET/12:30 PM EST)
• Ufa @ Atlant, Thursday Apr 14 (5:30 PM CET/12:30 PM EST)

Games 5-7 are as yet unscheduled, but every second day is the KHL standard, so expect Game 5 to be on Saturday, like an early start. 

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2024 Student Awards Announced

Each year, the Yale School of Public Health honors select students for their outstanding scholarship, leadership, innovation, and commitment to public health.

Here are the award winners for the Class of 2024. Award for Outstanding Contributions to Advancing Belonging, Equity, and Justice – Ashley Nicole Reynolds Marshall, Amrit Sandhu As Deputy City Manager for Social Equity for the city of Charlottesville, Virginia, Ashley oversees a robust portfolio that includes the city’s Downtown Job Center and Home to Hope program focused on welcoming formerly incarcerated persons back into the community. Ashley also serves as the city’s Chief Justice, Equity, Diversity, and Inclusion Officer and LGBTQIA+ Liaison. Amrit is a Student Fellow with the Solomon Center for Health Law and Policy and a Graduate Research Assistant with the Yale Trauma and Mental Health Lab. A health policy student specializing in global health, Amrit has a long history of human rights involvement including internships with Minnesota’s Safe Harbor program and The Advocates for Human Rights Women’s Human Rights Program. Dean’s Prize for Outstanding MPH Thesis – Ellie Cragan Bourgikos Thesis title: “Ecological Factors Influencing the Evolution of Jamestown Canyon Virus in the Northern United States.” Dean’s Prize for Outstanding MPH Thesis – Riena Suzanne Harker Thesis title: “Effects of Wildfire Smoke and Nonsmoke PM2.5 on Respiratory, Circulatory, and Mental Health in Nevada: A Case-Crossover Study on Emergency Department Visits from 2016-2019.” Wilbur G. Downs Outstanding Thesis Prize in International Health – Catherine Wenger Thesis title: “Cost-Effectiveness Analysis of Alternative Infant and Neonatal Rotavirus Vaccination Schedules in Malawi.” Dr. Downs was a pioneer in international health and a long-time faculty member at YSPH. Henry J. (Sam) Chauncey Jr. Inspiration Award – Kamali Clora The Henry J. (Sam) Chauncey Jr. Inspiration Award is awarded by alumni of the Health Management Program to a student who exemplifies Mr. Chauncey’s ideals of innovation, integrity, leadership, and community service. Mr. Chauncy, BA ’57, is a former secretary of the University and one of the founders of Yale’s Health Management Program. Lowell Levin Award for Excellence in Global Health – Charles Minicucci The Lowell Levin prize is awarded to a graduating student whose work addresses health promotion and global health. Lowell Levin, ’60, is a former YSPH professor who was a long-time policy advisor to the World Health Organization. Outstanding MPH Thesis Prize in Health Equity – Karenna Kinsella Thomas “I don't work for the prison. I don't work for the hospital either. I’m yours. Who else here is yours?” A Qualitative Analysis of Facilitators and Barriers of Launching Enhanced Perinatal Programs in Seven State Prisons” Teaching Fellow Award – Sunny Siddique The Teaching Fellow Award recognizes a YSPH student who demonstrates outstanding performance as a teaching fellow and promise as a future teacher. Dean Ranney invited everyone to join her in congratulating this year’s award winners.