phd in health education

Health Professions Education, Doctoral/PhD

Gain the academic skills needed to conduct educational research, lead educational programs, institutions, curricula, and organizations in the health and medical professions..

The PhD in Health Professions Education provides the next generation of health professions faculty advanced training in education. This program aims to provide students with the necessary tools to further develop interprofessional health profession course and curricular design, research, and assessment skills. Learners will build on existing health professional competencies gained through their professional education. Topics such as educational theory and using educational research to advance knowledge in teaching and the learning in health professions are core to this program. The primary discipline will serve as one lens through which educational theory and phenomena can be examined. After the completion of this program graduates will continue their careers with the tools necessary to adequately prepare health professions students to impact the health of our diverse society. Applications for admission to the fall term are due by February 1.

• Application Instructions

Details, Dates & Deadlines

Program details, class format, program location.

Predominantly online

Program Length

36-60 months

Credits to Complete

Cost/credit hour.

In State: $779 Out of State: $996

• Online application
• $75 application fee
• Official transcripts
• 3 Letters of recommendation
• Proof of English language proficiency for international students
• Current CV or resume
• Master’s degree or higher in the health professions or a related field
• Proof of English language proficiency for international applicants
• No GRE required 

Dates & Deadlines

Fall Deadline: February 1

Career Outlook

As the demand for health professionals and health education programs continues to grow nationwide, so does the need for well-prepared health professions faculty who have advanced training in educational theory, instructional strategies in the health professions, and related assessment methods. The Health Professions Education curriculum is intentionally designed to formally prepare learners with the foundations needed to engage in educational scholarship, curricular design, assessment, program evaluation, and institutional leadership. 

Admission Guidelines

Admission requirements for the PhD in Health Professions Education are listed below: 

• An  official application
• 75.00 application fee
• No GRE Required
• Submit proof of current professional licenses for applicants who are clinically practicing (Applicants may upload a pdf/copy of the license directly to the admissions portal) 
• Submit official transcripts from all former institutions
• You must possess a master’s degree or higher in the health professions or related field
• Statement of proposed research topics and how the degree will support your career plans and trajectory (no longer than 2 pages)
• 3 letters of recommendation
• Current CV/Resume
• Practice-based experience, working a minimum of 2 years in one’s clinical field or profession
• English Language proficiency assessment (TOEFL or IELTS), as applicable

The professional licenses requirement may be waived for individuals whose profession does not require a license to practice, and they will still be considered for admission.

Partial Fulfillment Credit

For applicants who may have taken courses at other accredited graduate schools that appear to be similar to HPE required coursework, requests will be reviewed on a case by case basis. After a review of the syllabus, grade received, and discussion with the Program Director, one of the following could be an outcome:

• Acceptance of the course credits towards the transfer credit allowance (up to 6 credits);
• Examination for competence, with a plan for independent study;
• Independent study for gap areas; or,
• Requirement for enrollment in UMB's HPE course

Please feel out the transfer credit   to initiate the process. 

Program Structure

The PhD in health professions education consists of a total of 60 credits. The instruction will occur predominantly online utilizing distance learning technologies in addition to a mandatory on-site residency to be taken in tandem with the beginning of the program and conclusion. The mandatory In person (residency) will require students to attend four consecutive days of face-to-face lectures, training, discussions, and presentations at UMB’s campus in Baltimore, MD.

Program Completion Timeline

• The degree is designed for completion within three academic years, and its online format increases its accessibility to students.
• Participants can start the program in the fall term only.

Learning Outcomes

Graduates of the PhD in HPE program will be prepared to apply the skills that they have acquired to higher education employment in their profession, the private sector, as well as local, state and government positions in healthcare and education.

Graduates of the PhD in HPE will:

• Advance theory through the generation and dissemination of rigorous educational research and scholarship.
• Demonstrate proficiency in curriculum design, delivery, and evaluation.
• Work effectively in interprofessional research
• Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.
• Demonstrate evidence-based teaching and assessment methods at the course or program level.
• Demonstrate the ability to apply analytical skills to improve educational programs and institutional effectiveness.
• Participate in the broader national and global health professions community to improve health professions education.

Hear from a few of our students

Program Contacts

Nina Jackson Admissions Counselor  [email protected] 410-706-6489

Violet Kulo, EdD, MS, MA PhD, HPE Leadership Certificate Program Director [email protected]  

Karen Gordes, PhD, PT, DScPT MS, HPE Teaching Certificate Program Director [email protected]

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620 W. Lexington St. Baltimore, MD 21201 (410) 706-3100

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Texas A&M University Catalogs

Doctor of philosophy in health education.

The Doctor of Philosophy (PhD) in Health Education  prepares students for research in health education. Graduates may aspire to research-oriented positions in higher education and professional schools of allied health, as well as voluntary or governmental health and/or safety agencies. Graduates of this program are prepared for careers in teaching and research in each of these areas.

This comprehensive curriculum prepares students to help individuals improve their health, and thereby quality of life, through effective health education, powerful networking, strong leadership, impactful research, and selfless service to others. 

For more information, please visit https://public-health.tamu.edu/departments/hb/doctoral/phd.html .

Steps to Fulfill a Doctoral Program  

Program Requirements

• Student's Advisory Committee

Degree Plan

Transfer of credit, research proposal, preliminary examination, preliminary examination format, preliminary examination scheduling, preliminary examination grading, failure of the preliminary examination, retake of failed preliminary examination, final examination, final examination grading, dissertation, student’s advisory committee.

After receiving admission to graduate studies and enrolling, the student will consult with the head of their major or administrative department (or chair of the intercollegiate faculty) concerning appointment of the chair of the advisory committee. The student’s advisory committee will consist of  no fewer than four members of the graduate faculty  representative of the student’s several fields of study and research, where the chair or co-chair must be from the student’s department (or intercollegiate faculty, if applicable), and  at least one or more of the members must have an appointment to a department other than the student’s major department . The outside member for a student in an interdisciplinary degree program must be from a department different from the chair of the student’s committee.

The chair, in consultation with the student, will select the remainder of the advisory committee. Only graduate faculty members located on Texas A&M University campuses may serve as chair of a student’s advisory committee. Other Texas A&M University graduate faculty members located off-campus may serve as a member or co-chair (but not chair), with a member as the chair.

If the chair of a student’s advisory committee voluntarily leaves the University and the student is near completion of the degree and wants the chair to continue to serve in this role, the student is responsible for securing a current member of the University Graduate Faculty, from the student’s academic program and located near the Texas A&M University campus site, to serve as the co-chair of the committee. The Department Head or Chair of Intercollegiate faculty may request in writing to the Associate Provost and Dean of the Graduate and Professional School that a faculty member who is on an approved leave of absence or has voluntarily separated from the university, be allowed to continue to serve in the role of chair of a student’s advisory committee without a co-chair for up to one year. The students should be near completion of the degree. Extensions beyond the one year period can be granted with additional approval of the Dean.

The committee members’ signatures on the degree plan indicate their willingness to accept the responsibility for guiding and directing the entire academic program of the student and for initiating all academic actions concerning the student. Although individual committee members may be replaced by petition for valid reasons, a committee cannot resign  en masse . The chair of the committee, who usually has immediate supervision of the student’s research and dissertation or record of study, has the responsibility for calling all meetings of the committee. The duties of the committee include responsibility for the proposed degree plan, the research proposal, the preliminary examination, the dissertation or record of study and the final examination. In addition, the committee, as a group and as individual members, is responsible for counseling the student on academic matters, and, in the case of academic deficiency, initiating recommendations to the Graduate and Professional School.

The student’s advisory committee will evaluate the student’s previous education and degree objectives. The committee, in consultation with the student, will develop a proposed degree plan and outline a research problem which, when completed, as indicated by the dissertation (or its equivalent for the degree of Doctor of Education or the degree of Doctor of Engineering), will constitute the basic requirements for the degree. The degree plan must be filed with the Graduate and Professional School prior to the deadline imposed by the student’s college and no later than 90 days prior to the preliminary examination.

This proposed degree plan should be submitted through the online Document Processing Submission System located on the website  http://ogsdpss.tamu.edu . A minimum of 64 hours is required on the degree plan for the Doctor of Philosophy for a student who has completed a master’s degree. A student who has completed a DDS/DMD, DVM or a MD at a U.S. institution is also required to complete a minimum of 64 hours. A student who has completed a baccalaureate degree but not a master’s degree will be required to complete a 96-hour degree plan. Completion of a DDS/DMD, DVM or MD degree at a foreign institution requires completion of a minimum of 96 hours for the Doctor of Philosophy. A field of study may be primarily in one department or in a combination of departments. A degree plan must carry a reasonable amount of 691 (research). A maximum of 9 hours of 400-level undergraduate courses may be used toward meeting credit-hour requirements for the Doctor of Philosophy.

Additional coursework may be added by petition to the approved degree plan by the student’s advisory committee if it is deemed necessary to correct deficiencies in the student’s academic preparation. No changes can be made to the degree plan once the student’s Request for Final Examination is approved by the Graduate and Professional School.

Approval to enroll in any professional course (900-level) should be obtained from the head of the department (or Chair of the intercollegiate faculty, if applicable) in which the course will be offered before including such a course on a degree plan.

No credit may be obtained by correspondence study, by extension or for any course of fewer than three weeks duration.

For non-distance degree programs, no more than 50 percent of the non-research credit hours required for the program may be completed through distance education courses.

To receive a graduate degree from Texas A&M University, students must earn one-third or more of the credits through the institution’s own direct instruction. This limitation also applies to joint degree programs. 

Courses for which transfer credits are sought must have been completed with a grade of B or greater and must be approved by the student’s advisory committee and the Graduate and Professional School. These courses must not have been used previously for another degree. Except for officially approved cooperative doctoral programs, credit for thesis or dissertation research or the equivalent is not transferable. Credit for “internship” coursework in any form is not transferable. Courses taken in residence at an accredited U.S. institution or approved international institution with a final grade of B or greater will be considered for transfer credit if, at the time the courses were completed, the courses would be accepted for credit toward a similar degree for a student in degree-seeking status at the host institution. Credit for coursework taken by extension is not transferable. Coursework  in which no formal grades are given or in which grades other than letter grades (A or B) are earned (for example, CR, P, S, U, H, etc.) is not accepted for transfer credit . Credit for coursework submitted for transfer from any college or university must be shown in semester credit hours, or equated to semester credit hours.

Courses used toward a degree at another institution may not be applied for graduate credit. If the course to be transferred was taken prior to the conferral of a degree at the transfer institution, a letter from the registrar at that institution stating that the course was not applied for credit toward the degree must be submitted to the Graduate and Professional School.

Grades for courses completed at other institutions are not included in computing the GPA. An official transcript from the university at which transfer courses are taken must be sent directly to the Office of Admissions.

The general field of research to be used for the dissertation should be agreed on by the student and the advisory committee at their first meeting, as a basis for selecting the proper courses to support the proposed research.

As soon thereafter as the research project can be outlined in reasonable detail, the dissertation research proposal should be completed. The research proposal should be approved at a meeting of the student’s advisory committee, at which time the feasibility of the proposed research and the adequacy of available facilities should be reviewed. The approved proposal, signed by all members of the student’s advisory committee, the head of the student’s major department (or chair of the intercollegiate faculty, if applicable), must be submitted to the Graduate and Professional School at least 20 working days prior to the submission of the Request for the Final Examination.

Compliance issues must be addressed if a graduate student is performing research involving human subjects, animals, infectious biohazards and recombinant DNA. A student involved in these types of research should check with the Office of Research Compliance and Biosafety at (979) 458-1467 to address questions about all research compliance responsibilities. Additional information can also be obtained on the website  http:// rcb.tamu.edu .

Examinations

The student’s major department (or chair of the interdisciplinary degree program faculty, if applicable) and their advisory committee may require qualifying, cumulative or other types of examinations at any time deemed desirable. These examinations are entirely at the discretion of the department and the student’s advisory committee.

The preliminary examination is required. The preliminary examination for a doctoral student shall be given no earlier than a date at which the student is within 6 credit hours of completion of the formal coursework on the degree plan (i.e., all coursework on the degree plan except 681, 684, 690, 691, 692, 693, 695, 697, 791, or other graduate courses specifically designated as S/U in the course catalog). The student should complete the Preliminary Examination no later than the end of the semester following the completion of the formal coursework on the degree plan.

The objective of preliminary examination is to evaluate whether the student has demonstrated the following qualifications:

a.     a mastery of the subject matter of all fields in the program;

b.     an adequate knowledge of the literature in these fields and an ability to carry out bibliographical research;

c.     an understanding of the research problem and the appropriate methodological approaches.

The format of the preliminary examination shall be determined by the student’s department (or interdisciplinary degree program, if applicable) and advisory committee, and communicated to the student in advance of the examination. The exam may consist of a written component, oral component, or combination of written and oral components.

The preliminary exam may be administered by the advisory committee or a departmental committee; herein referred to as the examination committee.

Regardless of exam format, a student will receive an overall preliminary exam result of pass or fail. The department (or interdisciplinary degree program, if applicable) will determine how the overall pass or fail result is determined based on the exam structure and internal department procedures. If the exam is administered by the advisory committee, each advisory committee member will provide a pass or fail evaluation decision.

Only one advisory committee substitution is allowed to provide an evaluation decision for a student’s preliminary exam, and it cannot be the committee chair.

If a student is required to take, as a part of the preliminary examination, a written component administered by a department or interdisciplinary degree program, the department or interdisciplinary degree program faculty must:

a.     offer the examination at least once every six months. The departmental or interdisciplinary degree program examination should be announced at least 30 days prior to the scheduled examination date.

b.     assume the responsibility for marking the examination satisfactory or unsatisfactory, or otherwise graded, and in the case of unsatisfactory, stating specifically the reasons for such a mark.

c.     forward the marked examination to the chair of the student’s advisory committee within one week after the examination.

Students are eligible for to schedule the preliminary examination in the Academic Requirements Completion System (ARCS) if they meet the following list of eligibility requirements:

Student is registered at Texas A&M University for a minimum of one semester credit hour in the long semester or summer term during which any component of the preliminary examination is held. If the entire examination is held between semesters, then the student must be registered for the term immediately preceding the examination.

An approved degree plan is on file with the Graduate and Professional School prior to commencing the first component of the examination.

Student’s cumulative GPA is at least 3.000.

Student’s degree plan GPA is at least 3.000.

At the end of the semester in which at least the first component of the exam is given, there are no more than 6 hours of coursework remaining on the degree plan (except 681, 684, 690, 691, 692, 693, 695, 697, 791, or other graduate courses specifically designated as S/U in the course catalog). The head of the student’s department (or Chair of the Interdisciplinary Degree Program, if applicable) has the authority to approve a waiver of this criterion.

Credit for the preliminary examination is not transferable in cases where a student changes degree programs after passing a preliminary exam.

If a written component precedes an oral component of the preliminary exam, the chair of the student’s examination committee is responsible for making all written examinations available to all members of the committee. A positive evaluation of the preliminary exam by all members of a student’s examination committee with at most one dissension is required to pass a student on their preliminary exam.

The student’s department will promptly report the results of the Preliminary Examination to the Graduate and Professional School via the Academic Requirements Completion System (ARCS) within 10 working days of completion of the preliminary examination.

If an approved examination committee member substitution (one only) has been made, their approval must be submitted to the Graduate and Professional School via ARCS. The approval of the designated department approver is also required on the request.

After passing the required preliminary oral and written examinations for a doctoral degree, the student must complete the final examination within four years of the semester in which the preliminary exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a preliminary exam taken and passed during the Fall 2023 semester will expire at the end of the Fall 2027 semester. A preliminary exam taken in the time between the Summer and Fall 2023 semesters will expire at the end of the Summer 2027 semester.

First Failure

Upon approval of a student’s examination committee (with no more than one member dissenting), and approval of the Department and Graduate and Professional School, a student who has failed a preliminary examination may be given one re-examination. In accordance with Student Rule 12.5, the student’s department head or designee, intercollegiate faculty, or graduate advisory committee should make a recommendation to the student regarding their scholastic deficiency.

Second Failure

Upon failing the preliminary exam twice in a doctoral program, a student is no longer eligible to continue to pursue the PhD in that program/major. In accordance with Student Rule 12.5.3 and/or 12.5.4, the student will be notified of the action being taken by the department as a result of the second failure of the preliminary examination.

Adequate time must be given to permit a student to address inadequacies emerging from the first preliminary examination. The examination committee must agree upon and communicate to the student, in writing, an adequate time-frame from the first examination (normally six months) to retest, as well as a detailed explanation of the inadequacies emerging from the examination. The student and committee should jointly negotiate a mutually acceptable date for this retest.  When providing feedback on inadequacies, the committee should clearly document expected improvements that the student must be able to exhibit in order to retake the exam.  The examination committee will document and communicate the time-frame and feedback within 10 working days of the exam that was not passed.

Candidates for the doctoral degrees must pass a final examination by deadline dates announced in the  Graduate and Professional School Calendar  each semester. A doctoral student is allowed only one opportunity to take the final examination.

No unabsolved grades of D, F, or U for any course can be listed on the degree plan. The student must be registered for any remaining hours of 681, 684, 690, 691, 692, 791 or other graduate courses specifically designated as S/U in the course catalog during the semester of the final exam. No student may be given a final examination until they have been admitted to candidacy and their current official cumulative and degree plan GPAs are 3.00 or better.

Refer to the  Admission to Candidacy  section of the graduate catalog for candidacy requirements.

A request to schedule the final examination must be submitted to the Graduate and Professional School via ARCS a minimum of 10 working days in advance of the scheduled date. Any changes to the degree plan must be approved by the Graduate and Professional School prior to the submission of the request for final examination.

The student’s advisory committee will conduct this examination. Only one committee member substitution is allowed with the approval of the Graduate and Professional School. If the substitution is for the sole external member of the advisory committee - with an appointment to a department other than the student's major department - then the substitute must also be external to the student's major department. In extenuating circumstances, with the approval of the Graduate and Professional School, an exception to this requirement may be granted.

The final examination is not to be administered until the dissertation or record of study is available in substantially final form to the student’s advisory committee, and all concerned have had adequate time to review the document.  Whereas the final examination may cover the broad field of the candidate’s training, it is presumed that the major portion of the time will be devoted to the dissertation and closely allied topics. Persons other than members of the graduate faculty may, with mutual consent of the candidate and the chair of the advisory committee, be invited to attend a final examination for an advanced degree. A positive vote by all members of the graduate committee with at most one dissension is required to pass a student on their exam. A department can have a stricter requirement provided there is consistency within all degree programs within a department. Upon completion of the questioning of the candidate, all visitors must excuse themselves from the proceedings.

The student’s department will promptly report the results of the Final Examination to the Graduate and Professional School via the Academic Requirements Completion System (ARCS) within 10 working days of completion of the final examination. The Graduate and Professional School will be automatically notified via ARCS of any cancellations.

A positive evaluation of the final exam by all members of a student’s advisory committee with at most one dissension is required to pass a student on their final exam. If an approved committee member substitution (1 only) has been made, their approval must be submitted to the Graduate and Professional School via ARCS.

The dissertation,  which must be a candidate's original work demonstrates the ability to perform independent research . Whereas acceptance of the dissertation is based primarily on its scholarly merit, it must also exhibit creditable literary workmanship. Dissertation formatting must be acceptable to the Graduate and Professional School as outlined in the Guidelines for Theses, Dissertations, and Records of Study.

After successful defense and approval by the student’s advisory committee and the head of the student’s major department (or chair of intercollegiate faculty, if applicable), a student must submit the dissertation in electronic format as a single PDF file to https://etd.tamu.edu/ . Additionally, a dissertation approval form with original signatures must be received by the Graduate and Professional School through the Academic Requirements Completion System (ARCS). Both the PDF file and the completed ARCS approval form must be received by the deadline.

Deadline dates for submitting are announced each semester or summer term in the Graduate and Professional School Calendar (see Time Limit statement). These dates also can be accessed via the  Graduate and Professional School website .

Each student who submits a document for review is assessed a one-time thesis/dissertation processing fee through Student Business Services. This processing fee is for the thesis/dissertation services provided. After commencement, dissertations are digitally stored and made available through the Texas A&M Libraries.

A dissertation that is deemed unacceptable by the Graduate and Professional School because of excessive corrections will be returned to the student’s department head or chair of the intercollegiate faculty . The manuscript must be resubmitted as a new document, and the entire review process must begin anew. All original submittal deadlines must be met during the resubmittal process to graduate.

Additional Requirements

Continuous registration, admission to candidacy.

• 99-Hour Cap on Doctoral Degree

Application for Degree

A student who enters the doctoral degree program with a baccalaureate degree must spend one academic year plus one semester in resident study at Texas A&M University. A student who holds master’s degree when they enter a doctoral degree program must spend one academic year in resident study. One academic year may include two adjacent regular semesters or one regular semester and one adjacent 10-week summer semester. The third semester is not required to be adjacent to the one year. Enrollment for each semester must be a minimum of 9 credit hours each to satisfy the residence requirement. A minimum of 1 credit hour must be in a non-distance education delivery mode. Semesters in which the student is enrolled in all distance education coursework will not count toward fulfillment of the residence requirement.

To satisfy the residence requirement, the student must complete a minimum of 9 credit hours per semester or 10-week summer semester in resident study at Texas A&M University for the required period. A student who enters a doctoral degree program with a baccalaureate degree may fulfill residence requirements in excess of one academic year (18 credit hours) by registration during summer sessions or by completion of a less-than-full course load (in this context a full course load is considered 9 credit hours per semester).

Students who are employed full-time while completing their degree may fulfill total residence requirements by completion of less-than-full time course loads each semester. In order to be considered for this, the student is required to submit a Petition for Waivers and Exceptions along with verification of employment to the Graduate and Professional School. An employee should submit verification of employment at the time they submit the degree plan. See  Registration .

See  Residence Requirements .

All requirements for doctoral degrees must be completed within a period of ten consecutive calendar years for the degree to be granted. A course will be considered valid until 10 years after the end of the semester in which it is taken. Graduate credit for coursework more than ten calendar years old at the time of the final oral examination may not be used to satisfy degree requirements.

After passing the required preliminary oral and written examinations for a doctoral degree, the student must complete the final examination within four years of the semester in which the preliminary exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a preliminary exam taken and passed during the fall 2019 semester will expire at the end of the fall 2023 semester. A preliminary exam taken in the time between the summer and fall 2019 semesters will expire at the end of the summer 2023 semester.

A final corrected version of the dissertation or record of study in electronic format as a single PDF file must be cleared by the Graduate and Professional School within one year of the semester in which the final exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a final exam taken and passed during the fall 2022 semester will expire at the end of the fall 2023 semester. A final exam taken in the time between the summer and fall 2022 semesters will expire at the end of the summer 2023 semester. Failure to do so will result in the degree not being awarded.

A student in a program leading to a Doctor of Philosophy who has completed all coursework on their degree plan other than 691 (research) are required to be in continuous registration until all requirements for the degree have been completed. See  Continuous Registration Requirements .

To be admitted to candidacy for a doctoral degree, a student must have:

• completed all formal coursework on the degree plan with the exception of any remaining 681, 684, 690 and 691, or 791.
• a 3.0 Graduate GPA and a Degree Plan GPA of at least 3.0 with no grade lower than C in any course on the degree plan,
• passed the preliminary examination (written and oral portions),
• submitted an approved dissertation proposal,
• met the residence requirements. The final examination will not be authorized for any doctoral student who has not been admitted to candidacy.

A student is required to possess a competent command of English. For English language proficiency requirements, see the Admissions section of this catalog. The doctoral (PhD) foreign language requirement at Texas A&M University is a departmental option, to be administered and monitored by the individual departments of academic instruction.

99-Hour Cap on Doctoral Degrees

In Texas, public colleges and universities are funded by the state according to the number of students enrolled. In accordance with legislation passed by the Texas Legislature, the number of hours for which state universities may receive subvention funding at the doctoral rate for any individual is limited to 99 hours. Texas A&M and other universities will not receive subvention for hours in excess of the limit.

Institutions of higher education are allowed to charge the equivalent of non-resident tuition to a resident doctoral student who has enrolled in 100 or more semester credit hours of doctoral coursework.

Doctoral students at Texas A&M have seven years to complete their degree before being charged out-of-state tuition. A doctoral student who, after seven years of study, has accumulated 100 or more doctoral hours will be charged tuition at a rate equivalent to out-of-state tuition. Please note that the tuition increases will apply to Texas residents as well as students from other states and countries who are currently charged tuition at the resident rate. This includes those doctoral students who hold GAT, GANT, and GAR appointments or recipients of competitive fellowships who receive more than $1,000 per semester. Doctoral students who have not accumulated 100 hours after seven years of study are eligible to pay in-state tuition if otherwise eligible.

Doctoral students who exceed the credit limit will receive notification from the Graduate and Professional School during the semester in which they are enrolled and exceeding the limit in their current degree program. The notification will explain that the State of Texas does not provide funding for any additional hours in which a student is enrolled in excess of 99 hours. Texas A&M University will recover the lost funds by requiring students in excess of 99 hours to pay tuition at the non-funded, non-resident rate. This non-funded, non-resident tuition rate status will be updated for the following semester and in all subsequent semesters until receipt of a doctoral degree. Please see the  Tuition Calculator  at the non-resident rate for an example of potential charges.

The following majors are exempt from the 99-Hour Cap on Doctoral Degrees and have a limit of 130 doctoral hours:

• Biochemistry and Molecular Biophysics
• Biomedical Sciences
• Clinical Psychology
• Counseling Psychology
• Genetics and Genomics
• Health Services Research
• Medical Sciences
• Microbiology
• Neurosciences (College of Medicine)
• Oral and Craniofacial Biomedical Sciences
• Pharmaceutical Sciences
• Public Health Sciences
• School Psychology

For information on applying for your degree, please visit the  Graduation  section.

The Richard W. Riley College of Education and Human Sciences: PhD in Health Education and Promotion

• The Richard W. Riley College of Education and Human Sciences
• BS in Elementary Education
• Master of Arts in Teaching (MAT) in Elementary Education
• Master of Arts in Teaching (MAT) in Special Education (K- Age 21)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Semester)
• BS in Early Childhood Studies
• MS in Developmental Psychology
• MS in Early Childhood Studies (Semester)
• MS in Education (Semester)
• MS in Health Education and Promotion
• MS in Higher Education (Semester)
• MS in Instructional Design and Technology (Semester)
• MS in Psychology
• Education Specialist (EdS) in Curriculum, Instruction, and Assessment
• Education Specialist (EdS) in Early Childhood Education
• Education Specialist (EdS) in Educational Administration and Leadership
• Education Specialist (EdS) in Educational Technology
• Education Specialist (EdS) in Learning, Instruction, and Innovation
• Education Specialist (EdS) in Reading, Literacy, and Assessment
• Education Specialist (EdS) in Special Education
• Doctor of Education (EdD)
• PhD in Developmental Psychology
• PhD in Education
• PhD in Health Education and Promotion

Note on Certification

Learning outcomes, specializations, minimum degree requirements, residency requirements, course sequences, master of philosophy (embedded degree).

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• BS in Child Development
• MS in Instructional Design and Technology (Quarter)
• MS in Education (Quarter)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Quarter)
• MS in Early Childhood Studies
• MS in Higher Education (Quarter)

Program Website  

In recent years, public, professional, governmental, and medical groups have increasingly come to recognize the need for more health and wellness promotion initiatives, as the majority of adults do not meet the minimum recommendations to eat healthfully, exercise more, and make behavioral changes that can reduce disease and prolong their lives. With the focus of healthcare shifting toward preventive care and education, the demand for qualified health educators is projected to rise 21% by 2020.* Now is the time for students to gain the knowledge, skills, and credentials needed to plan, implement, and evaluate prevention programs and services. With an online PhD in Health Education and Promotion degree, students can help groups and individuals lead healthier lifestyles or conduct research in an area that will help make the world a healthier place.

As one of a small number of online doctoral programs that is fully dedicated to this topic, Walden’s health education and promotion degree program explores both individual and population health, focusing on health behavior theory and techniques for changing behaviors. Using the latest technology, students will review case studies that touch on current trends and research and explore best practices from a global perspective.

The PhD in Health Education and Promotion has been designed to reflect the Eight Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC) and to prepare students to sit for the national Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) exams. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she resides. Additionally, prospective students are advised if they choose to relocate to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about the CHES and MCHES exams, students should visit  http://www.nchec.org .

At the completion of this program, students will be able to:

• Evaluate the factors that impact individual and population health.
• Synthesize assessment results to identify and prioritize health problems.
• Engage in collaborative planning of health interventions.
• Apply knowledge that results in successful implementation and monitoring of health promotion and disease prevention interventions.
• Evaluate the effectiveness of health promotion and disease prevention interventions.
• Conduct original health education-related research.
• Demonstrate ethical behavior as a health education scholar-practitioner.
• Facilitate efforts among stakeholders to achieve common goals related to individual and community health.
• Apply health education principles, theories, and models to create professional communication and establish positive public relations.
• Use evidence-based research to advocate for policies and programs that promote positive social change related to the health of individuals and communities.
• Track 1 (prior MS in Health Education and Promotion degree, Master of Public Health (MPH), or related health education and promotion degree)

Track 2 (master’s degree in an academic discipline other than the health education or public health field)

Specialization in behavioral health, specialization in global health, specialization in management and leadership, specialization in online teaching in higher education, specialization in population health, specialization in research.

• Foundation course (3 credits)
• Core courses (20 credits)
• Research courses (20 credits)
• Specialization courses (15 credits)
• Dissertation support course (5 credits)
• Dissertation writing courses (continuous enrollment in 5 credits per term for a minimum of 4 terms until completion)
• Quarter Plans
• Four PhD residencies

Foundation Course (3 credits)

• Students may take this as a non-degree course.

Core Courses (20 credits)

Specialization courses (15 credits).

See requirements by specialization above.

Research Courses (20 credits)

• Students may take this a non-degree course.

Completion of Doctoral Capstone

*Students are continuously enrolled in HLTH 9101 for a minimum of four quarters until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the  Dissertation Guidebook .

• Core courses (50 credits)

Curriculum 

Core courses (50 credits).

• Complete Residency 1 Term 1; required in order to advance into RSCH 8110.
• Complete Residency 2 between Terms 2 and 5; required in order to advance into HLTH 8551.
• Complete Residency 3 between Terms 6 and 7; required in order to advance into HLTH 9101.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• a  dissertation intensive  (DRWI 8500). Contact Student Success Advising to register.  Note:  Intensives are  not  included in Fast Track tuition.
• Optional:  Complete a PhD  dissertation intensive  (DRWI 8500) during your dissertation. Contact Student Success Advising to register.

Track 1 Course Sequence

The recommended course sequence is as follows:

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

Track 2 Course Sequence

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

PhD in Health Professions Education

Become a health professions educator, scholar, and leader

The PhD in Health Professions Education (HPEd) program prepares clinicians and other health professionals without a research degree to make contributions to the scholarship of teaching and learning. The program meets the faculty requirement for doctoral-level expertise in numerous health professions. 

• Concentration Tracks
• MS to PhD Path

The PhD program incorporates and builds on the Institute's  Master of Science in Health Professions Education (MS-HPEd)  by providing additional part-time (or full-time) blended learning with outcomes commensurate with a research-based PhD. Candidates from similar MS-HPEd programs are welcome to apply.

Applicants can earn their PhD through one of two paths:

• Post MS-HPEd PhD: 33 credits
• Combined MS-HPEd and PhD: 66 credits
• All required courses in the MS-HPEd degree:  33 credits  (PhD students who have already completed this or a comparable master's degree can waive this portion of the requirements)
• Core required doctoral courses in educational sciences, research methods, and implementation science:  18 credits
• Online synchronous sessions:  2 credits
• Dissertation seminar and mentored research spread over several semesters (with built-in gaps to enable IRB reviews and data collection):  7 credits

Required Courses:  60 credits Electives:  6 credits Curriculum Plan (66 credits)

View Curriculum Plan

Upon completion of the program, graduates will be able to:

• Design health professions curricula and evaluate program outcomes
• Lead change and innovation in health professions education
• Obtain intramural and extramural support for research projects
• Engage in peer-reviewed scholarship in an area of expertise
• Contribute to interprofessional education and practice leading to improved health outcomes

Students pursuing the PhD in HPEd can choose from the following concentration tracks: 

• Interprofessional Education
• Customized concentration

We are now accepting applications for Fall 2024 entry on a rolling admissions basis.

If you have any questions, please email us at  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . 

Applicants may apply for the PhD through two tracks for the Fall 2024 application cycles:

• Post MS-HPEd PhD: 33 credits Applicants who have a master’s level degree in health professions education from other institutions should apply through this track and include materials related to completed courses so that they may be applied toward the PhD.   
• Combined MS-HPEd and PhD: 66 credits Applicants who have very similar master's degrees or higher, should apply through this track. Some MS courses may be waived, and in other cases courses will not be waived. 

For either track each individual case will be considered on its own merits.  

Application Fee

All applicants are required to submit a completed online application. There is no application fee required for this program.

Applicants must have an earned bachelor's degree from one of the following:

• A regionally accredited U.S. college or university
• An accredited college or university (for those educated outside the U.S.)

Please refer to the  Council for Higher Education Accreditation  website for additional information on regional accreditation and regionally accredited institutions.

Important:  Applicants applying for the PhD in Health Professions Education program (33 credits) must have successfully earned a Master of Science in Health Professions Education (or equivalent) from MGH Institute of Health Professions, or a regionally accredited U.S. college or university.

The GRE is not required as part of the application process. The faculty will carefully consider applicant's previous academic record in the admissions decision.

TOEFL/ IELTS

The language of instruction and clinical education at the MGH Institute is English and a high level of proficiency in both written and spoken English is required.  Applicants who have not completed either an undergraduate or graduate program where English is the language of instruction must demonstrate English Language proficiency as part of your application to the MGH Institute of Health Professions.  If you have questions about the language requirements, please contact the Office of Admissions.

• Applicants who are citizens of Australia, Canada (except Quebec), Great Britain, Ireland, South Africa, New Zealand, Guyana, an Anglophone country of Africa, or an English-speaking country of the Caribbean are not required to submit TOEFL or IELTS scores.
• Applicants who are candidates for graduation from an accredited degree-granting program in the United States or at an English-speaking school in one of the countries listed above are also not required to submit TOEFL or IELTS scores. Acceptance to the IHP will be contingent upon successful completion of this degree prior to matriculation.

Please note that in some circumstances, demonstrating English language proficiency may be required by the academic program even if you are a citizen of a country in which the (or one of the) national language(s) is English. Decisions about the need for TOEFL or IELTS scores are at the discretion of the academic program to which you are applying in coordination with the department of OES.

The IHP accepts either the  TOEFL (Test of English as a Foreign Language)  or the  IELTS (International English Language Testing System) . The test must have been taken within two years of the application deadline and official score reports are required. The minimum TOEFL (internet-based) score accepted is 89 and the minimum IELTS score accepted is 6.5.  

• To forward your TOEFL score please contact the  Educational Testing Service (ETS) .  The MGH Institute of Health Professions code is 3513.
• For IELTS, a Test Report Form may be mailed to MGH Institute of Health Professions and score information will be verified by the IHP directly. You may designate up to 5 schools to receive Test Report Forms at the time you register for the test.  To request additional Test Report Forms, contact your test center.

Please contact the Office of Admissions if you have any questions about the MGH Institute’s English Language requirements. 

Applicants are required to submit a transcript from each college and/or university attended, even if a degree was not received from that institution. Unofficial transcripts will be accepted throughout the application process, and official transcripts will only be required prior to enrolling in the program. 

The Office of Admission strongly encourages the use of online electronic transcript ordering which can be sent directly via email to  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . If this is not an option and your institution does not participate in electronic transcript delivery, please request official transcripts be sent to the mailing address listed below:

Admission Office MGH Institute of Health Professions 36 First Avenue Boston, MA 02129  

Applicants that have earned a degree from a non-US institution are required to submit a course-by-course credential evaluation from one of the following NACES (National Association of Credential Evaluation Services) members: Educational Credential Evaluators, Inc.,  SpanTran: The Evaluation Company , World Education Services (WES), or the Center for Educational Documentation. If you earned your bachelor's degree outside of the U.S. this credential evaluation must document minimum equivalency of a US baccalaureate degree or higher.

Personal Statement

All applicants are required to compose an essay that addresses the following:

In a 500-700 word statement, please discuss your academic objectives pertaining to your proposed plan of study, including contemplated research projects and professional career goals. Include evidence from your past educational, administrative, research, or teaching experiences that demonstrate your ability to succeed in the doctoral program. Applicants should include how their goals align with those of the HPEd program related to:

• Build skills in teaching and assessment of learners in the health professions 
• Generate scholarship to address gaps in current literature supporting health professions education
• Develop skills to assess and advance change in education across the health professions

Diversity Statement (Optional)

MGH Institute of Health Professions is committed to an inclusive campus climate that welcomes students who will enrich the diversity of thought and perspective, and therefore, enhance the learning experiences of all. In what ways might you personally contribute to improving the experience of the campus as a welcoming and inclusive place to learn? 

Essay should be 12 pt. font, double spaced, and two pages in length.  

Recommendation Letters

Applicants are required to provide two recommendation letters. All recommendations will be processed electronically through our online application. Please provide contact information for each recommender within the online application.

Recommendation letters should come from individuals who are able to address your academic ability, character and integrity, as well as your potential for graduate professional study. At least one letter should come from an academic reference. One letter is required from an MGH Institute faculty member particularly if you are IHP alumni or have previously worked with one of our faculty.

An optional third recommendation letter may be included; however no more than three recommendation letters will be reviewed as part of your application.

Resume or CV

Applicants are required to submit a current resume or CV.

Tuition Reduction for MGB Employees, Alumni and Affiliates

The most important and exciting aspect of earning a PhD is the opportunity to master a subfield related to your work and experience while conducting original scholarship that contributes to your subfield and pushes it forward. Students come to MGH Institute from all areas of healthcare with a variety of goals. We offer students an opportunity to apply once, to our MS-HPEd program, and continue through to their PhD without another application. This is especially valuable to students with less experience in health professions education. Our faculty are available to meet with you to help you decide what path is right for you.

Schedule a Consultation

Upcoming Events

The ihp advantage.

Customized Program Design

You will work with a dedicated advisor and dissertation committee to conduct cutting-edge research on a topic of your choice. Contribute to the field with quantitative measures, including the number and diversity of publications, presentations, and student outcomes.

Learn on Your Schedule

Blended instruction and research balances the flexibility of distance learning with onsite instruction to develop your scholarship. We will help you plan your research around your work schedule and integrate it into your clinical setting.

Hone Your Expertise

Take the next step to becoming a leading expert in your field. Master literature pertaining to your chosen topic, identify knowledge gaps, and conduct research to fill them. Leverage collaborations with Harvard Macy Institute, Mass General Brigham, and the Center for Medical Simulation.

Learn from Experts

Janice C. Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH

Founding Director, Center of Excellence in Healthcare Simulation Research Principal Investigator, REBEL Lab Professor, Health Professions Education

• [email protected]

Roger A. Edwards, ScD

Chair, Professor Health Professions Education

• [email protected]
• (617) 643-7740

Suzan Kardong-Edgren, PhD, RN, ANEF, CHSE, FSSH, FAAN

Associate Professor Health Professions Education

• [email protected]

Bobbie Ann Adair White, EdD, MA

• [email protected]

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

• [email protected]

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

• [email protected]

The New England Commission of Higher Education (NECHE)

The PhD in Health Professions Education was approved by the Massachusetts Department of Higher Education in June 2019. The New England Commission of Higher Education (NECHE) approved the PhD in Health Professions Education at its September 2019 meeting.

Realize your personal & professional development goals.

University Catalog 2023-2024

Health education and promotion - ph.d..

About This Program

Elevate your career with the Health Education Ph.D. program. With experienced faculty, a flexible curriculum and opportunities for research and practical experience, you'll be prepared for leadership roles in the field. Read more...

Contact Information

• Program Coordinator: Laurie M. Wagner, MCHES | [email protected] | 330-672-0685
• Connect with an Admissions Counselor: U.S. Student | International Student

Program Delivery

• Kent Campus

Examples of Possible Careers and Salaries*

Education teachers, postsecondary.

• 4.8% about as fast as the average
• 77,300 number of jobs
• $65,440 potential earnings

Middle school teachers, except special and career/technical education

• 3.6% about as fast as the average
• 627,100 number of jobs
• $60,810 potential earnings

Secondary school teachers, except special and career/technical education

• 3.8% about as fast as the average
• 1,050,800 number of jobs
• $62,870 potential earnings

Accreditation

National Council for the Accreditation of Teacher Education

* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' Occupational Outlook Handbook . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.

For more information about graduate admissions, visit the graduate admission website . For more information on international admissions, visit the international admission website .

Admission Requirements

• Master's degree from an accredited college or university 1
• Minimum 2.750 graduate GPA on a 4.000 point scale (minimum 3.500 GPA is recommended)
• Official transcript(s)
• Résumé or vita
• Goal statement
• Two letters of recommendation
• Minimum 550 TOEFL PBT score (paper-based version)
• Minimum 79 TOEFL IBT score (Internet-based version)
• Minimum 77 MELAB score
• Minimum 6.5 IELTS score
• Minimum 58 PTE score
• Minimum 110 Duolingo English Test score

The college will assess health education and promotion applicants holistically, considering academic credentials, related professional experiences, academic or professional references, scholarly activities and professional activities, among others.

Students who are admitted to the Ph.D. degree without an equivalent master's degree in health education and promotion may be required to complete additional coursework, which will not be counted towards the degree.

Application Deadlines

• Rolling admissions

Program Requirements

Licensure information.

Students choose an area of specialization—such as school health, sexuality or substance abuse prevention—as developed with advisory phase committee.

Upon admission to candidacy, each doctoral candidate must register for HED 80199 . It is expected that a doctoral candidate will continuously register for Dissertation I for a total of 30 credit hours, and thereafter HED 80299 , each semester until all requirements for the degree have been met.

Candidates seeking Ohio licensure are required to pass specific assessments in order to apply for licensure. Students should consult their advisors for specific program requirements and refer to the Ohio Department of Education-Educator Preparation website for more information on assessments specific to licensure type.

Program Learning Outcomes

Graduates of this program will be able to:

• Assess needs, assets and capacity for health education.
• Plan health education and promotion activities.
• Implement health education and promotion programs.
• Conduct program evaluation and research in health education.
• Serve as health education resource person.
• Administer and manage health education.
• Communicate and advocate for health and health education.

Full Description

Professional licensure disclosure.

The Ph.D. degree in Health Education and Promotion emphasizes the interaction among the theoretical, empirical and applied nature of health education. Health education borrows from many disciplines, including community organization, education, medicine, biological science, psychology, statistics and communication.

Although the program is designed for health educators, applicants are drawn from a variety of fields, including health education, nursing, nutrition, the medical technologies and social sciences. The program is particularly appropriate for those seeking employment in higher education or career advancement within the broad scope of health education. Graduates work in schools, higher education, government agencies, hospitals and non-profit agencies.

State/Federal background checks may be required for practicum/internship experiences.

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at Kent State's website for professional licensure disclosure .

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Master of Science in Public Health (MSPH) in Health Education and Health Communication

Offered By: Department of Health, Behavior and Society

Onsite | Full-Time or Part-Time | 1.5 – 2 years

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About the MSPH in Health Education and Health Communication Program

This program provides specialized formal academic training in health education, health promotion, and health communication, with an emphasis on strategies for working with individuals, organizations, and communities. Students are equipped with advanced skills in program planning, implementation, and evaluation, as well as a solid foundation in behavioral sciences’ principles and theories.

For the final requirement of the program, students complete a practice-based proposal on a topic relevant to their field placement. Students are eligible to sit for the national certification exam to become Certified Health Education Specialists. Part-time applicants are welcome.

MSPH in Health Education and Health Communication Program Highlights

1 academic year of coursework.

tailored to your career goals

6-month field placement experience

to prepare for domestic and international career opportunities

knowledge and skills in health education and health communication

to help the future of the field

Eligibility to sit for the CHES national certification exam

to become Certified Health Education Specialists

What Can You Do With a Graduate Degree In Health Education and Health Communication?

Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Communication Specialist
• Research Program Coordinator
• Training Manager
• Patient Outreach Coordinator
• Evaluation Specialist
• Program Director
• Population Health Research Associate

Curriculum for the MSPH in Health Education and Health Communication

Browse an overview of the requirements for this master's program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory , and find many more details in the program's Student Handbook .

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. This specific program also requires:

Prior Coursework

College-level math course equivalent to Algebra or higher

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Program Faculty Spotlight

Vanya C. Jones

Vanya Jones, PhD ’06, MPH, a health education researcher, employs social and behavioral science methods to create, implement, and evaluate behavior change programs.

Joanna Cohen

Joanna Cohen, PhD, MHSc, is Chair of the Department of Health, Behavior & Society. She conducts research and capacity building to inform and advance interventions to eliminate tobacco-caused death and disease.

Janice V. Bowie

Janice Bowie, PhD '97, MPH, is Chair of the Doctor of Public Health program and an expert in health disparities and community-based research methods.

The Master’s Tuition Scholarship is available to students in good academic standing in a two-year, full-time master’s program. The MTS is a 75% reduction in tuition for year two of an eight-term program.

Questions about the program? We're happy to help.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email:   [email protected] Phone:   410-955-3543

General Academic Questions

For general academic questions about the MSPH in Health Education and Health Communication, please contact our Department's academic program administrator, L. Robin Newcomb.

Email:   [email protected]

PhD in Population Health Sciences

Prepare for a high-impact career tackling public health problems from air pollution to obesity to global health equity to the social determinants of health.

The PhD in population health sciences is a multidisciplinary research degree that will prepare you for a career focused on challenges and solutions that affect the lives of millions around the globe. Collaborating with colleagues from diverse personal and professional backgrounds and conducting field and/or laboratory research projects of your own design, you will gain the deep expertise and powerful analytical and quantitative tools needed to tackle a wide range of complex, large-scale public health problems.

Focusing on one of five complementary fields of study at the Harvard T.H. Chan School of Public Health and drawing on courses, resources, and faculty from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, you will become well-versed in a wide variety of disciplines while gaining specialized knowledge in your chosen area of study.

As a population health sciences graduate, you will be prepared for a career in research, academics, or practice, tackling complex diseases and health problems that affect entire populations. Those interested in pursuing research may go on to work at a government agency or international organization, or in the private sector at a consulting, biotech, or pharmaceutical firm. Others may choose to pursue practice or on-the-ground interventions. Those interested in academics may become a faculty member in a college, university, medical school, research institute, or school of public health.

The PhD in population health sciences is a four-year program based at the Harvard T.H. Chan School of Public Health in the world-renowned Longwood Medical Area of Boston, Massachusetts. The degree will prepare you to apply diverse approaches to solving difficult public health research issues in your choice of one of five primary fields of study:

• Environmental health
• Epidemiology
• Social and behavioral sciences
• Global health and population

In your first semester, you and your faculty adviser will design a degree plan to guide you through the program’s interdisciplinary requirements and core courses, as well as those in your chosen field of study. After successfully completing the preliminary qualifying examination, usually at the end of your second year, you will finalize your general research topics and identify a dissertation adviser who will mentor you through the dissertation process and help you nominate a dissertation advisory committee.

All population health sciences students are trained in pedagogy and teaching and are required to work as a teaching fellow and/or research assistant to ensure they gain meaningful teaching and research experience before graduation. Students also attend a special weekly evening seminar that features prominent lecturers, grant-writing modules, feedback dinners, and training opportunities.

All students, including international students, who maintain satisfactory progress (B+ or above) receive a multiyear funding package, which includes tuition, fees , and a competitive stipend.

WHO SHOULD APPLY?

Anyone with a distinguished undergraduate record and a demonstrated enthusiasm for the rigorous pursuit of scientific public health knowledge is encouraged to apply. Although a previous graduate degree is not required, applicants should have successfully completed coursework in introductory statistics or quantitative methods. Preference will be given to applicants who have either some relevant work experience or graduate-level work in their desired primary field of study.

APPLICATION PROCESS

Like all PhD (doctor of philosophy) programs at the School, the PhD in population health sciences is offered under the aegis of the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Applications are processed through the Harvard Griffin GSAS online application system located at gsas.harvard.edu/admissions/apply.

OUR COMMUNITY: COMMITTED, ACCOMPLISHED, COLLABORATIVE

As a PhD in population health sciences candidate, you will be part of a diverse and accomplished group of students with a broad range of research and other interests. The opportunity to learn from each other and to share ideas both inside and outside the classroom will be one of the most rewarding and productive parts of the program for any successful candidate. The program in population health sciences provides these opportunities by sponsoring an informal curriculum of seminars, a dedicated student gathering and study area, and events that will enhance your knowledge, foster interaction with your peers, and encourage you to cooperatively evaluate scientific literature, while providing a supportive, collaborative community within which to pursue your degree.

As members of both the Harvard T.H. Chan School of Public Health and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences communities, students have access to the Cambridge and Longwood Medical Area campuses. Students also qualify for affordable transportation options, access to numerous lectures and academic seminars, and a wealth of services to support their academic and personal needs on both sides of the Charles River.

LEARN MORE Population Health Sciences Harvard T.H. Chan School of Public Health www.hsph.harvard.edu/phdphs

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• Community Engagement

PhD in Health Sciences Education

• Master of Arts in Educational Psychology
• Graduate Certificate in Foundations of Health Sciences Education
• Medical and Health Sciences Education Electives
• Meakins Fellowship
• Class of Medicine 1970 Educational Award for Teaching Excellence and Innovation

Applications for Fall 2025 will open on September 15, 2024.

The PhD in Health Sciences Education is a unique, interdisciplinary and interprofessional program offered by McGill University’s Institute of Health Sciences Education (IHSE), within the Faculty of Medicine and Health Sciences.

This program uses a theoretical approach to guide aspiring researchers in health professions and health sciences education (HSE) to develop the skills to make conceptually informed design and methodological choices in their research projects.

After completing the program, students will join a new, innovative and fast-growing field in the health sciences, where researchers from a broad range of disciplines contribute practice-informed evidence that advances:

• societal health and well-being
• the quality and safety of patient care
• the education of the next generation of health care professionals.

As PhD students are based at the IHSE, a unit specially devoted to the field in Canada, they will also gain opportunities for networking, collaboration and mentorship, as well as access to research and clinical sites.

The PhD program is offered on a full-time and part-time basis at the IHSE, located on the McGill University campus in downtown Montreal.  

Who should apply?

This program is designed for qualified candidates from various disciplines (e.g. health professions, biomedical and natural sciences, humanities and social sciences, and education) who possess a strong background in teaching, mentoring, coaching and educational scholarship.

As this program focuses on theoretical perspectives and research design, it is expected that candidates aspire to produce original and theoretically informed research and contribute to new evidence within HSE.

Accepted candidates will be eager to develop expertise in research, educational scholarship, knowledge translation (including written and oral communication), leadership, research mentoring, capacity building, career development and grant writing.

Structure and Delivery

This four-year PhD program covers a broad spectrum of topics within health professions education and health sciences education.

Completing the PhD program involves:

• completing mandatory courses (see below) that focus on theoretical perspectives of relevant topics and research design during the first two years
• completing an advanced methodology course of the student’s choosing
• passing a comprehensive written and oral examination, which will cover the content of the mandatory courses and the student’s own research project
• producing, submitting and defending a PhD thesis, as an original and theoretically informed contribution to health sciences education.

During the third year, students are expected to continue to work on their thesis and are expected to submit their thesis by the end of the fourth year. Students will also deliver an oral defense of their research project.  

Course Information and Assessment

The following courses in the PhD program are mandatory in the first two years of the program:

Health Sciences Education: The relationship between research knowledge and health educational practice, including the continuum of knowledge creation and engagement; education and healthcare systems, including research on: policy, governance and regulation; program design and teaching and learning approaches in health sciences education (HSE); assessment and evaluation frameworks, including: quantitative and qualitative approaches; social accountability in HSE and HSE research including: equity, diversity and inclusion; and professional research skills, including: research management, academic communication in various genres, and research supervision.

Offered by: Health Sciences Education

• Prerequisite: Permission of the Instructor
• Students must register for both HSED 702D1 and HSED 702D2
• No credit will be given for this course unless both HSED 702D1 and HSED 702D2 are successfully completed in consecutive terms
• Language of instruction is English.
• Peter I Nugus, Maryam Wagner, Carlos A Gomez-Garibello

Health Sciences Education: For description see HSED 702D1 .

• Prerequisite: HSED 702D1
• Winter 2025

Health Sciences Education: Various frameworks, theories and methodologies that contribute to health sciences education (HSE) research, and how these elements fit together to make a particular project coherent. Examination of the character of inter-disciplinary academic contributions and foci in HSE research. Emphasis on different types of research perspectives (such as constructionism, postmodernism and positivism) and approaches (qualitative, quantitative, participatory and mixed-methods).

• Language of Instruction is English.
• Meredith E Young

Health Sciences Education: An examination process covering two components: a written component and an oral component. Submission of a written proposal for examination which, following responses or amendments and re-examination, is the basis of an oral examination. The comprehensive examination must be passed by all doctoral candidates in order to continue in the doctoral program.

• Prerequisites: HSED 702 , HSED 703
• Language of instruction is English
• Peter I Nugus

Program Details

Instructors and supervisors.

Tamara Carver , PhD, Director of the Office of Ed-TECH, Associate Professor, Institute of Health Sciences Education and Associate Member, Department of Surgery

Carlos Gomez-Garibello , PhD, Assistant Professor, Institute of Health Sciences Education

Jason M. Harley , MA, PhD, Associate Professor, Department of Surgery and Associate Member, Institute of Health Sciences Education

Elizabeth Anne Kinsella , MAdEd, PhD, Director and Full Professor, Institute of Health Sciences Education and Associate Member, School of Physical and Occupational Therapy

Sylvie Lambert , RN, PhD, Associate Professor, Ingram School of Nursing and Principal Scientist, St. Mary’s Research Centre

Monica Molinaro , PhD, Assistant Professor, Institute of Health Sciences Education

Peter Nugus , MA (Hons), MEd, PhD, Associate Professor and Associate Director (Graduate Programs), Institute of Health Sciences Education and Associate Member, Department of Family Medicine and Department of Oncology

David Ragsdale , PhD, Associate Professor, Department of Neurology and Neurosurgery at the Montreal Neurological Institute and Associate Member, Institute of Health Sciences Education

Charo Rodríguez , MD, MSc, PhD, Professor, Department of Family Medicine and Associate Member, Institute of Health Sciences Education

Linda Snell , MD, MHPE, Professor and Associate Director (Outreach), Institute of Health Sciences Education and Professor, Department of Medicine

Yvonne Steinert , PhD, CM, Professor, Department of Family Medicine and Faculty Member, Institute of Health Sciences Education

Aliki Thomas , PhD, OT, Associate Professor, School of Physical and Occupational Therapy and Associate Member, Institute of Health Sciences Education

Maryam Wagner , BSc, BEd, MEd, PhD, Assistant Professor, Institute of Health Sciences Education

Meredith Young , BSc, PhD, Associate Director (Research) and Associate Professor, Institute of Health Sciences Education

Admission Requirements

Applicants must apply through McGill University's Slate application system . To be considered for this program, candidates must provide:

• An indicative research proposal (two pages, including references). Although this is not expected to be a complete or final proposal, it should show that the candidate has given thought to the appropriate design and conduct of a research proposal that is situated in the field of health sciences education. It is suggested that the candidate use headings, such as Introduction/Background, Methodology and Expected Contributions.
• The transcripts of the applicant should show a Cumulative Grade Point Average (CGPA) of at least 3.4 out of a possible maximum CGPA of 4.0, or a GPA of 3.6 out of 4.0 for the last two years of full-time studies.
• A personal statement (1-2 pages)
• A Curriculum Vitae (CV) identifying the candidate’s formal qualifications, scholarly outputs, background or experience as an educator, work experience, any relevant prizes received, any financial awards/grants received for scholarly work, and any community or professional service that would demonstrate potential contribution to and engagement with the IHSE community.
• A writing sample (no more than 10 pages) that should showcase the candidate’s writing ability. It could be a published article, book chapter or assignment submitted in a previous course.
• Two written references, which should convey the candidate’s ability, attitude, commitment, productivity and work ethic, that would enable them to successfully complete a PhD in Health Sciences Education.

The Slate application system has separate sections for uploading transcripts and details of referees. Other documents need to be uploaded under “Supporting Documents”. Candidates are also expected to attend an online or in-person interview with the prospective supervisor and the Associate Director (Graduate Programs) prior to or during the application process.

We expect candidates to ensure they meet the full criteria for admission before applying.

Research Domains

Students can choose from a range of topics within HSE research for their research project. At the IHSE, members are engaged in a wide variety of educational topics related to health care, including:

• Professionalism and Professional Identity Formation
• Faculty Development and Continuing Professional Development
• Innovations in Teaching and Learning
• Assessment and Program Evaluation
• Decision-Making and Clinical Reasoning
• Education and Health Care Systems

Cutting across these domains are the following principles and strategies, which reflect the IHSE’s commitment to patient- and learner-centred research:

• Advancement of Theory and Research Methodology
• Development of Policy and Practice
• Knowledge Translation
• Social Accountability

Tuition Fees

Tuition fees for this program can be found on the Student Accounts website . On this site, you will find tuition fees and charges for each semester. These may fluctuate based on annual adjustments to the fees and charges.

For the duration of their PhD, students are required to apply for scholarships each year to fund their studies.

Benefits and Professional Opportunities

Upon completion of the PhD in Health Sciences Education, the student is expected to be able to:

Design, conduct and disseminate a conceptually coherent and ethical research project, which makes an original contribution to the field of HSE research

Demonstrate a core area of content expertise, based on detailed understanding of different approaches and perspectives related to HSE research

• Demonstrate a core area of methodological expertise relevant to HSE research

Demonstrate understanding of the relationship between topics in HSE research, and the conceptual, professional, policy, translational and social accountability implications of various HSE research topics and perspectives

Facilitate knowledge production and knowledge exchange from a range of conceptual and methodological perspectives, to address a range of research and applied challenges in HSE

Engage and develop new ways of learning that result in interdisciplinary and interprofessional collaboration, with strong understanding of and ability to navigate complex applied health services and contextual issues

Develop HSE research networks both within academia as well as the broader health sciences, educational, institutional, and policy-oriented communities to facilitate knowledge translation and exchange

Furthermore, the student may find employment in:

A medicine and health sciences faculty within a university as a professor, researching and teaching health sciences education

The health system, as a clinician-educator or clinical education manager (e.g. medical or surgical residency director, or nursing preceptor)

The health system or in a university, undertaking research and practice in the management and facilitation of accreditation, curriculum development, learning, or assessment and evaluation

Policy-making in education or health care

Industry, as a strategic learning development lead in, for example, the biotech, pharmaceutical or medical equipment industry

For more information, please contact: Institute of Health Sciences Education Lady Meredith House, Room 205 1110 Pine Avenue West Montreal, Quebec H3A 1A3 E-mail: gradcoord-ihse.med [at] mcgill.ca

Please note: McGill University reserves the right to make changes to the program, content, and services as it deems necessary.

Department and University Information

Institute of health sciences education.

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The Best Health Degrees

Your go-to source for information about healthcare degrees and programs

25 Best PhD in Health Promotion Programs

Key Takeaways:

• Notable Health Promotion and Community Health programs are available at schools like the University of Texas Health Science Center and UCLA . These colleges provide in-depth training in community health.
• PhD programs in Health Promotion and Community Health train public health professionals for significant roles in leadership and influence.
• The COVID-19 pandemic has underscored the critical importance of experts in public health initiatives and education.
• The listed programs are ranked based on criteria such as cost, accreditation, reputation, and potential salary outcomes, utilizing data from sources like U.S. News and IPEDS.
• The best PhD in Health Promotion programs or Community Health Promotion trains public health professionals for positions of authority and influence. The global coronavirus pandemic of 2020 placed a spotlight on public health initiatives, education, and disease prevention.
• From the Center for Disease Control to local community health departments, the public sought guidance in coping with a rapidly spreading infection. And with a community health promotion PhD, you could be one of those guiding lights.

Best Health Degrees examined several doctoral-level Community Health Promotion and Education programs and has provided 25 of the most well-rounded ones.

Our Method: Ranking the 25 Best PhD Community Health Programs

To rank the 25 Best Community Health Promotion and Education PhDs Best Degrees, editors researched accredited, trusted programs of all kinds. We ranked programs according to price, accreditation, reputation, and salary potential from our initial pool, using data from IPEDS and Niche, U.S. News and World Report, and other higher education rating publications.

1. University of Texas Health Science Center

Considered one of the top Public Health programs in the country, you can earn a DrPh in Community Health Practice from the University of Texas Health Science Center in Houston.

Students study evidence-based best practice methods and also conduct advanced research in public health. This PhD program requires 48 credit hours. However, some students may need more hours in prerequisites. And the program covers community-led public health programs with a focus on social inequity.

Courses include Working with Diverse Communities, Epidemiology, Ethics and Policy, Public Health Advocacy, Legal Issues in Healthcare, Principles of Adult and Community Education for Public Health Educators, Practice-Based Methods and Design, Program Evaluation, Health Survey Design, and also a doctoral dissertation.

A minimum of a bachelor’s degree with a recommended 3.0 Grade Point Average (GPA), GRE or MCAT scores, three recommendation letters, official transcripts from prior education, and also other documents are required for admission to this graduate program. Additionally, the DrPh is administered by the Department of Management, Policy, and Community Health (MPACH). Tuition estimates are between $7,729-$30,787.

Fast Fact: U.S. News and World Report ranks this the #23 Public Health program in the country

Interesting? Click here for more information on the community health promotion PhD!

This prestigious school offers a PhD in Community Health Sciences. If you’re interested in public health research, then this program prepares you to identify, plan, and evaluate community public health.

You’ll take 48 credit hours of coursework in this graduate program which culminates with two written exams, a research proposal and defense, dissertation research completion, and also an oral defense of the dissertation. Classwork includes studies in Global Health Problems, Population Models and Dynamics, Introduction to Demographic Methods, Community Health Sciences, and also Racism and Public Health: Social Epidemiologic Approaches.

A master’s degree in public health, initial acceptance by a department doctoral advisor, and (although not required) work experience in the field are necessary for admission. Tuition cost for this health promotion sciences program is estimated at $11,442-$26,544 per academic year, depending on residency status.

Fast Fact: UCLA is considered the #1 Top Public School by U.S. News and World Report

3. University of Michigan

If you hold a relevant master’s degree, you may want to explore the Health Behavior and Health Education doctoral program at the University of Michigan in Ann Arbor.

This degree aims to prepare you for a variety of public health disciplines in research, teaching, public health service, and also positions of public health leadership. You can expect to take up to 68 credits (including dissertation work) in classes such as foundations in public health, epidemiology, health behavior and education, influences on social and health behaviors, advanced research methods, and dissertation requirements. Nine credit hours are expected in a cognate area in studies such as Public Policy, Women’s Studies, and also Business Administration.

Graduate Student Instructor (GSI), Graduate Student Research Assistant (GSRA), Training Grants, and Fellowships are available for qualified graduate students. Furthermore, the academic year cost for this degree runs from $24,772-$49,548, depending on your residency status.

Fast Fact: Money Magazine ranked UM #8 in its Best Colleges for Your Money and U.S. News and World Report considers it #3 in its Top Public Schools ratings

4. Claremont Graduate University

This degree in Health Promotion Science from California’s Claremont Graduate University may be perfect if you want broad training in a range of fields involving public health.

Classes include Biostatistics, Advanced Theoretical Foundations in Health Education & Promotion, Advanced Statistical Methods, Data Analysis, Advanced Research Methods, and also Foundations of Inclusive Pedagogy and Course Design. The intent is to prepare you to identify and develop unique disease prevention and health promotion approaches. Faculty for this health education and promotion program include professors with real public health experience and National Institute of Health grant recipients.

This program’s total cost is estimated at $142,560, and there’s no residency requirement. Department Fellowships are available, and the school also offers Military Fellowships.

Fast Fact: Rated in the Top 100 of U.S. News and World Report’s Public Health Schools

5. University of Illinois

If you’re looking for a program that will help you develop health-related research methods and innovative approaches to solving Community Health issues, this program is worth a look.

This PhD provides five areas of research from which to choose. You can pick an area of study in Health Promotion and Behavioral Research, Health Technology from Design to Implementation, Health Disparity, Rehabilitation, Disability and Chronic Illness, and also Applied Health Data Analytics. The program is 64 credit hours in length with studies in coursework such as Advanced Research Methods or Statistics, Seminar, and also Thesis Research.

Applicants to this PhD program must have an approved Master’s degree, a 3.50 Grade Point Average (GPA), GRE scores, a personal statement, and also recommendations. Estimated tuition charges are $8,088-$15,732, depending on your residency status.

Fast Fact: This Urbana-Champaign university boasts 24 Nobel Prize winners

6. The University of Texas at Austin

Requiring 63 credit hours, you’ll take core courses in epidemiology, health behavior theories, and the development and planning of health promotion opportunities. Other courses offered include Human Sexuality, Adult Development, Aging and Health, Social Determinants of Health, Impact of Marketing on Public Health, Child and Adolescent Health Psychology, and Statistics and Advanced Research Methods. The program requires Outside Supporting Work as well as Student Research. Finalizing the degree will require you to present empirical health-related research at a conference on the local, state, or national level.

Tuition is $11,998 per academic year for Texas residents and $22,966 for non-residents.

Fast Fact: UT at Austin is ranked #12 in Most Innovative Schools and #14 in Top Public Schools according to U.S. News and World Report

7. University of Maryland

This Ph.D. in Behavioral and Community Health is offered at UM’s College Park campus and will allow you to develop the necessary skills to contribute to professional and scientific foundations in behavioral and community health.

You can enroll full-time or part-time for this doctorate and classes typically begin at 4-4:30 pm. The program requires 37 credit hours in core courses such as epidemiology, public health foundations, health systems introduction, public health or research ethics, and also data management of public health information. You’ll also study quantitative research methods and applied research methods. Successful completion of a dissertation will finalize the program’s total of 82 credit hours.

Among admission requirements are a 3.0 GPA, letters of recommendation, resume or CV, and letter of goals and independent research interests. You’ll also need to complete 6 credit hours in Psychology, Sociology, or Anthropology. Tuition costs per credit hour for Maryland residents are $731 and $1,625 per hour for non-residents.

Fast Fact: Niche rates UM at #21 of 163 for Best Colleges for Public Health in America

8. The Ohio State University

Suppose you’re looking for a program that will give you the foundation to direct community, individual, or organizational health. In that case, you’ll want to explore the Ph.D. in Health Behavior and Health Promotion at OSU.

The GRE is required for admission. Prospective graduate students submit an application through the Schools of Public Health Application Service (SOPHAS) or Health Administration, Management & Policy Centralized Application Service (HAMPCAS). OSU offers graduate fellowships in teaching or research, along with external funding possibilities. According to NCES, tuition per academic year is $11,560 for Ohio residents and $35,144 for non-residents.

This 50-credit-hour doctoral program has accreditation from the Council on Education for Public Health (CEPH). It covers topics on the role of behavior in individual and community health, prevention of disease, the role of behavioral science in promoting health, assessment tools, program planning implementation, and also health program evaluation. You’ll also learn about health issues in specialized groups, substance abuse prevention, adolescent health, and also obesity. Faculty active in public health research projects teach all classes.

Fast Fact: U.S. News and World Report ranks OSU at #17 in its Top Public Schools rating

9. University of South Florida

The University of South Florida has an excellent Ph.D. in Public Health with a Concentration in Community and Family Health. Upon completing this degree, you’ll be able to identify community health issues and develop appropriate educational programs to address those concerns. Additionally, you’ll learn techniques to assess and evaluate appropriate methods to train and educate communities. You’ll be trained in implementation techniques for communities and conduct research projects to develop public health programs to address concerns. This degree will also qualify you to teach in a university setting.

In-state graduate tuition per academic year is estimated at $8,350 and $19,048 for out-of-state residents. This program is CEPH accredited.

Fast Fact: USF ranks #17 of 163 schools in Niche’s Best Colleges for Public Health

Interesting? Click here for more information on the community health education and promotion PhD!

10. University of Nebraska Medical Center

UNMC offers a PhD in Health Promotion and Disease Prevention Research degree which can prepare you to join college or university faculties, become a community health leader, or conduct independent research.

Among the courses you’ll take are Advanced Theories in Health Promotion and Disease Prevention, Directed Readings and Research, Complex Systems Thinking, Implementation Science Models and Methods, Biostatistics, Social Epidemiology, Design of Medical Health Studies, and also a dissertation. The curriculum is designed to think critically and evaluate community health and disease prevention needs, program development, and assessment.

You’ll need a master’s or advanced degree, a minimum 3.5 Grade Point Average (GPA), and three recommendation letters for admission. Additionally, admission requires you to name a potential faculty sponsor in your letter of intent. Graduate tuition for Nebraska residents is $341 per credit hour, with out-of-state students charged $977 per credit hour.

Fast Fact: UNMC conducted the first clinical trial in the use of Remdesivir in hospitalized COVID-19 patients

11. University of Arkansas for Medical Services

This PhD in Health Promotion and Prevention Research is offered through the nationally recognized Fay W. Boozman College of Public Health.

The program is CEPH accredited and you’ll take courses in topics in Advanced Integration of Epidemiologic Concepts and Methods, Observational Study Designs, Introduction to Mixed Methods Research Design, Management of Healthcare Organizations, FDA Regulations, and others. You’ll develop skills in communication, the evaluation of health education and behavior, and the ability to incorporate theory with practice.

During 2019-2020, Arkansas students paid $7,737 in tuition and out-of-state students paid $15,918 for the academic year.

Fast Fact: U.S. News and World Report rates the Fay W. Boozman College of Public Health in the nation’s top 100 programs

12. University at Buffalo

The PhD in Community Health and Health Behavior at this New York school will help you advance your career in the field of education as well as in community or government agencies.

The 72 credit hours of coursework, dissertation, and research will focus on the principles of public health and health behavior. You’ll take courses such as Principles of Community Health and Health Behavior, Basic Research Methods for Community Health and Health Behavior, Seminar in Community Health and Health Behavior, Public Health Approach to Understanding and Reducing Sexual Risk Behaviors and Creating Media for Public Health. In addition to the core courses required, you’ll work with a faculty advisor to develop a personalized program, conduct research, and complete a dissertation.

This program highlights mentor-student relationships and lets you choose from faculty members with similar research interests. In-state residents pay an estimated $5,655 per academic year and $11,550 for out-of-state students.

Fast Fact: University at Buffalo’s Public Health program ranks in the top 40 of U.S. News and World Report

Interesting? Click here for more information on the PhD in health education!

13. Louisiana State University

Located in New Orleans, this PhD in Community Health Sciences will give you a solid foundation in health education, community health promotion, research, and also intervention.

This is a 60-credit-hour program that will include studies in Advanced Community Analysis, Ecology, Health Disparities, Health Behavior Change, Biostatistical Methods, Fundamentals of Multi-Level Design and Analysis, and also Fundamentals of Public Health Ethics. Elective courses are available in areas such as epidemiology, health advocacy, chronic disease prevention and management, and others. This CEPH-accredited program also has a teaching practicum as part of its core requirements.

In addition, the college offers assistantships and fellowships for full-time PhD students, requiring up to 20 hours per week in teaching or faculty-supervised research. Academic year tuition ranges from $11,835-$24,108, depending on residency status.

Fast Fact: LSU’s School of Medicine established the Public Health Department in 1931

14. University of Georgia

UG provides a Doctor of Public Health (DrPH) with an emphasis on academia or research.

You’ll need an MPH or MSPH for admission and at least three years of public health experience. This program has prerequisite requirements in epidemiology, biostatistics, environmental health, health policy, and social and behavioral public health. Core subjects for this program include data and analysis, policy and programs, education and workforce development, and leadership and management. You’ll be expected to complete a residency experience with this degree. The program takes approximately four years to complete.

Georgia residents pay approximately $28,400 per academic year and out-of-state students pay about $45,054. This program is accredited by CEPH and boasts a 98% placement rate for 2019 and has 123 doctoral students.

Fast Fact: This program is ranked in the top 50 of U.S. News and World Report ‘s Public Health ratings

15. University of Massachusetts Amherst

You may want to consider the PhD in Community Health Education (PhD-CHE) offered at the University of Massachusetts at Amherst.

An MS or MPH degree (or equivalent) is required for admission. The program calls for the completion of 57 credit hours and concentrates on the behavioral and social aspects of public health. Additionally, the program focuses on health education and promotion utilizing traditional research methods while exploring innovative methods as well. The broad curriculum includes studies in ethics, communication theory, studies in the U.S. health system, leadership topics, advanced research methods, application of public health theories in intervention, a capstone project, practicum experience, and also culminates with a dissertation.

Tuition is between $2,000 and $4,500 per credit hour depending on your residency status. In addition, fellowships are available. CEPH accredits this doctoral degree.

Fast Fact: Niche rates UMass Amherst #24/163 Best Colleges for Public Health in America

16. University of Alabama Birmingham

UAB’s School of Education provides a PhD in Health Education and is accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Counseling & Related Educational Programs (CACREP).

This degree focuses on theories and research methods that influence community health and also the development of community social and behavioral programs. The curriculum aligns with the National Commission for Health Education Credentialing (NCHEC) standards and also prepares graduates to sit for the Certified Health Education Specialist (CHES) exam. Among the topics you’ll study are planning, implementation, and evaluation of health education programs, survey methods, educational research, and a research internship and dissertation. The degree requires 72 semester hours for completion.

You can enter the program with a bachelor’s or master’s degree in public health. Furthermore, students can complete the program’s internship at UA College of Human Environmental Sciences, UAB School of Public Health, or UAB School of Public Health. Other internship opportunities are available as well. Tuition ranges from $465-$1,098.

Fast Fact: Public Health studies rank in the top 20 of U.S. News and World Report’s rating

17. University of Arizona

The Mel & Enid Zuckerman School of Public Health at UA has a Ph.D. in Health Behavior Health Promotion degree.

This school has CEPH accreditation and this program concentrates on the social, behavioral, and cultural aspects of public health. The curriculum includes studies in biostatistics, public health fundamentals, multicultural beliefs, public health communication, epidemiology, methods to decrease health disparity in communities, planning, implementation, and evaluation of public health initiatives, and a dissertation. The PhD requires 63 credit hours for completion. ( Note: If you don’t have a master’s degree, you can enter UA’s Master of Science in Public Health (MSPH) / PhD in Health Behavior Health Promotion program. See website for details).

If you’re an Arizona resident, tuition runs about $853 per credit hour and non-residents will pay around $1,781 per hour. Scholarships, fellowships, and teaching assistantships are available. Additionally, applicants must submit the Free Application for Federal Student Aid (FAFSA).

Fast Fact: This is Arizona’s only accredited Public Health college and ranks in the top 35 of U.S. News and World Report’s Public Health programs

18. Saint Louis University

The Public Health Studies PhD at this Missouri university offers four concentrations, one of which is the Behavioral Science and Health Education study. This degree is through the College for Public Health and Social Justice.

You’ll study social and behavioral science as it impacts a variety of organizational, individual, or community/societal levels. The curriculum calls for 72 credit hours and includes topics in the science and theory of public health, methodology to understand populations, quantitive methods, and a dissertation. The school focuses on improving your competencies in areas such as communication, analytical skills, leadership, ethics, and also professionalism.

Tuition runs around $1,190 per credit hour. Merit-based scholarships and graduate research assistantships are available.

Fast Fact: Niche rates the school #22/163 as Best Colleges for Public Health in America

19. University of Alabama

You may want to explore the PhD in Health Education and Promotion offered at the University of Alabama.

This is a joint community health promotion Ph.D. program by the university’s College of Human Environmental Sciences, School of Education, and School of Public Health. The 72-hour curriculum prepares you for faculty positions or community leadership roles. Required courses include studies in health education, health promotion, planning and administration in health education and promotion, data management, evaluation and assessment, research methods, a research internship, and a dissertation.

The Graduate School offers financial assistance in teaching or research fellowships for exceptional applicants, and the department may have additional assistance. The 2020-21 tuition ranges from $5,390 to $15,125 a semester, depending on your residency status.

Fast Fact: Forbes considered UA as one of America’s Top Colleges in 2019

20. University of Connecticut

UConn, located in Storrs, Connecticut, has a PhD in Health Promotion Sciences program that will help you develop not only public health education programs but contribute to scholarly research as well.

Requiring 48 credit hours, this PhD coursework will expose you to program planning and evaluation, current and critical issues in health promotion, disability, and disease prevention, program design and implementation, grant writing, biostatistics, experiential learning, and electives chosen from allied health or other university departments. Furthermore, students must complete both written and oral doctoral exams and complete a dissertation.

There are some Graduate Assistantships and Fellowships, but only a few. Be sure to check with the department to determine what’s required for consideration. 2019-2020 academic year tuition costs are published at $8,150-$19,106 determined by your residency status.

Fast Fact: UConn ranks in the top 25 Public Universities by U.S. News and World Report

Interesting? Click here for more information on the PhD program in health promotion!

21. University of South Carolina

This PhD program could make you a triple threat in Health Promotion, Education, and Behavior.

Offered through USC’s Arnold School of Public Health, you can choose between a post-baccalaureate or post-master’s doctorate. This PhD will prepare you to teach, provide leadership, and/or conduct research in public health. The post-master’s PhD is a 36-credit-hour curriculum that includes studies in the social and cultural aspects of public health, evaluation of public health needs and requirements, public health leadership, advocacy, and others. The post-baccalaureate requires 48 credit hours and includes individual subject matter studies in areas such as environmental health, advocacy and policy, and also biometrics. Both require a dissertation.

The department holds CEPH accreditation with academic year tuition of $6,867-$14,880 continent on residency. You’ll want to check with the department for an assistantship or fellowship opportunities.

Fast Fact: USC’s graduate public health program ranks in the top 25 Public Health Schools by U.S. News and World Report

22. University of Miami

You’ll want to check out the University of Miami’s, CEPH accredited, PhD in Prevention Science and Community Health.

The broad curriculum includes topics in behavior health theories, community participatory research, identification, development of evaluation of public health interventions, health disparities across the lifespan, promotion and disease prevention, community well-being and change, and also professional development. Furthermore, most students complete the degree in 4-5 years.

According to the school website, the school offers financial assistance to students admitted to the PhD program in good standing. Such students get paid tuition, a $30,000 annual stipend, and student health insurance. The program also offers assistantships and fellowships.

Fast Fact: Niche ranks UM #74 out of 1,626 in its Best Colleges in America ranking

23. CUNY School of Public Health

The City University of New York offers a PhD in Community Health and Health Policy which will prepare you to teach, conduct research, and develop public health policy.

Core coursework will include public health perspectives, social and behavioral health theory, community health interventions, public health knowledge, economics, health policy, research methods, epidemiology methods, and also research methods related to urban health applications. This program also includes a teaching experience in addition to a dissertation. You’ll complete 42 total credit hours for this CEPH-approved program.

Admission application materials include a SOPHAS application as well as GRE scores. You also need a Master’s in Public Health (if your master’s is in another field, you’ll be required to take core, prerequisite courses). Tuition ranges from $678-$2,569 per credit hour, depending on residency and doctoral level.

Fast Fact: Ranked #23 in the nation for its Graduate School of Public Health by U.S. News and World Report

24. Oregon State University

If you want a program that will prepare you for a range of public health careers, you may want to examine the PhD in Public Health degree.

This program offers five concentrations, one of which is in Health Promotion and Health Behavior. You’ll study methods for evaluating public health problems across a broad spectrum of contexts, develop ways to educate communities and provide cultural and societal interventions. Coursework for this discipline includes studies in Foundational Public Health Knowledge, Methodology and Statistics, Advanced Theories of Health Behavior, Development of Health Behavior Interventions, Measurement in Health Behavior Concept, research practicum, and a dissertation.

Oregon residents’ tuition is about half the cost non-residents pay for credit hours. The CEPH accredited PhD program requires 109 credit hours which includes 36 hours of dissertation preparation. The school provides detailed program information including competency requirements and also coursework descriptions.

Fast Fact: Niche ranks OSU as #38/163 Best Colleges for Public Health in America

25. University of Kentucky

The flagship university of Kentucky has an Ed.D in Health Promotion, offered through the College of Education, which explores the foundations of health promotion.

Accredited by CEPH, the curriculum for this doctorate includes studies in Health Promotion and Behavior Change, Planning Health Promotion Programs, Topics and Methods of Evaluation, Gathering, Analyzing, and Using Educational Data, Research Design and Analysis in Education, College Teaching, and also Public Health Disease Prevention. You can also pursue certification in a variety of areas such as Health Communication, College Teaching and Learning, and other disciplines. The curriculum requires a minimum of 42 credit hours with electives available in UK departments such as the College of Health Sciences, College of Public Health, College of Medicine, and also College of Education.

Teaching assistantships are available and tuition ranges from $6,769 to $16,608 contingent on residency status.

Fast Fact: UK ranks #60 in Top Public Schools by U.S. News and World Report

Why Should I Get a Doctorate in Community Health Promotion and Education?

As with most health careers, the more education you have, the better. In Community Health Promotion and Education, a doctoral program will provide you with the skills needed to develop effective public health and community education programs. Programs include coursework and research experiences to form well-rounded PhD graduates.

What Kind of Community Health Promotion Doctorate Degrees Are There?

Depending on your career goals, there are different doctorate degrees in Community Health Promotion and Education. Advanced PhD, DrPH, or EdD degrees will provide the training to conduct research, analyze data, develop and direct programs, and promote healthcare choices and options.

Employment with a doctoral degree can include opportunities as a faculty member at a college or university, director of corporate wellness programs, and also a director of government health agencies.

Advanced health educator degrees can also improve your salary expectations. PayScale reports a doctorate degree can bring you between $60,000 to $100,000 yearly, depending on your location and employer.

How Do I Choose a Community Health Promotion PhD Program?

You should look for programs that cover a broad range of Community Health Promotion topics.

Courses in behavioral and social sciences, statistics, research methodology, analytics, economics, and epidemiology make a well-rounded doctorate in this field. Look for public health and disease prevention classes in a program. Communication courses are helpful in this field as well.

Internship programs will provide you with a platform to assess, measure, and analyze health education programs. Capstone projects will let you identify an issue and develop solutions to real-world issues using the information you’ve learned.

You’ll also want to seek programs that offer dissertation courses to help you develop your thesis and guide you in creating a publication-ready document.

Job Outlook

The Bureau of Labor Statistics  considers this field to have a robust job outlook  with a growth of 17% over ten years, which is much faster than other fields. Public health professionals with a doctoral degree enhance career prospects, including college professorships and leadership positions in public health agencies.

• Best Online Community Health Promotion and Education PhDs
• Fastest Online Community Health Promotion and Education PhDs
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Department of Medical Education

Phd in health professions education.

The Department of Medical Education (DME) is thrilled to announce the establishment of a new online PhD program in Health Professions Education (HPE). The PhD in HPE evolved from our successful former collaboration with the UIC College of Education’s Department of Curriculum and Instruction. The PhD in HPE also builds upon the success and strong reputation of DME’s Master of Health Professions Education (MHPE), as well as upon the department’s broader expertise in HPE research and teaching excellence.

Program Overview Heading link Copy link

What is the phd in hpe.

The PhD in HPE program will produce exemplary scholars who advance the field of health professions education by developing innovative research agendas that shape educational policy, standards, and practices, with the ultimate goal of improving healthcare. While the PhD in HPE will share course offerings with DME’s renowned MHPE program, it will include a greater emphasis on research design, data collection, and original scholarship for students who aim to serve as principal investigators in HPE studies in the future.

Who is this program for?

Typical students in the program may include students from a wide range of professional backgrounds, including MDs, other clinicians, and non-clinical educators, aiming to deepen their methodological training and increase their knowledge of the health professions education canon. The student body is also likely to be heterogenous in terms of career stage, and thus may include students ranging from trainees (e.g., residents and fellows) to administrators and leaders (e.g., program directors and deans).

The program is designed for students to have the option to pursue the program on a part-time basis, in conjunction with their regular employment or full-time.

What should students expect to gain?

After completion of the PhD in HPE, students will be able to:

• Integrate theories in the social sciences and health professions to define and understand challenges in health professions education, research, and practice
• Employ a range of relevant research designs, research methodologies, and other scholarly practices to advance the field of health professions education as an independent investigator and eventual leader of a research team
• Situate education and education science within the sociopolitical context of health care and health professions education, and translate educational science into practice
• Additionally, students will have the opportunity to make numerous connections with experts in HPE in order to grow their professional networks.

Program format and cost

The PhD in Health Professions Education is an online program, though some courses included in the curriculum have short-term, in-person requirements.

The online tuition for 2024 is $925 per credit plus fees (information about fees can be found on the UIC Registrar’s website. The program/department (DME) does not offer any funding at this time. Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers. Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College will be supported in their applications by departmental and PhD program administration.

Degree Requirements Heading link Copy link

Students must achieve the following requirements to graduate with a PhD in Health Professions Education.

Details on hours

The PhD in HPE degree requires 96 credit hours past the baccalaureate. However, we anticipate that the majority of admitted students will be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree or advanced clinical degree (e.g., MDs), thus leaving 64 credit hours to complete the degree. (For more details, see FAQs.)

The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

To accommodate the heterogeneity of the expected student body, the curriculum aims to be quite flexible. Rather than being prescriptive about specific courses, the program focuses on the specific domains and competencies that were determined by program faculty to be fitting for rigorous, doctoral-level training in HPE. Specifically, students will work with their advisors and the Director of Graduate Studies (DGS) to develop programs of study based upon their scholarly and methodological needs.

• View course descriptions

Details of mentorship

Students must complete a mentored, Applied Health Professions Education Experience in order to better facilitate integration of coursework and their understanding of HPE concepts within applied settings. These experiences might include working on DME faculty members’ research projects, engaging in HPE journal editorial work, helping to teach a course taught by a DME faculty member, or something comparable.

There are 3 exams

• Departmental Qualifying Examination: This comprehensive exam will evaluate students’ knowledge of foundational readings within health professions education and their ability to synthesize and critique these readings.
• Graduate College Preliminary Examination: Students are required to draft a dissertation prospectus and defend this prospectus at a virtual hearing in front of their Preliminary Examination committee (and future dissertation committee).
• Dissertation Defense: Students are required to complete a written dissertation with a public, virtual oral defense before their dissertation committee and other members of the academic community.

Dissertation details

PhD in HPE students must complete a Dissertation research project. Dissertation research must include original data collection (i.e., the research needs to include the development of a dataset, identification of sample/analytic subject, etc.). The project can include one large project with multiple components or serial linked studies/experiments. The most common format for the dissertation is the multiple-article model (three publishable articles, plus an introduction and conclusion), though a single monograph is also acceptable.

How to Apply Heading link Copy link

The application deadline for Fall 2024 is January 15, 2024. Only two applicants are accepted each year.

All applicants submit materials via Online Application . The Department of Medical Education Admissions Committee will then develop a ranked short list for subsequent interviews with potential PhD advisors. Short-listed applicants will interview (via Zoom) with the DGS and two potential advisors, all of whom will submit reviews for the applicants, which will then be used to develop the final ranked list for admissions.

Please review the application requirements before applying.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

A combination of a master’s degree in education, social science, or related fields and significant experience in a health professions setting or  A master’s degree in health professions education and/or an advanced professional degree in a health professions discipline.

Applying as a graduate of the Department of Medical Education MHPE program

Graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Transfer credits

Advanced standing credit determinations will be considered for applicants with master’s degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree.

Transfer of graduate credits from other institutions will be handled on a case-by-case and course-by-course basis, pursuant to the transfer process described on the Graduate College website.

Read more on the policies around transfer of credit on the Graduate College website .

GPA details

Applicant’s previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.

Which tests to take

The GRE is not required for this program; however, applicants may submit their scores if they wish.

Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Additionally, applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials. Applicants must submit:

• Registrar-issued transcripts from each college and professional school attended
• Letters of Recommendation (3)
• Recommendation letters should address the applicant’s academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available)
• Past experience in HPE and/or education, including previous experience with HPE research, including mentored research projects
• Present and future research projects or interests
• Fit with program and why the applicant is pursuing the PhD in HPE at DME
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.
• If applicants are planning to pursue the degree in connection with their employment (i.e., part-time), they also must include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.
• A Curriculum Vitae (CV) highlighting research, teaching, and service experience, particularly in HPE

Read if you are applying from outside the United States

International applicants must follow all UIC Admissions International Requirements for graduate admission. Please visit the UIC Admissions website for more details.

The Office of International Services is working to obtain authorization to allow international students to be admitted to this new academic program. In the event that the authorization is not in place in time prior to the start of the term of admission, admitted international students may defer their admission until the following year.

Next steps Heading link Copy link

What to expect after applying.

Students will be informed of admissions decisions in Spring 2024. Note: All admitted students will be required to attend the 1-week in-person introductory course (MHPE 506), which takes place at the end of July 2024.

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Laura hirshfield, laura paige schaaf, thank you to the uic college of education heading link copy link.

In 2010, the Department of Medical Education, in collaboration with faculty in the College of Education, developed an area of emphasis within the PhD in Curriculum and Instruction for students interested in Health Professions Education and Curriculum. This concentration in Curriculum Studies/Critical Pedagogies and Urban Teacher Education (Health Professions Education Area of Emphasis) focused on the exploration of curriculum across multiple educational contexts. The program has successfully graduated a diverse set of students from a variety of social identities, professional backgrounds, and ranks within their profession.

The Department of Medical Education is extremely grateful for the long-term collaborative relationship it has had with the College of Education, especially with the CS/CPUTE program. The department will continue to support students who are currently enrolled in the Collaborative PhD program; however, DME will no longer admit new students into the HPE Area of Emphasis. Instead, the PhD in HPE will effectively replace this offering.

FAQs Heading link Copy link

Q: what is the difference between the mhpe and phd in hpe.

A: The PhD in HPE is similar in content to the MHPE, except that it focuses on developing in students a deeper methodological training, with increased independence and greater knowledge of the HPE canon. The goal of the PhD program is to shift students away from the more applied focus of the MHPE to a broader scholarly, theoretical approach. Specifically, the PhD in HPE shares course offerings with the MHPE program, but the program has a greater emphasis on research design, data collection, and original scholarship for students who wish to serve as principal investigators in HPE studies.

Q: Why should someone pursue a PhD in HPE at DME?

A:  DME’s PhD in HPE is focused on training our students to become independent researchers and scholars in health professions education. Graduates of the HPE PhD program would be particularly well poised to be hired by health professions scholarship units (or organizations and institutions that  “share a commitment to the production and dissemination of rigorous educational practices and research” ). Clinical faculty who are heavily involved in health professions education research that guides educational policy or practice may also find the degree valuable for deepening their research expertise.

Q: What are you looking for in applicants?

A: To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Typical students may include MDs, other clinicians (e.g., nurses and physical therapists), and non-clinical educators (e.g., student services or curricular affairs) aiming to deepen their methodological training and increase their knowledge of the health professions education canon. We welcome applicants from a variety of career stages. That said, all applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials.

Q: Is the program entirely online?

A:  No, not entirely.  Students are required to come to Chicago for the 1-week on-campus orientation course (MHPE 506), in which they are introduced to core course content and faculty and begin to develop the peer relationships that will form the basis of a lasting community of practice. Students that take MHPE 501, 502, 503 and/or 504 online are also required to attend an annual 3- or 4-day summer session on campus in Chicago, which includes a residency day for each of those courses taken the previous year and the Annual MHPE Summer Conference.

Q: What are the on-campus, in-person requirements?

A:  While MHPE 501-504 are all offered online, these courses all have an in-person component. Specifically, online students in MHPE 501-504 participate in a regular schedule of weekly, asynchronous or synchronous activities and discussions throughout the semester. Each of these courses also includes an in-person residency day on campus in Chicago, and a requirement to attend the Annual MHPE Summer Conference. MHPE 506 will be a week-long in-person intensive course held on campus in Chicago at the end of July. For students who are not able to attend (e.g., international students unable to attain short-term visas) alternative opportunities for participation will be negotiated with course faculty members.

Q: How long does it take to complete the program?

A:  It’s hard to say, as it really varies based on a lot of different factors (i.e., if the student must complete 64 or 96 credit hours; how many credit hours a student takes each semester; when courses are offered and the availability in them; how long it takes the student to complete the exams and the dissertation; etc.).  The program will adhere to UIC Graduate College timelines for student completion of the program ( https://grad.uic.edu/doctoral-degrees/ ).

Q: How many courses/credits should I take each semester?

A:  It depends on your workload outside of the PhD in HPE. Most of our students will take the program part-time while they are working full-time; these students generally will take 4-6 credits per semester. Students should work with their advisor and PhD Director of Graduate Studies (DGS) to develop a plan that works best for them.

Q: What is advanced standing credit?

A:  Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree, thus making it 64 credit hours to complete the doctoral degree.  For consideration, the degree must be posted as completed on a transcript from an accredited institution, and, if international, equivalent to a U.S. master’s degree (as determined by the Graduate Admissions Office and the Graduate College).  Students who are not granted advanced standing credit will be required to complete 32 additional credit hours of 400-level and 500-level coursework in related areas.  A minimum of 16 of these credit hours must be letter-graded courses (A to F), rather than project or thesis credits. For more information on advancing standing credit, please see the UIC Graduate College website :

Q: Where can I learn more about the coursework taken in the program?

A:  The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

For more information about the above mentioned MHPE courses, please go to the MHPE brochure  https://chicago.medicine.uic.edu/wp-content/uploads/2022/04/MHPE-Information-Brochure.pdf

Q: Can graduates of the DME MHPE program apply?

A: Yes, graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Q: How much does the program cost?

A:  The cost of the program varies depending on how many credits you need to complete.  The program requires at least 96 credits from the baccalaureate or at least 64 credits from the master’s degree.  Doctoral students who have previously earned a relevant master’s degree (or its equivalent) from UIC or another accredited institution or health professionals with advanced degrees (e.g., MD, DO, DDS, PA, DPT, etc) may possibly be granted 32 semester hours of credit toward the doctoral degree if approved by the program and the Graduate College at the time of admission. The 32 hours are subtracted from the total hours required for the degree.  Degree equivalency from foreign institutions is determined by the Office of Admissions. To calculate online tuition please see the UIC Registrar’s Graduate Tuition and Fees website:   https://registrar.uic.edu/financial-matters/graduate-tuition-and-fees/ .

Q: Is there funding available?

A: The program/department (DME) does not offer any funding at this time.  Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers.  Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College  https://grad.uic.edu/funding-awards/  will be supported in their applications by departmental and PhD program administration.

Q: How many students are accepted each year?

A: At this time, we are only able to accept up to two students per year.

DrPH in Health Education

Program director - anna nelson, drph health education (available online).

The Doctor of Public Health in Health Education is designed for individuals who desire to add depth to their health education specialization and develop research, writing, professionalism, management, and leadership capabilities. The emphasis in health education offers advanced knowledge and competencies in the health education process and includes planning and evaluation of health behavior change, advocacy and communication, and critical analysis.

The program emphasizes the practice of  healthful lifestyle behaviors  and  community health education . The  online technology-mediated format  is targeted toward working professionals and requires specific hardware and software specifications.

The curriculum consists of synchronous learning, online courses, blended courses, and a visit to the campus during the research process for defenses of proposals, dissertation, and graduation. Students are also welcomed to take a course or two on-campus during the summer months.

The DrPH in Health Education is designed to provide advanced knowledge, skills, and research capacity. Graduates are prepared for university-level teaching and planning, as well as the management and evaluation of health education programs domestically and globally.

Individually planned and mentored, this program requires a master’s degree in public health or a related field. Graduates are typically employed in leadership roles in government, private, or academic settings.

The program prepares you from day one for competent public health practice in any setting. –O'Neal Malcolm, DrPH Health Education student

Learner Outcomes

Upon completion of the Dr.P.H. degree in Health Education, you will be able to:  

•    Synthesize assessment results to determine and prioritize health problems; •    Apply theoretical concepts and models in developing health interventions; •    Evaluate the effectiveness of health education interventions; •    Provide mentorship and consultation on health education-related issues; •    Apply evidence-based research to develop advocacy efforts for policies and programs promoting health

Possible Jobs : University Professor, County Health Director, Grant Manager

Health Promotion Sciences (Online)

PhD in Health Promotion Sciences

The PhD program in Health Promotion Sciences trains well-rounded researchers and scholars in the theory and method of prevention research. Our students examine health-related behavior to create novel, effective interventions for disease prevention and health promotion.

In this unique degree program, you not only study the causes of health-related behaviors, you also design effective interventions to prevent disease and promote health. The well-rounded training encompasses theory and methods from the allied fields of communications, psychology, preventive medicine, cultural studies, biostatistics, public health and epidemiology. A low student-faculty ratio and a commitment to teaching at the highest level foster a highly collaborative learning and research environment in which you play a central role. You will work with faculty who are world leaders in health promotion and disease prevention research; they will mentor you from the start of your training until the successful completion of your doctoral degree. Because they bring a robust record of scholarly activity and experience—from being funded by National Institutes of Health (NIH) and other well-known agencies to publishing in hundreds of peer-reviewed publications and running countless research centers—you will gain firsthand knowledge and insight into the life of a research scientist. This substantial education prepares you to become a public health scholar and expert.

Program Highlights

• Our online courses utilize the latest technology to enrich the learning experience and enhance your presentation skills. This includes multimedia lectures and interactive demonstrations.
• Proximity to local health departments in Los Angeles, San Bernardino, and Riverside counties provides employment and educational opportunities for students.
• The SCGH Student Association provides opportunities for leadership and impact through intellectual, social and cultural contributions that meet the needs of public health students through community service, dialogue, and special events.
• Classroom discussion and projects use the latest technologies to enhance learning and presentation skills, including in-class multimedia lectures and demonstrations.
• You can pursue the PhD in Health Promotion Sciences in conjunction with another degree program, such as an MA in Economics. You earn a diploma for each degree, and unit sharing across programs decreases your required total units.

Program At-a-glance

required units

degree awarded

Spring, Fall

program start

5 years | full time*

estimated completion time

Areas of Concentration

• Biostatistics

Gain an understanding of the principle methods of biostatistics through informatics, basic mathematical and computational tools, modeling, and computer applications.

Global Health

Take an interdisciplinary approach to understanding key public health challenges that transcend local and national boundaries and require collaborative solutions.

Health Communication

Increase your knowledge of key challenges in health communication and how it works through curricular development, persuasive technologies, interpersonal processes, and more.

Neurocognitive Sciences

Note: This concentration is not currently accepting new students. Study neurocognitive sciences through the field’s impact on community and global health prevention, decision making, language, memory, and evolution’s impact on the brain.

Public Health

Understand major public health issues in the United States and abroad through the lenses of health services, environmental and occupational health, program planning, and leadership.

Health Informatics

Master the use of information for public health practice, including information technology, and systems to improve effectiveness of public health enterprises.

Regina Wang Lee

Director of Recruitment for the School of Community & Global Health

Where You Can Find Our Alumni

American Heart Association

National Institutes of Health (NIH)

World Health Organization

Orange County Children’s Hospital

City of Hope

Blue Shield of California

Jessica Clague DeHart

Associate Professor of Community and Global Health

Research Interests

Epidemiology, chronic disease, cancer etiology, cancer survivorship, molecular and genetic epidemiology, lifestyle intervention trials, exercise, nutrition, quality of life, community-based interventions

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

C. Anderson Johnson

Professor Founding Dean, School of Community & Global Health

Transnational prevention of tobacco, alcohol, and drug abuse, HIV-AIDS, and obesity; Community-based substance abuse prevention; Social and environmental influences on health; Community and mass media approaches to health

Paula Healani Palmer

Associate Professor of Community and Global Health Director of the PhD in Health Promotion Sciences program

Determinants of health among ethnically diverse populations; Community-based participatory research among under-served, underrepresented populations; Health of Pacific Islanders and South Asians; Technology applications for health behavior interventions; Tobacco control, mental health, disaster management, health of migrants and indigenous peoples; Maternal and child health

Darleen V. Peterson

Professor of Practice, Community and Global Health Senior Associate Dean for Academic Affairs Director of the Certificate and Master of Public Health (MPH) programs

Evaluation of Health Communication Campaigns, Effects of Pro- and Anti-Tobacco and Alcohol Marketing; Public Health Education Accreditation

Kim D. Reynolds

Nutrition and physical activity, Health promotion and disease prevention, Diabetes and obesity

Professor Associate Dean for Faculty Affairs

Application of theories and methods of human memory; Cognitive neuroscience and social cognition to health behavior: etiology, prevention, and media effects; Translation of basic research to field research, high-risk populations, and prevention; Validation issues in assessment

Professor of Community and Global Health Director of the Applied Biostatistics (MS) program

Obesity prevention; Tobacco control; Diet, physical activity, body image in adolescents; Psychological adjustment to obesity; Diabetes and cancer; Application of statistical analysis in prevention research

• Transdisciplinary course (4 units)
• Directed research units (8 units)
• Concentration courses (12 units)
• Theoretical Foundations in Health Education & Promotion
• Epidemiology
• Seminar in Grant Writing & Proposal Development
• Data Analysis
• Research Methods
• Advanced Theoretical Foundations in Health Education & Promotion
• Advanced Statistical Methods I
• Advanced Statistical Methods II
• Advanced Research Methods
• Manuscript Development
• Foundations of Inclusive Pedagogy and Course Design
• Doctoral Study

Program Features

Networking Opportunities With more than 80 chapters throughout the world, the Delta Epsilon chapter of the Delta Omega Honorary Society in Public Health at CGU opens up numerous academic and professional opportunities for SCGH students, including:

• Electing students, faculty, alumni, and honorary members based on high academic standards and outstanding performance in scholarship, teaching, research, and community service.
• Connecting students to a vast networking pool of 15,000 members from the top echelons of graduate schools, programs of public health, and the public health community.
• Opening doors for faculty and students to network and positively impact public health initiatives in the Southern California region.
• Boosting students’ transition from academic life to professional life.

Research Projects Gain direct experience in the global health community through a collective research and service focus on the needs of communities in Southern California, the Pacific Rim, South Asia, Latin America, and Africa.

Application Guidelines

Key dates and deadlines.

CGU operates on a priority deadline cycle and applications are accepted on a rolling basis. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Spring 2024 Priority Deadline – November 1, 2023 Final Deadline (International) – November 15, 2023 Final Deadline (Domestic) – December 1, 2023 Classes begin – January 16, 2024

Fall 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – July 5, 2024 Final Deadline (Domestic) – August 1, 2024 Classes begin – August 26, 2024

Deadline Details

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Review General Guidelines

Tuition and Fees

Estimated tuition (california residents, non-residents, international).

*Based on 2023-2024 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2022-2023  .

Review General Costs

Are you ready to apply?

Request More Info

Contact us for more information, while waiting for our answer, take a look at our faq, maybe you'll find some answers to your questions.

UC College of Allied Health programs rise in latest US News and World Report rankings

Significant improvements across various disciplines highlighted in 2024 rankings update.

The University of Cincinnati's College of Allied Health has reason to celebrate as the latest graduate program rankings from the US News and World Report reveal remarkable advancements in several CAHS graduate programs.

The rankings, which are updated about every four years, highlight the college's commitment to excellence and innovation in health care education.

The rankings by U.S. News and World Report are highly regarded because they reflect peer assessments of academic quality, making them one of the most utilized evaluations of academic programs.

New rankings

• No. 30, Audiology graduate program
• No. 38, Speech, language pathology graduate program
• No. 57, Physical therapy graduate program
• No. 79, Occupational therapy graduate program
• No. 120, Social work graduate program

Among the standout achievements is the audiology graduate program, which surged to the 30th spot from its previous ranking of 44. This impressive leap underscores the program's innovative accelerated curriculum, unique experiential learning opportunities and its dedication to academic rigor.

The speech-language pathology graduate program, which remains one of the largest programs in the country, has also seen notable improvement, ascending to the 32nd spot from its previous ranking of 38. This upward trajectory highlights the program's ability to offer flexible program options while maintaining a commitment to excellence in speech and language therapy education. 

Similarly, the physical therapy graduate program has made significant strides, climbing to the 44th position from its previous ranking of 57. This advancement reflects the program's ability to offer a student-friendly eight-term curriculum and use an innovative holistic admissions process while maintaining an unwavering dedication to producing top-tier professionals in the physical therapy arena. 

Our priority is to provide exceptional education and experiential training that prepares our graduates to excel in their respective fields and make meaningful contributions to their profession and community.

Charity Accurso College of Allied Health Sciences dean

In a noteworthy development, the occupational therapy program, previously unranked due to its new status, has entered the rankings at an impressive 79th position. This achievement speaks volumes about the program's rapid growth and its emergence as a significant player in occupational therapy education.

Charity Accurso , PhD, dean of the College of Allied Health Sciences, expressed her pride in the achievements of the college's programs, stating, "These rankings are a testament to the dedication, passion and commitment to excellence of our faculty, staff and students. Our priority is to provide exceptional education and experiential training that prepares our graduates to excel in their respective fields and make meaningful contributions to their profession and community."

UC's College of Allied Health continues to solidify its position as a leader in health care education, with its programs garnering national recognition for their excellence and impact.

Passion meets preparation

We're training the next generation of health care team professionals. View the nationally ranked graduate programs offered in the College of Allied Health Sciences at the University of Cincinnati. 

• College of Allied Health Sciences
• Academic Excellence

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Alex Lewis lost her 82-year-old grandfather to Covid-19 just five weeks before her dream school showed up on the front steps of Roger Bacon High School to tell the senior that she has been admitted to the University of Cincinnati College of Nursing as part of a touching Decision Day surprise effort this year.

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PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

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If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

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An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

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What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

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Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

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Lauren Christiansen-Lindquist Receives Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education

By Kelly Jordan

An emphasis on excellence in teaching and research is central to the mission of the Rollins School of Public Health. This is exemplified each spring as several students, faculty, and staff are recognized with awards for their leadership , research, and teaching. Among the most prestigious teaching awards offered at Emory University is the Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education .

Extended to a faculty member from each of the university’s seven graduate and professional schools who “excel as teachers within formal and informal educational settings,” this year’s recipient from Rollins is Lauren Christiansen-Lindquist , PhD, assistant teaching professor.

“Teaching is at the core of all that I do (in the classroom, mentoring, public health practice, and certainly parenting!), and it is such an honor to be recognized for something that is so close to my heart,” says Christiansen-Lindquist. “It’s a privilege to get to share my love of epidemiology with our students and equip them with the tools they need to address public health problems that are meaningful to them.”

Finding Passion, Purpose Through Teaching

Christiansen-Lindquist developed her love for teaching serendipitously. While she was pursuing her PhD in epidemiology, she dreaded the teaching assistantship required of the program due to her fear of public speaking.

“A few weeks into my first semester as a teaching assistant, I became more comfortable talking in front of the class, and quickly learned that not only did I love epidemiology, but I wanted everyone else to love it as much as I did. Since then, I've devoted much of my career to making complex epidemiologic concepts accessible.”

Among Christiansen-Lindquist’s many accomplishments articulated in her nomination letter by Timothy L. Lash, DSc, O. Wayne Rollins Distinguished Professor of Epidemiology and Chair, include her contributions to the Department of Epidemiology as director of graduate studies. Through this role, which she has held since 2019, Christiansen-Lindquist led the department’s transition to remote learning during the pandemic, switch to hybrid learning in 2020-2021, and return to a primarily in-person model in 2021-2022.

She co-led the development of new diversity, equity, and inclusion competencies that are now being incorporated into the department’s curriculum and has served as a mentor for students in the department. Earlier this spring, Christiansen-Lindquist also added “textbook author” to her resume with the release of Fundamentals of Epidemiology , co-authored with Kristin Wall, PhD (who was selected as one of this year’s Department of Epidemiology Distinguished Teaching Award winners ).

Approaching Learning with Empathy, Care

Lash noted Christiansen-Lindquist has taught 13 graduate or undergraduate courses in epidemiology at a range of levels and calls her ability to teach students with a breadth of foundational knowledge, “remarkable.”

He writes, “For each course, her lectures and graded evaluations are well-calibrated to the audience’s readiness to learn and to the size of the classroom. I have never known anyone else who has attempted to teach across this spectrum, let alone mastered the material and teaching at all levels. It is truly an exceptional skill set. Student evaluations of all these courses uniformly praise their learning experiences.”

Christiansen-Lindquist’s teaching also extends to her role as the mother of three young boys, whose at-home learning she shepherded throughout the pandemic. Lash notes that she also, “helped with education and programming at her sons’ schools throughout the pandemic, and co-developed the plans for pandemic management at their schools for fall 2021.”

Christiansen-Lindquist’s warmth and thoughtfulness in how she approaches her students and delivers course content are among many of her qualities applauded by students in their glowing course evaluations.

“Dr. Christiansen-Lindquist is an excellent instructor, mentor, colleague, and even friend,” writes MPH student Caroline Beasley in their nomination letter. “There are so many faculty at Rollins who stand out to me and are deserving of an award like this one, but I think it speaks volumes that Dr. Christiansen-Lindquist is the one who came first to mind for me.” 

Previous testaments to Christiansen-Lindquist’s teaching excellence include her receipt of the 2023 Tom Koepsell & Noel Weiss Excellence in Education Award , the Department of Epidemiology’s Distinguished Teaching Award (2019), and Rollins Student Government Association Professor of the Year (2016 and 2021). 

Associated Topics:

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Health Informatics (MS)

Health Informatics is a cutting-edge discipline and a natural fit to support all health professions. It is a developing discipline with an emphasis on technology as an integral tool to organize, analyze, manage, and use health information, clinical data, images, and knowledge for patient care, health education, administration and research. It is one of the fastest growing fields with a positive job outlook that provides an excellent opportunity to build a career.  

The Master of Science in Health Informatics is a STEM designated program offered by the Health Informatics Program in the School of Health Professions (SOHP). The program consists of a 39-credit curriculum (30-credit core and 9-credit electives) that emphasizes on clinical informatics, human computer interaction, electronic health records, evaluation of healthcare information system, clinical data management, health data analytics and visualization.  

The program is flexible and can be completed on a full-time or part-time basis. The complete MS program is offered in both traditional in-person and distance learning (online) format for student enrollment. In-person classes are offered in the evening, which works well for working professionals who work during the day. The completely online curriculum option is offered in asynchronous format with optional weekly live sessions (evening only) for students to interact with course instructors and other students which are recorded and made accessible to enrolled students.  

The program offers  the opportunity to thrive in a conducive learning environment with a tightly-knitted support system. Rigorous training opportunities are provided and offered to the students to enhance and develop the necessary skills needed to succeed in a health informatics career.  

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Every day, healthcare organizations collect a universe of data—and they need experts who know how to handle it. There's rising demand for specialists who aren't just technically adept but also understand how medical data is used.

• Systems Administrator
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Informatics is a young field, but our faculty are seasoned veterans. Learn from experts who specialize in topics such as human-computer interaction, medical decision making, large-scale implementation of electronic medical records, information security, and using technology to reduce health care disparities.

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Put your training to work..

You'll complete a 120-hour internship in one of the city's busiest healthcare environments, such as Downstate and King's County hospital and the NYC Department of Health and Mental Hygiene.

Hands-on help.

When you pitch in at the student-run Brooklyn Free Clinic, which provides free health care services, you'll help the community—and sharpen your own skills.

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Meet working professionals and volunteer in the community through the Students of the Medical Informatics Association, a student group.

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WHAT ARE YOU LOOKING FOR?

Key searches, 2024 master of public health graduates share their education highlights and career aspirations.

(Photo/Pexels)

Year after year, graduates from the Department of Population and Public Health Sciences go on to powerfully impact health and health outcomes in their own neighborhoods, in California, and around the globe. Meet just a few of the 2024 Master of Public Health graduates poised to continue this tradition.

Mehaly Bekele, MPH

Mph concentration: biostatistics-epidemiology bs health promotion & disease prevention, minor in healthcare studies.

“Engaging in research projects and collaborative work in this program with faculty and fellow students was incredibly enriching,” shares Mehaly Bekele, a first-generation college graduate in the progressive degree program. Bekele’s interest in the field of public health stems from her desire to mitigate health disparities within underserved communities. During her time at USC, Bekele served as an EH MATTERS fellow, where she contributed to the Inland Empire Children’s Respiratory Health Study, investigating environmental and social factors influencing children’s respiratory well-being in the San Bernardino and Riverside area. “Engaging with community members during this study was enlightening,” she reveals. “Their enthusiastic advocacy and participation in this study made our work deeply gratifying. My goal is to engage in comprehensive work that not only addresses healthcare frameworks but also delves into the broader context of social determinants of health. I am committed to bridging the gap for communities that feel marginalized and unheard within our current framework, ensuring that their voices and concerns are central to public health initiatives. I aspire to conduct community-driven epidemiological research aimed at developing tailored solutions to combat health disparities prevalent in these communities.”

Mia Chakroun, MPH

Mph concentration: global health.

“Growing up, I’ve always been fascinated by different cultures, languages, and how they relate to health,” expresses progressive degree student Mia Chakroun.  “When I discovered public health and learned about its multidisciplinary approach to improving the well-being of communities, I knew it was the field I wanted to pursue. During her time at USC, Chakroun worked on a tobacco control project, where she gained hands-on research experience. “Seeing how our work directly influenced the California Department of Public Health made me realize the significant impact one can have in this field.”

Chakroun completed her practicum experience at the Southern California Clinical and Translational Science Institute (SC CTSI). “This experience was an integral and transformative part of my degree, putting my knowledge and skills into practice while benefiting from the guidance of experienced professionals who helped shape my career aspirations,” she explains. “Working with the dedicated evaluation and improvement team was a particularly rewarding and meaningful experience. For my capstone project, I collaborated with SC CTSI’s community engagement team— the insights, abilities, and connections I gained have been invaluable and will undoubtedly serve me well in my future endeavors.” After Graduation, Chakroun intends to work in the non-profit sector, government, or in a role focused on community engagement.

Megan Enciso, MPH

Mph concentration: community health promotion.

“My interest in public health was driven by my desire to help underserved and marginalized communities,” shares Megan Enciso. “I enjoy identifying resources and information using social determinants of health to make effective interventions or approaches.” “My most impactful education experience at USC was learning about concepts of program design and evaluation. They helped me develop better research skills and I learned the step-by-step process of creating and implementing a public health program.” Aligned with Enciso’s community health interest, her favorite course in this program was ‘Organizing and Mobilizing Communities for Public Health’, due to its focus on community-based activities away from a traditional classroom environment. Another highlight featured a field trip in the ‘Public Health Disaster Management and Response’  course, where students visited the Los Angeles Fire Department and toured the emergency operations center.

Enciso completed her practicum requirement at Children’s Hospital Los Angeles (CHLA). “The highlight of my practicum was interacting with different families at CHLA! I learned how to use RedCap and developed my community engagement skills,” she says.  After graduation, Enciso plans to apply her public health and communication skills to provide more services to underserved communities.

Aaron Lee, MPH

Mph concentration: biostatistics-epidemiology.

“My passion for public health emerged during my time at the non-profit organization, Big Brothers Big Sisters, where I witnessed firsthand the transformative impact of mentorship on young children,” reveals Aaron Lee. “My enduring interest in population-based interventions is rooted in my aspiration to effect positive change within my community. My fascination with epidemiology stems from my curiosity about disease etiology and the varying health outcomes resulting from diverse exposure statuses within socioeconomically disparate communities.” Lee completed his practicum requirement at the Pasadena Department of Public Health. He conducted an outbreak investigation of a locally acquired dengue case. “Having gained valuable insights into epidemiological principles at USC, I honed my skills in identifying potential mosquito breeding sites in front- and backyards of households,” he shares. “Furthermore, I enhanced my proficiency in contact tracing through thorough interviews with residents to ascertain their exposure and travel history.”

Lee served as the President of the Master of Public Health Student Association (MaPHSA) from 2023-2024. After graduation, he plans to pursue a doctoral degree in epidemiology.

Christina Longmire, MPH

“My passion for public health was fueled during my undergraduate studies, where I majored in Global Health,” shares progressive degree student Christina Longmire. “This educational journey broadened my perspective on global challenges and deepened my interest in the field. One particularly enlightening course was ‘Health Behavior Statistical Methods’, where I was captivated by the intersection between public health and statistics, steering me towards a focus on biostatistics and epidemiology. Through this graduate program, I found a special interest in maternal health and nutrition. I am eager to use data-driven approaches to improve the health and well-being of these individuals.”

Longmire completed her practicum experience at the Maternal, Child and Adolescent Center for Infectious Diseases and Virology at the Keck School of Medicine of USC. “One of my most impactful educational experiences was my practicum where I looked at the transmission of COVID-19 from mother to child. This opportunity deepened my interest in maternal health and inspired my passion to pursue research as a future career,” she shares. “I also gained proficiency in a range of advanced laboratory techniques, acquiring invaluable skills along the way that I know I will be able to use in my career. These included nucleic acid sequence extraction, polymerase chain reaction (PCR) and PCR data analysis, nanopore sequencing, and utilizing a Qubit fluorometer, to name a few.”

After graduation, Longmire intends to explore Europe, and after aspires to embark on a career as a research scientist.

Learn more about how the Keck School of Medicine is celebrating the Class of 2024 .

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Commentary | Seventy years after Brown v. Board of…

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Commentary | seventy years after brown v. board of education, is school segregation here to stay | opinion.

Half a decade earlier, Gainesville’s Duval Elementary catapulted from an F to an A on the Florida Comprehensive Assessment Test (FCAT). It maintained its academic excellence through the 2007-08 school year.

As I entered Duval, however, I felt as if I’d traveled back in time to the early 1950s. Although the administration and faculty were diverse, the student population was 99% Black. So much for the widely held notion, I thought, that the U.S. Supreme Court ended school segregation in 1954.

Seventy years ago, in Brown v. Board of Education, the court declared race-based school segregation unconstitutional. By the 1970s, the court’s historic decision integrated much of Florida, including Duval’s district, Alachua, as well as Broward and Palm Beach counties, according to a 2017 UCLA report.

Had I visited Duval in the mid-1990s, according to then-Principal Leanetta McNealy , I would’ve seen just as many white and international students — most of them the children of UF faculty and graduate students — as Black students.

At the time, Duval served as the district’s ESOL (English Speakers of Other Languages) center.

Soon, however, the ground shifted.

“The parents felt the need to have their children closer to the University of Florida,” McNealy says in the documentary, “ Class of Her Own ,” which started streaming in April on Apple TV, Amazon Prime, and other platforms.

The parents prevailed. Duval lost its ESOL center designation — and with it, the vast majority of its white and international students — to an elementary school near the university, J.J. Finely.

In the process, Duval involuntarily joined a statewide and national resegregation trend propelled to a large degree by 1990s court rulings that weakened Brown v. Board of Education’s enforcement.

“In some important cases,” the UCLA report states , “the federal judges actually took the very unusual step of taking the initiative to begin the resegregation process even when the district did not want it.”

One such district was Broward, according to the report.

A reversal of this trend has yet to appear on the horizon. According to a 2022 Government Accountability Office report , “schools remain divided along racial, ethnic, and economic lines throughout the U.S.”

Even now, 70 years to the day since the Supreme Court’s May 17, 1954 decision in Brown, segregation runs rampant in rural, urban and suburban schools. A 2024 New America Education Funding Equity Initiative study homed in on housing segregation as one of its impetuses.

“Segregated neighborhoods produce unfairly funded school districts,” the study says, “unequal schools then serve to perpetuate and worsen neighborhood segregation.” A 2019 EdBuild study calculated the “gap between white and nonwhite school districts” at a dumbfounding $23 billion.

Arguments for desegregating schools make as much sense now as they did 70 years ago. Decades of data illustrate that integration narrows the achievement gaps between white and Black students, improves white and Black children’s academic performance and experience, and makes it possible for them to navigate our swiftly diversifying society and global economy.

Yet some Black leaders have long questioned integration’s perceived absolute value. For instance, in a 1955 opinion piece for the Orlando Sentinel about Brown v. Board of Education, the Harlem Renaissance’s Zora Neale Hurston wrote , “I regard the ruling of the U.S. Supreme Court as insulting rather than honoring my race.”

Others have sought to make lemonade out of segregation’s lemons, so to speak, by supporting community schools such as East Gainesville’s Duval Elementary.

Yet Duval struggled after it lost its star teacher, Gloria Jean Merriex, in 2008. The next year, the school lost its A-status. It closed in 2015 .

The city turned the building into Duval Early Learning Academy.

The academy soon shut down.

Some eastside community members have called to reopen the school. They’ve failed to garner enough support. Recently, a compromise surfaced in the form of a proposal to reestablish Duval as a cultural youth center.

When I first visited Duval in 2008, I felt shocked to discover that school segregation persisted into the 21st century. Today, I wonder how I’d feel if I visited the deserted building and what goes through the minds and hearts of eastside community members when they pass it by.

Boaz Dvir is an award-winning documentary filmmaker, an associate professor of journalism at Penn State in State College, Penn., and director of the university’s Holocaust, Genocide and Human Rights Education Initiative. He previously taught at the University of Florida in Gainesville.

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