Master of Public Health Program (MPH)

Program Overview

Objectives

The overarching goal of the MPH Program is to provide students with a population perspective on health. The Johns Hopkins MPH Program is designed to:

• prepare students to tackle current and emerging global public health problems
• provide students with critical multidisciplinary training to help solve global health problems
• equip students with foundational public health knowledge and competencies

Students are required to complete a core MPH curriculum that comprises approximately 45-50 of the 80 credits required for graduation. Students have flexibility to customize the remaining elective credits of their curriculum to their areas of interest to achieve an appropriate balance between depth and breadth.

MPH Program Matriculation Dates and Locations

June Cohort (Part-time)

Orientation: Online or Onsite in Baltimore, MD. End of May/Early June.

Johns Hopkins Bloomberg School of Public Health
600 N. Wolfe Street
Baltimore, MD 21205

July Cohort (Full-time)

Orientation: Onsite in Baltimore, MD. Beginning of July.

Johns Hopkins Bloomberg School of Public Health
600 N. Wolfe Street
Baltimore, MD 21205

November Cohort (Part-time)

Orientation: Onsite in Barcelona, Spain. Early November.

Universitat Pompeu Fabra
Ciutadella Campus
Merçè Rodoreda Building
Ramon Trias Fargas, 25-27
08005 Barcelona

January Cohort (Part-time)

Orientation: Online early January.

Johns Hopkins Bloomberg School of Public Health
600 N. Wolfe Street
Baltimore, MD 21205

March Cohort (Part-time)

Orientation: Onsite in Kyoto, Japan. Mid-March.

iHope International
Kyoto daiichiseimei-Izumiya Bldg., 5F
Akinonocho 513, Nakagyo-ku
Kyoto 604-0847 Japan

Planning Your Curriculum

MPH students have flexibility in choosing courses and putting together their academic schedule of courses. Students can mix and match online courses, intensive learning Institute courses, on-site courses at our East Baltimore campus, as well as Johns Hopkins courses at other sites. 

Flexibility for Working Professionals

While part-time/online students have four years to complete the degree requirements, students typically earn the degree in two-three years by taking, on average, one-three courses per term. Some students may complete the degree in as little time as one year utilizing full-time student status. Part-time students have incredible flexibility in designing and planning their curriculum with many choices of courses as well as modalities of instruction (online or onsite in 8-week terms or intensive institute courses).

Our part-time/online MPH Program can be taken completely online or also include onsite courses.

• The Online Only option is for students who wish to take all of their courses online and not travel to Baltimore.
• The Online Plus option* (minimum onsite requirement of 4 credits) is for students who wish to take some face-to-face onsite courses. 

*For international students:

• F-1 I-20 applications are possible for taking four or more credits of instruction during the summer or winter institute in Baltimore.
• F-1 I-20 applications require four or more credits of instruction in two consecutive weeks for each visit.
• F-1 I-20s cannot be issued for instruction during an 8-week term. However, a part-time student may transfer to the full-time program to complete their remaining requirements onsite as a full-time student.

Catalogue and Academic Calendar

The definitive course directory is https://www.jhsph.edu/courses and the current year courses in this catalogue should be used for planning. New students should familiarize themselves with the academic calendar for the term dates and registration periods.

Course Load and Time Commitment

Each credit represents, on average, about a three to four-hour time commitment during each week of the eight-week term. A median course load per 8-week term for a part-time student is about 5-6 credits. Therefore, part-time students can expect an average of 15-18 hours' worth of course-related work per week. Full-time students must be registered for 12 or more credits each term to maintain full-time status. Assuming that each credit of a course equals about three to four hours' worth of work per week, full-time students can expect to dedicate approximately 36 hours of work per week to their MPH courses. No student may exceed 22 credits in a single term.

Sequencing Your Curriculum

Required core area courses should be completed early in the program, and the epidemiology core course must be completed during the first year of study. If elective courses have prerequisites, these will be listed in the course description. Some course content, such as biostatistics, is delivered in a specific sequence of courses. Certificates may have specific sequences that participants should follow. The capstone is to be completed at or near the end of the program.

Choosing Electives

Many of MPH program credits will be in elective courses, and even some of the core courses can be chosen from among a variety of options. Here are some places to look for guidance in choosing electives:

• Your faculty adviser
• The course listings for the Summer, Fall and Winter Institutes 
• Searches in the course directory, using key words for search terms that pertain to your areas of interest
• The Informal Focus Areas/Formal Concentrations
• The certificate programs offered by BSPH (please see below)

BSPH Certificate Programs

The School offers certificate programs in specific areas of study. MPH students may pursue a certificate program; however, a student in a concentration area should check with the concentration directors to ensure that there is no substantial overlap between the concentration and certificate requirements. For more information, see the BSPH website here and contact the faculty sponsors of the certificate programs listed on the website.

Formal Concentrations Areas

Concentrations and certificate programs differ in that concentrations are intended specifically for MPH students and incorporate faculty advising and the capstone experience within the concentration. 

• Aging in Public Health
• Child and Adolescent Health
• Epidemiological and Biostatistical Methods for Public Health and Clinical Research
• Food, Nutrition and Health
• Food Systems
• Global Environmental Sustainability and Health
• Health Leadership and Management
• Health Systems and Policy
• Humanitarian Health
• Infectious Diseases
• Social and Behavioral Sciences in Public Health 
   
• Women’s and Reproductive Health

Detailed information about each concentration can be found on the MPH website here and in the student manual for full-time students. Part-time/online students are able to take concentration courses as electives and possibly may participate in the concentration.

On-Campus Work in the Intensive Institutes

Summer Institutes in Baltimore
The Summer Institutes offer short intensive courses in the following areas:

• Health Behavior and Society
• Health Policy & Management
• Environmental Health
• Epidemiology and Biostatistics
• Injury Prevention
• Mental Health
• Tropical Medicine
• American Indian Health
• Health Emergencies in Large Populations

The course schedules for the various Summer Institutes are typically published online in February.

Global Tobacco Control Institute in Baltimore
Two weeks of intensive courses held in Baltimore in October are considered to be part of the 1st Term. Offerings are for students pursuing the Global Tobacco Control Certificate.

Fall Institute in Barcelona, Spain
Fall Institute is comprised of several short courses offered in November and is part of 2nd Term. While the Institute is hosted by the Health Policy & Management Department, the courses offered are from multiple departments and the offerings vary from year to year. Courses are held at Universitat Pompeu Fabra in Barcelona and taught in English. The schedule is typically available in late June.

Winter Institute in Baltimore
A variety of one- and two-week courses are offered in January. Typically, the offerings include courses in Data Analysis, Tropical Medicine, Native American Health, Health Emergencies, Quality Improvement, and Health Communication, among others. The schedule is typically available in September.

Winter Institute in Washington, DC
All-day courses from one to four days long, pertaining to Health Policy, are offered in January. Courses are held at a Johns Hopkins satellite campus in the DuPont Circle area of Washington. The schedule is typically available in September.

SOURCE

https://source.jhu.edu/

SOURCE is the community engagement and service-learning center for the Johns Hopkins University (JHU) Schools of Public Health, Nursing, and Medicine. Its mission is to engage the Johns Hopkins University health professional schools and Baltimore communities in mutually beneficial partnerships that promote health and social justice. There are multiple ways to engage in a practicum experience through SOURCE supported activities. However, not all SOURCE projects meet the practicum requirements. Subscribe to the SOURCE Weekly Service Scoop to learn more about the latest community involvement opportunities in Baltimore City (https://source.jhu.edu/programs-and-events/service-scoop/).

Getting Advice, Mentoring, and Questions Answered

Each MPH student is assigned a faculty adviser. The role of the adviser is to discuss the student's academic program and progress including their choice of courses considering their educational and professional goals. The student's adviser is their first point of contact with the faculty, but students are encouraged to reach out and form relationships with other faculty members as interests evolve. A Faculty Directory is available online.

Once a student is assigned an adviser, they should be proactive in contacting them at least once a term. Since faculty advisers are also busy with research studies, lecturing, and frequent travel, the best way to initiate contact is to send their adviser an email to see if they can schedule a time to meet or talk by phone at a mutually convenient time.

Students should use the MPH program office as a source for advice on the day-to-day details of the program, questions regarding program requirements, school policies or administrative procedures.

For specific questions about academic rules and regulations, especially concerning the grading systems, pass/fail options, and add/drop policies, please consult BSPH Academic Policies.

MPH Executive Board

The Johns Hopkins MPH Program is governed by the MPH Executive Board composed of faculty from all departments of the Johns Hopkins Bloomberg School of Public Health.

Marie Diener-West, PhD
MPH Program Chair
Professor, Biostatistics
mdiener@jhu.edu

Randy Bryant, PhD
MPH Associate Chair
Professor, Biochemistry & Molecular Biology
fbryant1@jhu.edu

David Chin, MD
MPH Associate Chair
Distinguished Scholar, Health Policy & Management
dchin5@jhu.edu

Megan Davis, DVM, PhD, MPH
MPH Associate Chair
Associate Professor, Environmental Health and Engineering
mdavis65@jhu.edu 

David Dowdy, MD
Associate Dean for Education (ex officio)
Associate Professor, Epidemiology
ddowdy1@jhmi.edu

Dylan Jackson, PhD
MPH Associate Chair
Assistant Professor, Population, Family & Reproductive Health
dylan.jackson@jhu.edu

Sukon Kanchanaraksa, PhD
MPH Associate Chair
Director, Center for Teaching & Learning Associate Scientist, Epidemiology
skanchan@jhu.edu

Ryan Kennedy, PhD
MPH Associate Chair
Assistant Professor, Health, Behavior & Society
rdkennedy@jhu.edu

Gary Ketner, PhD
MPH Associate Chair
Professor, Molecular Microbiology & Immunology
gketner1@jhu.edu

Sabriya Linton, PhD
MPH Associate Chair
Assistant Professor, Mental Health
slinton1@jhu.edu

John McGready, PhD
MPH Associate Chair
Associate Scientist, Biostatistics
jmcgrea1@jhu.edu

Noel Mueller, PhD
MPH Associate Chair
Associate Professor, Epidemiology
nmuelle4@jhu.edu

Andrea Ruff, MD
MPH Associate Chair
Associate Professor, International Health
aruff1@jhu.edu

Jon Vernick, JD, MPH
MPH Associate Chair
Professor, Health Policy & Management
jvernic1@jhu.edu

MPH Program Office

Johns Hopkins Bloomberg School of Public Health
615 N. Wolfe Street, Room W1015
Baltimore, MD 21205

410-955-1291 (phone); 888-548-6741 (toll free)
410-955-4749 (fax)
mphprog@jhu.edu
https://publichealth.jhu.edu/academics/mph

Staff

Marie Diener-West, PhD
MPH Program Chair
mdiener@jhu.edu

Paul Whong
Senior Program Manager
pwhong@jhu.edu

Jacob Shaw, M.Ed
Sr. Academic Coordinator, Part-time/Online Students
jshaw46@jhu.edu

Jill Janofsky, M.S.Ed
Academic Coordinator, Full-time Students
jjanofs2@jhu.edu

April Tong, MA
Academic Coordinator, Part-time/Online Students
atong1@jhu.edu

Sharese Essien
Sr. Admissions Coordinator
sessien1@jhu.edu

Hannah Gleason
Program Coordinator
hgleaso1@jhu.edu

Zi Li Strzelecki
Special Projects Coordinator
zstrzel1@jhu.edu

Paulani Mui
Associate Director, Office of Public Health Practice
pmui1@jhmi.edu

Madison Brubaker, MPH
MPH Practicum Coordinator, Office of Public Health Practice
mbrubak6@jhu.edu

Program Requirements

Course location and modality is found on the BSPH website.

Summary of Graduation Requirements

• A minimum of 80 credits are required for graduation. Students must complete the MPH core curriculum as detailed in the next section entitled “MPH Core Curriculum.”
• At least 60 of the 80 credits must be completed in formal coursework that is not special studies, i.e. independent studies.
• At leave five additional general competencies from Concentration Competencies must be completed.
• All courses that are part of the core curriculum must be taken for a letter grade, if the course is offered for a letter grade.
• All students are required to complete an individualized MPH Goals Analysis.
• All students must complete the MPH Practicum requirement, including course PH.300.615 The Tools of Public Health Practice.
• All students must complete PH.260.720 Communications Primer for the Public Health Sciences for the Public Health Sciences or PH.260.710 Communication Practice for Health Science Professionals as well as the MPH capstone (PH.XXX.800).
• Students are required to complete PH.550.860 Academic & Research Ethics at BSPH during their first term of registration in the program.
• All students must maintain minimum academic standards and have satisfactory grades as detailed in the Academic Standards section.

Note: A repeated course may only count once toward the 80-credit requirement. Courses taken for audit do not count towards the 80-credit requirement for graduation.

Special Note on Courses Taken at BSPH While Not Formally Matriculated as an MPH Degree Seeking Student: A limited number of course credits taken at Johns Hopkins prior to matriculation into the MPH Program (e.g., up to 16 as a special student) can be applied toward the 80 total credits, provided the courses were completed not more than 5 years prior to the date of matriculation into the MPH Program.

Academic Standards

Students must meet minimum academic standards to remain in the MPH Program. A student’s failure to meet any of the criteria below is grounds for being placed on academic warning and/or being dismissed from the program.

1. To maintain good academic standing in the MPH program, students must maintain a minimum cumulative grade point average (GPA) of 2.75. Students with a GPA falling below 2.75 will be placed on academic warning and will have one term, or 12 additional credits of coursework, to raise the GPA to 2.75 or above. Students not meeting the 2.75 minimum after one term may be granted additional term(s) on academic warning if academic progress has been shown in the cumulative GPA. Students on academic warning must meet with their faculty adviser and the MPH Academic Coordinator prior to registering for courses. Students with a cumulative GPA of less than 2.75 may not register for more than 18 credits per term. Any repeated courses count towards this 18-credit limit. [Note: Students with less than a 2.75 cumulative GPA are not eligible to enroll in the Biostatistics 620 course series or the Epidemiology 750 course series].
2. A student who earns a “D", "U", or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available).
3. Students must complete the Public Health Policy/Problem Solving core requirement and the Epidemiology core requirement within the first twelve months of matriculation into the MPH program.
4. Students must complete the Goals Analysis plan within the set timeframe during the first two terms of the program.
5. Students must progress toward degree completion in four years or less, as per their Goals Analysis plan. If additional time is required to complete the degree, it is a student's responsibility to contact in writing (email communication is sufficient) their academic network adviser and their MPH Academic Coordinator at least one term prior to the end of the 4-year limit. If no extension has been requested before the four-year limit, a registration hold will be placed on the student's account. No further course registration will be allowed until the extension request is submitted and approved. 
6. Students may not accrue more than 9 credits of “incomplete” coursework at any given time. Students exceeding this limit must immediately contact their faculty adviser and their MPH Academic Coordinator in writing (email communication is sufficient) to discuss their academic situation. Students may not be permitted to register for subsequent terms until the incompletes have been resolved.
7. Students who are inactive (not enrolled in courses) for two terms or more without notifying their MPH Academic Coordinator of their academic plans may be withdrawn from the program. Students who do notify in writing (email communication is sufficient) their MPH Academic Coordinator and faculty adviser of their circumstances may suspend enrollment, assuming that they otherwise have met academic standards.

Academic and Research Ethics at BSPH

Maintaining the highest level of academic and research integrity is an important responsibility of our faculty and students. To help achieve this goal, all students are required to complete the PH.550.860 Academic & Research Ethics at BSPH course. The course examines academic and research ethics at BSPH through a series of online interactive modules:

• Focuses on information about the academic ethics code and responsible conduct of research at the School.
• Explores issues of academic integrity such as proper ethical conduct and referencing, and discusses violations such as plagiarism and cheating, relative to case studies that illustrate situations faced by students and faculty in the academic setting.
• Addresses topics that include responsible conduct of research, authorship, data management, data ownership, guidelines for professional conduct, research fraud or scientific misconduct, federal and institutional guidelines related to research using human and animal subjects and ethical issues involving vulnerable subjects in research.

Students are automatically registered into the Academic and Research Ethics course (PH.550.860) when they matriculate into the MPH program. All BSPH students are required to complete this non-credit course by the end of the period in which they are registered.

The BSPH Policy and Procedure Memorandum for Students for Academic Ethics can be found at https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/PolicyProcedureMemoranda/Students_01_Academic_Ethics_063018.pdf

MPH Core Curriculum

The core curriculum and associated components of the MPH Program includes grounding in foundational public health knowledge in the profession and science of public health and factors related to human health. All MPH graduates will demonstrate public health competencies that are informed by the critical disciplines in public health (including: biostatistics, epidemiology, social and behavioral determinants of health, management sciences, public health problem-solving, computer applications, demography, environmental health, biological sciences, and public health policy) as well as cross-cutting and emerging public health areas.

The core curriculum also provides an opportunity to apply the skills and competencies acquired during the program to practical public health problems through the MPH practicum experience and the MPH capstone course and project.

The following are required of MPH students, but are not formal courses:

• Goals Analysis Plan requirement (please see section “Goals Analysis”)
• MPH Practicum requirement (please see section “Practicum Experience in Population-based Health”)
• MPH Capstone requirement (please see section "MPH Capstone Project")
• Completion of Interprofessional Education Event

In addition to the above courses, students must also complete additional courses to satisfy the MPH foundational knowledge learning objectives and public health foundational competencies. The tables on the following pages list courses that satisfy the foundational knowledge and competency areas and when they are offered.

Course schedules are subject to change; please check the course directory for the most up-to-date course listing information: https://www.jhsph.edu/courses

Listing of MPH Core Curriculum Course Options

Course List

Code	Title	Credits
Assessing Population Needs
Select one of the following:		3-8
PH.221.688	Social and Behavioral Foundations of Primary Health Care
PH.222.642	Assessment of Nutritional Status
PH.224.689	Health Behavior Change At the Individual, Household and Community Levels
PH.318.623	Social Policy for Vulnerable Populations in the U.S.
PH.380.640	Children in Crisis: An Asset-Based Approach to Working With Vulnerable Youth
PH.410.613	Psychosocial Factors in Health and Illness
PH.410.614	A New View: Improving Public Health Through innovative Social and Behavioral Tools and Approaches
PH.410.616	Social and Behavioral Aspects of Public Health
PH.410.620	Program Planning for Health Behavior Change
PH.410.654 & PH.410.655	Health Communication Programs I: Planning and Strategic Design and Health Communication Programs II: Implementation and Evaluation
PH.410.683	Global Perspectives on LGBT Health
Biologic and Genetic Factors
PH.552.608	Biologic, Genetic and Infectious Bases of Human Disease (Required)	0.5
Biology and Public Health
Appropriate for all students. Provides a broad introduction to public health biology:
Select one of the following:		2-6
PH.183.631	Fundamentals of Human Physiology
PH.260.636	Evolution of Infectious Disease
PH.550.630	Public Health Biology
PH.550.631	Biological Basis of Public Health
PH.550.844	Current Issues in Public Health: COVID-19 Pandemic Response
For students possessing considerable breadth of biological competence, subject to concurrence of the advisor:
PH.120.603	Molecular Biology of Pandemic Influenza
PH.120.620	Fundamentals of Reproductive Biology
PH.120.627	Stem Cells and the Biology of Aging and Disease
PH.182.640	Food- and Water- Borne Diseases
PH.187.610	Public Health Toxicology
PH.222.641	Principles of Human Nutrition in Public Health
PH.223.689	Biologic Basis of Vaccine Development
PH.260.606	Major Global Infectious Diseases: Prospects for Control
PH.260.631	Immunology, Infection and Disease
PH.260.635	Biology of Parasitism
PH.260.650	Vector Biology and Vector-Borne Diseases
PH.260.656	Malariology
PH.340.612	Epidemiologic Basis for Tuberculosis Control
PH.340.646	Epidemiology and Public Health Impact of HIV and AIDS
PH.340.654	Epidemiology and Natural History of Human Viral Infections
PH.340.744	Advanced Topics on Control and Prevention of HIV/AIDS
PH.380.761	Sexually Transmitted Infections in Public Health Practice
Capstone Project
PH.260.710	Communication Practice for Health Science Professionals	3
PH.260.720	Communications Primer for the Public Health Sciences (Required)	1
PH.xxx.800	MPH Capstone (Required: course number is affiliated with Capstone Advisor’s department)	2
Communication Strategies
Select one of the following:		3-8
PH.222.654	Food, Culture, and Nutrition
PH.224.692	Methods in Formative Research and Human Centered Design for Intervention Development
PH.300.860	Special Studies/Research: The Media and the Message: What Public Health Needs to Know about the News
PH.301.645	Health Advocacy
PH.308.604	Effective Writing for Public Health Change
PH.308.701	Media Interviews and Applied Public Health Communications
PH.380.620	A Coalition-based SMART Approach to Public Health Advocacy
PH.317.610	Risk Policy, Management and Communication
PH.410.650	Introduction to Persuasive Communications: Theories and Practice
PH.410.651	Health Literacy: Challenges and Strategies for Effective Communication
PH.410.654 & PH.410.655	Health Communication Programs I: Planning and Strategic Design and Health Communication Programs II: Implementation and Evaluation
Environmental Health
PH.180.601	Environmental Health (Required)	5
Foundational Public Health Knowledge
PH.552.601	Foundational Principles of Public Health	0.5
PH.552.609	Psychological and Behavioral Factors That Affect A Population's Health (Required)	0.5
PH.552.610	The Social Determinants of Health (Required)	0.5
PH.552.611	Globalization and Population Health (Required)	0.5
Health Equity
Select one of the following:		3-4
PH.188.694	Health of Vulnerable Worker Populations
PH.305.684	Health Impact Assessment
PH.318.623	Social Policy for Vulnerable Populations in the U.S.
PH.330.661	Social, Psychological, and Developmental Processes in the Etiology of Mental Disorders
PH.380.604	Life Course Perspectives on Health
PH.410.600	Fundamentals of Health, Behavior and Society
Interprofessional Education
PH.552.625 & PH.550.602	Building Collaborations Across Sectors to Improve Population Health and Interprofessional Education Activity (Required)	0.5
Introduction to MPH Studies
PH.550.867	Introduction to MPH Studies (Required)	0
Leadership, Governance, and Management
Select one of the following:		2-4
PH.221.608	Managing Non-Governmental Organizations in the Health Sector
PH.312.600	Managing Health Services Organizations
PH.312.601	Fundamentals of Management for Health Care Organizations
PH.312.655	Organizational Behavior and Management
PH.312.700	Leading Organizations
PH.312.703	Learning Organizations & Knowledge Management
PH.410.622	Strategic Leadership Principles and Tools for Health System Transformation in Developing Countries
PH.380.880 & PH.380.881 & PH.380.882 & PH.380.883	Lessons in Leadership: Applications for Population, Family and Reproductive Health I and Lessons in Leadership: Applications for Population, Family and Reproductive Health II and Lessons in Leadership: Applications for Population, Family and Reproductive Health III and Lessons in Leadership: Applications for Population, Family and Reproductive Health
Negotiation and Mediation
PH.552.623	Principles of Negotiation and Mediation for Public Health Professionals (Required)	0.5
PH.552.624	Applications of Negotiation and Mediation for Public Health Professionals (Required)	0.5
Population Dynamics
PH.380.755	Population Dynamics and Public Health (Required)	2
Public Health Policy/Problem Solving
Must be completed during the 1st year of the MPH Program
Select one of the following:		4
PH.300.610	Public Health Policy
PH.550.608	Problem Solving in Public Health
Public Health Practice
Select one of the following:		1-3
PH.300.603	The Tools of Public Health Practice and Decision Making
PH.300.615	The Tools of Public Health Practice
Qualitative Methods
Select one of the following:		0.5-3
PH.224.690	Qualitative Research Theory and Methods
PH.550.604	Qualitative Reasoning in Public Health
PH.552.603	The Role of Qualitative Methods and Science in Describing and Assessing a Population's Health
Quantitative Methods
Must complete requirements for both Biostatistics and Epidemiology
Biostatistics
No switching permitted between Biostatistics sequences.
Select one complete sequence from the following:		6-16
PH.140.611 & PH.140.612	Statistical Reasoning in Public Health I and Statistical Reasoning in Public Health II 1,2
PH.140.621 & PH.140.622 & PH.140.623	Statistical Methods in Public Health I and Statistical Methods in Public Health II and Statistical Methods in Public Health III 3
PH.140.651 & PH.140.652 & PH.140.653 & PH.140.654	Methods in Biostatistics I and Methods in Biostatistics II and Methods in Biostatistics III and Methods in Biostatistics IV 4
Epidemiology
Must be completed during the 1st year of the MPH program
Select one of the following:		5
PH.340.601	Principles of Epidemiology
PH.340.721	Epidemiologic Inference in Public Health I
Resource Management and Budgeting
Select one of the following:		1-3
PH.221.602	Applications in Managing Health Organizations in Low and Middle income Countries
PH.312.603	Fundamentals of Budgeting and Financial Management
PH.318.625	Management of Nonprofit Organizations
PH.552.621	Basic Resources Management for Public Health
PH.552.622	Creating, Implementing and Monitoring Budgets for Projects and Programs
Systems Thinking
Select one of the following:		0.5-3
PH.221.654	Systems Thinking in Public Health: Applications of Key Methods and Approaches
PH.552.626	Systems Thinking: Concepts and Methods

Modifications of Core Course Requirements

In some exceptional circumstances, students may be granted a modification of some core requirements if they can demonstrate and document that they have previously acquired the associated core competencies. Even if a modification is granted of a core course, 80 credits are still required for graduation. Modifications or exceptions can only be granted in the following core areas:

• Biostatistics: Requires taking an examination. Please contact Dr. Marie Diener-West, mdiener@jhu.edu.
• Epidemiology: Requires taking an examination. Please contact Ms. Allyn Arnold, aarnold2@jhu.edu. 
• Biology and Public Health: Core course exceptions can be requested by contacting Dr. Gary Ketner, gketner1@jhu.edu. Be prepared to submit the title of the course, name of instructor, textbook used, a summary of course syllabi, and grade received.

All other core requirements must be completed with the approved course options only.

Additional General Competencies

MPH Customized Program of Study and Optional MPH Concentrations 

Typically, 40-45 credits of an MPH student’s curriculum are based on courses from the required core curriculum. The remainder of the total of 80 credits required for graduation can be accomplished either through a customized program or through one of twelve multidisciplinary concentration areas.

MPH Customized Program

The MPH customized program is for students who desire an understanding of a broad spectrum of public health problems. It is designed for students who want versatility in designing their MPH course electives and may have academic objectives that do not fit precisely into the concentration areas. Students who customize their program of study complete the core MPH requirements and then choose elective courses for the remaining credits (approximately 35-40) in consultation with their faculty academic advisers.

MPH Concentration Areas

There are 12 multidisciplinary concentration areas. The concentration areas are designed for students wishing to have a guided curriculum in an area and the opportunity to interact with other students and faculty who share similar academic interests. Students who elect a concentration must complete several required course credits (approximately 20 credits) as specified by the concentration area over and above the MPH core course requirements.

The pie charts below illustrate the approximate distribution of academic credits associated with a customized plan or an optional concentration. The exact number of credits varies depending on the courses chosen to satisfy core requirements and the specific requirements of the concentration.

                                                            

The specific number of additional credits required by each concentration is variable. However, as a rough guide, of the 80 credits needed for graduation, approximately half are core MPH requirements that all students must complete, approximately one quarter are course credits required by the concentration area and approximately one quarter of the credits are course electives.

Choosing to Customize or Electing a Concentration

The decision to customize one’s program or elect a concentration area depends on the individual student. Specific questions concerning each concentration should be directed to the concentration faculty directors. 

Answers to some frequently asked questions are:

• Students may elect only one MPH area concentration area.
• Students may qualify for a concentration and a certificate unless noted otherwise by the concentration directors.
• Students may switch into a new concentration only if they have met the 1st term requirements for that concentration and they must notify the MPH Academic Coordinator (Janet Carn at jcarn1@jhu.edu for full-time; Katie Cruit at kcruit@jhu.edu or Jacob Shaw at jshaw46@jhu.edu for part-time) and the Concentration Directors.
• Students are always free to change from a concentration to a customized course of study at any time during the academic year. When changing from a concentration to a customized course of study, students must notify the MPH Academic Coordinator (Janet Carn at jcarn1@jhu.edu for full-time; Katie Cruit at kcruit@jhu.edu or Jacob Shaw at jshaw46@jhu.edu for part-time) and the Concentration Directors.
• Students with an interest in international health will have ample opportunity to apply their knowledge to global health and developing country issues either as a customized student or as a student electing any of these concentration areas.
• Students completing a concentration will have a notation placed on their academic transcript.

Academic Advising

Advising assignments are made after a student makes the decision to customize their program or elect a concentration. Students who elect to customize their program of study will be assigned an appropriate faculty academic adviser by the MPH Program Faculty after carefully considering the students’ interests and goals. Similarly, upon election of a concentration, a student will be assigned a faculty academic adviser from the concentration area.

Capstone Project

All students complete an MPH capstone project under the direction of a faculty capstone adviser. The MPH capstone experience in a concentration area may be more structured and focused on topics related to the concentration.

Goals Analysis

The purpose of the MPH Individualized Goals Analysis requirement is to:

• Describe the goals and competencies which you aim to achieve during your program.
• Plan your MPH education early in your program with the support and guidance of your academic network adviser.
• Serve as a springboard for discussion of career opportunities as the program progresses.
• The Goals Analysis should be updated as you make changes in focus and direction throughout the MPH program.

The required Goals Analysis will be completed as part of the Introduction to MPH Studies course and consists of two parts:

• Part 1 – Self-Assessment: Complete a self-assessment by:

1. Rating your current skill levels for the Schoolwide and MPH core competencies. Identify the core competencies that you wish to focus on and those that are particularly relevant to your professional future.
2. In your reflection, briefly explain what knowledge, skills, and experiences you bring to the program. Identify your goals for the MPH by explaining what you hope to gain in terms of knowledge, skills, professional and personal contacts, and any additional experiences. This information should be reviewed with your academic network adviser.

• Part 2 – Curriculum Planning: Students should work with their academic network adviser to complete their curriculum plan and submit the online Core Curriculum Confirmation Form to the MPH Program office.

1. Develop a term-by-term tentative course plan for your entire MPH program, including the five general competencies and corresponding courses that you will be completing. Your course plan should include the required courses, electives, and special studies you intend to take and when you plan to complete these courses. 
2. Once your term-by-term plan has been created, complete the Core Curriculum Confirmation Form, indicating your core course selections and your 5 general competency selections. In the reflection section of the form, list any potential plans for a practicum experience and the specific skills you hope to develop through the practicum. Also, briefly describe one or more capstone topics of interest and possible capstone faculty mentors.
3. Once you have submitted the Core Curriculum Confirmation Form, then add your Biostatistics sequence selection and your general competency selection to your Degree Audit.  This is required for degree completion and graduation.  If during your MPH program, your biostatistics sequence or general competency selections change (including joining or leaving a concentration), you must update your Degree Audit to reflect these changes.  All courses that are linked to your 5 general competencies must be completed for degree and graduation eligibility. 

The Goals Analysis is intended to be a living document, one which you and your adviser review and update as you make changes in focus and direction throughout the MPH program.

Practicum Experience in Population-based Health

About the Practicum

The intent of the MPH practicum requirement is to engage students in activities aligned with their career goals, as well as activities that demonstrate application of public health concepts and critical thinking relevant to the student’s area of specialization. Students will seek out activities that further develop their skill set and add new tools to their professional toolkit. Upon completion of the program, the student will be able to provide evidence of application of these skills to potential employers.

Organizations or agencies that can serve as practicum sites may include local and state public health agencies, community-based organizations, international non-governmental agencies and organizations, data coordinating centers for clinical trials, and BSPH Centers. The Practicum Experience must have some engagement in the larger public health practice implications of the work. This could be completed in a variety of ways, as appropriate to the individual projects. Some examples include, but are not limited to, collaboration with others (e.g., end users, data collectors, etc.) to provide/prepare for data analysis and interpretation, partnerships with other public health organizations (e.g., state health department, community organizations) related to study design or implementation; and obtaining input on the work from stakeholders (population impacted by project, other professionals/researchers completing similar work).

Activities completed prior to matriculation to the MPH program do not count towards the MPH practicum requirement.

Helpful Links

PH - Helpful Weblinks

Address	Description
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training	Practicum Website
https://my.jhsph.edu/Resources/SearchTools/pos/Pages/home.aspx	Practicum Opportunity Site
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training/the-mph-practicum	Practicum Examples

General Criteria for MPH Practicum

The following criteria reflect the minimum practicum requirements. Approval from the MPH Practicum Team is required prior to the student initiating each practicum experience. A practicum experience:

1. Applies public health skills and competencies. Students identify the public health skills and competencies relevant to their area of interest that are most beneficial to their career advancement. Students apply these skills and competencies in concert with knowledge gained from their coursework.
2. Is framed and carried out within a public health practice context with an established organization or agency. The practicum is a population-level focused project conducted in a practice context. Students may engage in activities at an individual level, but the primary purpose of the experience is to gain population-level practical experience at an established organization or agency. Students can not solely complete screenings, administer surveys, perform calculations, etc., but must be engaged in the larger public health practice context of the activities, as well as become familiar with the organization’s overall purpose and decision-making process. A literature review or data analysis project alone will not meet the practicum requirement. The student must obtain input from the partnering organization and/or from the stakeholders (e.g., population impacted by project, other professionals/researchers completing similar work). There must be a clear link to how the practicum project makes an impact on the targeted population. Students should also develop a deeper understanding of the organization’s mission, hierarchy and practices, as well as the challenges faced (funding, politics, efficiency, etc.) in achieving desired goals.
3. Is supervised by a qualified preceptor. The practicum preceptor must be qualified to evaluate the student’s professional competence and supervise the student throughout the project. The preceptor is directly engaged in the population-level focused practicum activities. Preceptors can be from an organization outside of Johns Hopkins (e.g. community-based organization, health department, private corporation, etc.), or a BSPH faculty member if the faculty member is directly engaged with or is the lead on a project that meets the practicum criteria. The preceptor works with the student to develop project learning objectives and deliverables, and guides and monitors the student's progress and achievement. The student’s faculty academic adviser will be kept informed of the student’s practicum activities and progress and may provide additional assistance if warranted.
4. Is a significant experience (minimum of 100 hours). The practicum requirement is administered and tracked by the School’s MPH Practicum Team. Students must have their proposed practicum project(s) approved prior to initiating their experience. The practicum requirement can be met in a variety of ways including a single experience or a combination of experiences. Students may work independently or in a team. Activities must be completed during the MPH year to be able to count towards the MPH practicum requirement.
5. An evaluated experience. Preceptors will evaluate on the achievement of defined learning objectives and deliverables by the preceptors. Additionally, students will reflect on and evaluate their overall practicum experiences, particularly as they relate to their career goals. A minimum grade of “C” must be earned in courses with a practicum component that are taken towards fulfilling the requirement. Students who register for practicum special studies credits are required to earn a "pass" for the experience to count towards the practicum requirement.

Competency-based Learning Objectives for MPH Practicum

Students will need to identify distinct learning objectives for the practicum that address learning and application in at least five competencies competencies from this list.

Steps to Completing the MPH Practicum

A detailed outline of all steps that students must follow to complete the MPH Practicum, including registration instructions, can be found on the MPH Practicum website as well as in the MPH program manual.  All Students must receive approval from the MPH Practicum Team prior to initiating each practicum experience.

Ways to Complete the Practicum Requirement
To meet the practicum requirement, the total practicum hours must be at least 100 hours; one may combine multiple experiences of less than 100 hours, to meet the total.
Completion of the PH.300.615 or PH.300.603 TOOLS OF PUBLIC HEALTH PRACTICE course (required for all MPH students) with a grade of C or higher will earn students 10 practicum hours.

BSPH APPROVED COURSES WITH A PRACTICUM COMPONENT

Some courses have a real-world practice component, connecting students to outside organizations/agencies. In some cases, the course is centered on a fully developed practice experience that fulfills the practicum requirement for all students who complete the course (i.e. Baltimore Community Practicum, PHASE Internship, and the Health Policy Institute). Other courses may have limited availability or may not fully meet the 100-hour minimum requirement.

For courses that do not fulfill the entire 100-hour practicum requirement, students must combine experiences to complete the practicum requirement in full. Students are expected to complete courses in their entirety with a final letter grade of “C” or better to count towards the practicum requirement.

Please use the following link to view the most current listing of approved practicum courses: https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training/the-mph-practicum

CUSTOMIZED PRACTICUM EXPERIENCES

Students may complete customized practicum experiences coordinated by a BSPH faculty member or in partnership with an outside BSPH preceptor.

Projects with a BSPH faculty member:  Projects are developed and coordinated by the BSPH faculty member who may or may not serve as the Preceptor (e.g. in conjunction with a course, research study, grant, etc.).  Some potential practicum projects with faculty may be established projects and are listed on the Practicum Opportunity Site. Students can also arrange other experiences with a faculty member.

Projects with an outside non-BSPH preceptor: Projects can be developed in other settings through their own connections, networks, prior work experience, etc. According to the CEPH accreditation document, “Applied practice experiences may involve governmental, non-governmental, non-profit, industrial and for-profit settings or appropriate university-affiliated settings. To be appropriate for applied practice experience activities, university-affiliated settings must be primarily focused on community engagement, typically with external partners. University health promotion or wellness centers may also be appropriate.”¹

Examples of customized projects include but are not limited to:

• programmatic cost effectiveness analysis;
• policy analysis and recommendations development with a local health department;
• budget impact analysis of the financial consequences of adoption of a new vaccine,
• qualitative and quantitative data analysis of poor health outcomes for a specific population;
• health curriculum planning and development of health education materials.

¹

https://ceph.org/assets/2016.Criteria.pdf

Finding Practicum Opportunities

Students may utilize the resources below to identify practicum experiences.

Practicum Opportunity Site – Office of Public Health Practice and Training 

https://my.jhsph.edu/Resources/SearchTools/pos/Pages/home.aspx

The Practicum Opportunity Site (POS) lists various potential practicum opportunities (including projects with outside organizations, with BSPH faculty, and practicum courses) that have been identified and vetted by the School’s Practicum Team.

SOURCE
https://source.jhu.edu/
SOURCE is the community engagement and service-learning center for the Johns Hopkins University (JHU) Schools of Public Health, Nursing, and Medicine. Its mission is to engage the JHU health professional schools and Baltimore communities in mutually beneficial partnerships that promote health and social justice. There are multiple ways to engage in a practicum experience through SOURCE supported activities, including the SOURCE Service Scholars program, Baltimore Action Projects, Connection Community Consultants, and working directly with a SOURCE partner organization on a project. NOTE: Not all SOURCE projects meet the practicum requirements. Subscribe to the SOURCE Weekly Service Scoop to learn more about the latest community involvement opportunities in Baltimore City (http://source.jhu.edu/programs-and-events/service-scoop/).

Office of Public Health Practice and Training
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training
The Office of Public Health Practice and Training (Practice Office) is a schoolwide office dedicated to promoting excellence in public health practice at the Johns Hopkins Bloomberg School of Public Health. It works in partnership with students, staff, faculty, academic departments, centers, programs, community partners and alumni. The Practice Office also coordinates the MPH practicum. Any questions pertaining to the MPH practicum should be directed to the MPH Practicum Coordinator in the Practice Office. The MPH Practicum Coordinator can provide feedback/guidance on project ideas and also holds regular office hours throughout the year, during which students can drop by for advice.

Certificate Programs
https://publichealth.jhu.edu/academics/academic-program-finder/certificate-programs
There are a few certificate programs that include their own practicum requirement in the curriculum (e.g. Community-based Public Health, and Quality, Patient Safety, and Outcomes Research). The certificate practicum may fulfill the MPH practicum requirement, upon approval from the practicum team. Please note: Some certificates may have separate practicum paperwork that will need to be completed in addition what you must submit for the MPH practicum.

Key Contact for Practicum
Paulani Mui, MPH Practicum Coordinator
Ph: (410) 502-8952 | Email: practice@jhu.edu

MPH Capstone Project

Overview

The MPH Capstone project is a requirement for graduation for students in the Master's of Public Health Program and is to be completed at the end of or within the final two terms of the program. The MPH Capstone is an opportunity for students to work on public health projects that are of interest to them. The goal is for students to synthesize, integrate and apply the skills and competencies they have acquired throughout the entire MPH program. Completion of the MPH capstone project requires completion of the course, PH.260.720 Communications Primer for the Public Health Sciences, and both a written and oral component to your project.

The project is done under the direction of a faculty member, the MPH capstone adviser. The capstone adviser will often be the student's adviser but does not have to be. Students can identify another faculty member to supervise the capstone, if more appropriate. The capstone adviser must have a primary or joint appointment in the School of Public Health. Department affiliation for any faculty member in the School can be determined by going to the Faculty Directory. If you are uncertain as to your capstone adviser’s departmental affiliation, check with your adviser or the MPH Program office.

After identifying a capstone adviser and capstone topic, students are expected to communicate regularly with their capstone adviser about their progress. The iterative process between a student and capstone adviser is an important component in the development and completion of the written project. Please see the capstone completion timeline for specific deadlines.

Requirements

1. PH.260.720 Communications Primer for the Public Health Sciences
   Students must complete the course, PH.260.720 Communications Primer for the Public Health Sciences as part of the MPH Capstone requirement. Students can complete this course at any time during their MPH program, but it must be completed no later than the term prior to their capstone presentation. For example, if you plan to present your capstone project in December (Term 2), you must complete PH.260.720 Communications Primer for the Public Health Sciences no later than Term 1, prior to your capstone presentation.
   Please note: As part of this course, you will be required to present in a LiveTalk session. It will be your responsibility to choose the date and time of your presentation and participate as scheduled.
   This course also requires that your computer have a camera and microphone.
2. MPH Capstone – Course Number and Registration
   Students are required to register for the 2-credit MPH Capstone in the term that the project will be completed – this includes both the written and oral components. For most students this will be 4th term. More information can be found in the “Registering for MPH Capstone” section.
3. MPH Capstone - Paper
   To satisfy the written component, a student must write a paper. The paper must include:
   • An executive summary or structured abstract (limited to 300 words) and references
   • A summary of how the capstone project addresses the areas that you wanted to strengthen, as identified in your MPH Goals Analysis
   • While there are no formal guidelines on the length of the paper, it is expected that the paper will be approximately 20 pages (ranging between 15-25 double-spaced pages) not including references, tables and figures.
     Students who have been approved to pursue an optional MPH concentration should follow any additional specific concentration area requirements for the MPH capstone for that concentration.
4. MPH Capstone - Oral Presentation
   Students are required to give a 15-minute oral presentation (10-minute presentation/5-minute discussion) summarizing their capstone project. Students participating in MPH concentrations sometimes present in an alternate venue that is designated by the concentration directors. Students may, with approval of their faculty capstone advisers, be permitted to present at an alternate venue such as a scientific meeting or academic conference.

Possible Forms That the Capstone Project May Take

The capstone project can take many forms including one of the designs below, an expansion of a course, or an internship or practicum opportunity. The overarching principle used to determine if a capstone project is suitable is whether it provides students the opportunity to apply the skills and competencies acquired in the MPH program to a problem likely to be encountered in public health practice. The topic and format of the capstone project is flexible and is developed through discussions between the student and capstone adviser. Some examples of formats or designs for the capstone project include:

Literature Review
The capstone project would be an analysis of an important public health problem through a survey of current literature on the topic. The project would include sections that clearly describe and assess the problem and its magnitude, evaluate its causes and determinants, and discuss prevention and intervention strategies.

Program Plan
The capstone project would involve the development of a plan to implement a public health program. It would address critical issues such as management, fiscal, ethical and logistical issues.

Program Evaluation
The capstone project would involve the evaluation/monitoring of an existing public health program, such as process evaluation, monitoring of outputs and outcomes, impact assessment, and/or cost analysis.

Policy Analysis
The capstone project would involve analysis of the public health implications of a current or proposed policy. The project could include perspectives on economics and financing, need and demand, politics/ethics/law, or quality/effectiveness.

Research Proposal
The capstone project would simulate a grant proposal or research plan. The project would include a clear statement of the research question, the specific aims of the proposal, review of literature, study design, methods of analysis, implications and significance of the work. The research question would be one that is encountered in professional work such as the evaluation of a public health intervention.

Research Report
The capstone project could involve the collection, analysis, and/or interpretation of data to address a public health problem. The project could include sections on the research question, study design, data collection procedures, data analysis, interpretation, and significance of findings.

Secondary data analysis
Typically, the capstone research report is in the form of a secondary data analysis, using an existing data set. Please note that the appropriate IRB approval may need to be obtained for any project that uses data gathered from human subjects. Even in cases where the data is de-identified, a determination should be sought from the IRB office (see IRB section for further information).

Primary data analysis
Work for the MPH capstone can also involve the collection of data. Data collection for a capstone is usually in the context of an ongoing study. It is typically not feasible to initiate a new study involving primary data collection and requires special approval in the rare cases where feasible.

Using a course project as an MPH capstone project
Some courses in the School of Public Health require projects that could serve as a basis for an MPH capstone project. Students may use their work from any project-oriented course as a starting basis for their capstone but must build and expand on it for the final capstone project. Building on a project from a course may be helpful to some students because it provides additional structure and support. If a project from a course is used as a starting point for the capstone, the previous work must be placed in the list of references and the adviser will need a copy of the student's original paper. There are numerous courses in the School that are project oriented which could serve as a starting point for the capstone.

Capstone Project Timeline

Timeline for online presentations, August session

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 4th Term
Submit online Capstone Information Form	By early May
Submit final outline to capstone advisor	By late May
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By 3rd week of June
Submit final draft of project to capstone advisor	By 3rd week of July
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	August (see website for current year's date)

Timeline for online presentations, December sessions

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 1st Term
Submit online Capstone Information Form	By early August
Submit final outline to capstone advisor	By 3rd week of September
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By 3rd week of October
Submit final draft of project to capstone advisor	By mid-November
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	December (see website for current year's date)

Timeline for online presentations, May sessions

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 3rd Term
Submit online Capstone Information Form	By early December
Submit final outline to capstone advisor	By early February
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By mid-March
Submit final draft of project to capstone advisor	By mid-April
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	May (see website for current year's date)

Timeline for in-person presentation at May Capstone Symposium

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 3rd Term
Submit online Capstone Information Form	By early December
Submit final outline to capstone advisor	By early February
Register for capstone course for Summer Term	By mid-March
Submit first draft of project to capstone advisor	By late March
Submit final draft of project to capstone advisor	By 3rd week of April
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	May (see website for current year's date)

Timeline for presentation at alternate venue

Students presenting at an alternate venue must adhere to the schedules above, as per the time of year in which the project is completed. Deadlines for completion of the oral presentation are August online, December online, or the May symposium date, depending on the period in which the student is graduating.

Capstone Honors and Awards

The MPH Capstone Awards Committee bestows special honors to the best overall capstone projects. Nominations are accepted from capstone advisers. The winners will be selected by the awards committee based on the written project. Each capstone award winner receives a plaque for excellence. The student with the single overall best capstone project will also receive a $500 award.

Program Requirements

Course location and modality is found on the BSPH website.

Summary of Graduation Requirements

• A minimum of 80 credits are required for graduation. Students must complete the MPH core curriculum as detailed in the next section entitled “MPH Core Curriculum.”
• At least 60 of the 80 credits must be completed in formal coursework that is not special studies, i.e. independent studies.
• At leave five additional general competencies from the Focus Area/Concentration Competencies must be completed.
• All courses that are part of the core curriculum must be taken for a letter grade if the course is offered for a letter grade.
• All students are required to complete an individualized MPH Goals Analysis within the CoursePlus Portfolio.
• All students must complete the MPH Practicum requirement, including course PH.300.615 The Tools of Public Health Practice.
• All students must complete PH.260.720 Communications Primer for the Public Health Sciences or PH.260.710 Communication Practice for Health Science Professionals, as well as the MPH capstone (PH.XXX.800).
• Students are required to complete PH.550.860 Academic & Research Ethics at BSPH during their first term of registration in the program.
• All students must maintain minimum academic standards and have satisfactory grades as detailed in the Academic Standards section.

Note: A repeated course may only count once toward the 80-credit requirement. Classes taken for audit do not count towards the 80-credit requirement for graduation.

Special Note on Courses Taken at BSPH While Not Formally Matriculated as an MPH Degree Seeking Student: A limited number of course credits taken at Johns Hopkins prior to matriculation into the MPH Program (e.g., up to 16 credits completed as a special student/non-degree student) can be applied toward the 80 total credits, provided the courses were completed not more than 5 years prior to the date of matriculation into the MPH Program.

Academic Standards

Students must meet minimum academic standards to remain in the MPH Program. A student’s failure to meet any of the criteria below is grounds for being placed on academic warning and/or being dismissed from the program.

1. To maintain good academic standing in the MPH program, students must maintain a minimum cumulative grade point average (GPA) of 2.75. Students with a GPA falling below 2.75 will be placed on academic warning and will have one term, or 12 additional credits of coursework, to raise the GPA to 2.75 or above. Students not meeting the 2.75 minimum after one term may be granted additional term(s) on academic warning if academic progress has been shown in the cumulative GPA. Students on academic warning must meet with their faculty advisor and the MPH Academic Coordinator prior to registering for courses. Students with a cumulative GPA of less than 2.75 may not register for more than 18 credits per term. Any repeated courses count towards this 18-credit limit. (Note: Students with less than a 2.75 cumulative GPA are not eligible to enroll in the Biostatistics 620 course series or the Epidemiology 750 course series.)
2. A student who earns a “D", "U", or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available).
3. Students must complete the Public Health Policy/Problem Solving core requirement and the Epidemiology core requirement within the first twelve months of matriculation into the MPH program.
4. Students must complete the Goals Analysis plan within the set timeframe during the first two terms of the program.
5. Students must progress toward degree completion in four years or less, as per their Goals Analysis plan. If additional time is required to complete the degree, it is a student's responsibility to contact in writing (email communication is sufficient) their academic network advisor and their MPH Academic Coordinator at least one term prior to the end of the 4-year limit. If no extension has been requested before the four-year limit, a registration hold will be placed on the student's account. No further course registration will be allowed until the extension request is submitted and approved.
6. Students may not accrue more than 9 credits of “incomplete” coursework at any given time. Students exceeding this limit must immediately contact their faculty advisor and their MPH Academic Coordinator in writing (email communication is sufficient) to discuss their academic situation. Students may not be permitted to register for subsequent terms until the incompletes have been resolved.
7. Students who are inactive (not enrolled in courses) for two terms or more without notifying their MPH Academic Coordinator of their academic plans may be withdrawn from the program. Students who do notify in writing (email communication is sufficient) their MPH Academic Coordinator and faculty advisor of their circumstances may suspend enrollment, assuming that they otherwise have met academic standards.

Academic and Research Ethics at BSPH

Maintaining the highest level of academic and research integrity is an important responsibility of our faculty and students. To help achieve this goal, all students are required to complete the PH.550.860 Academic & Research Ethics at BSPH course. The course examines academic and research ethics at BSPH through a series of online interactive modules:

• Focuses on information about the academic ethics code and responsible conduct of research at the School.
• Explores issues of academic integrity such as proper ethical conduct and referencing, and discusses violations such as plagiarism and cheating, relative to case studies that illustrate situations faced by students and faculty in the academic setting.
• Addresses topics that include responsible conduct of research, authorship, data management, data ownership, guidelines for professional conduct, research fraud or scientific misconduct, federal and institutional guidelines related to research using human and animal subjects and ethical issues involving vulnerable subjects in research.

Students are automatically registered into the Academic and Research Ethics course (PH.550.860) when they matriculate into the MPH program. All BSPH students are required to complete this non-credit course by the end of the period in which they are registered.

The BSPH Policy and Procedure Memorandum for Students for Academic Ethics can be found at https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/PolicyProcedureMemoranda/Students_01_Academic_Ethics_063018.pdf

thE WELCH SCHOLARSHIP

All new online/part-time MPH students will be awarded the Welch Scholarship. This award is in honor of the Bloomberg School’s 100th anniversary and our founding dean William Henry Welch. The Welch Scholarship is designated for tuition costs and is disbursed incrementally for each credit (up to 80 credits). This funding can be used for online, in-person or institute courses.
Please note that the Welch Scholarship is not part of Federal Financial Aid and does not have the same eligibility guidelines. The Welch Scholarship will be automatically applied up to 12 credits.

If a part-time/online MPH program student takes more than 12 credits in any Term or Institute, they will pay the full-time tuition rate for those additional credits.

MPH Core Curriculum

The core curriculum and associated components of the MPH Program includes grounding in foundational public health knowledge in the profession and science of public health and factors related to human health. All MPH graduates will demonstrate public health competencies that are informed by the critical disciplines in public health (including: biostatistics, epidemiology, social and behavioral determinants of health, management sciences, public health problem-solving, computer applications, demography, environmental health, biological sciences, and public health policy) as well as cross-cutting and emerging public health areas.

The core curriculum also provides an opportunity to apply the skills and competencies acquired during the program to practical public health problems through the MPH practicum experience and the MPH capstone course and project.

The following are required of MPH students, but are not formal courses:

• History of Public Health module (Pre-Orientation activity)
   
• Goals Analysis Plan requirement (please see section “Goals Analysis and Portfolio”)
• MPH Practicum requirement (please section “Practicum Experience in Population-based Health”)
• Completion of Interprofessional Education Event as part of course PH.552.625 Building Collaborations Across Sectors to Improve Population Health

In addition to the above courses, students must also complete additional courses to satisfy the MPH foundational knowledge learning objectives and public health foundational competencies. The tables on the following pages list courses that satisfy the foundational knowledge and competency areas and when they are offered.

Course schedules are subject to change; please check the course database for the most up-to-date course listing information: https://www.jhsph.edu/courses

Listing of MPH Core Curriculum Course Options

Course List

Code	Title	Credits
Assessing Population Needs
Select one of the following:		3-8
PH.221.688	Social and Behavioral Foundations of Primary Health Care
PH.222.642	Assessment of Nutritional Status
PH.224.689	Health Behavior Change At the Individual, Household and Community Levels
PH.318.623	Social Policy for Vulnerable Populations in the U.S.
PH.380.640	Children in Crisis: An Asset-Based Approach to Working With Vulnerable Youth
PH.410.613	Psychosocial Factors in Health and Illness
PH.410.614	A New View: Improving Public Health Through innovative Social and Behavioral Tools and Approaches
PH.410.616	Social and Behavioral Aspects of Public Health
PH.410.620	Program Planning for Health Behavior Change
PH.410.654 & PH.410.655	Health Communication Programs I: Planning and Strategic Design and Health Communication Programs II: Implementation and Evaluation
PH.410.683	Global Perspectives on LGBT Health
Biologic and Genetic Factors
PH.552.608	Biologic, Genetic and Infectious Bases of Human Disease (Required)	0.5
Biology and Public Health
Appropriate for all students. Provides a broad introduction to public health biology:
Select one of the following:		2-6
PH.183.631	Fundamentals of Human Physiology
PH.260.636	Evolution of Infectious Disease
PH.550.630	Public Health Biology
PH.550.631	Biological Basis of Public Health
PH.550.844	Current Issues in Public Health: COVID-19 Pandemic Response
For students possessing considerable breadth of biological competence, subject to concurrence of the advisor:
PH.120.603	Molecular Biology of Pandemic Influenza
PH.120.620	Fundamentals of Reproductive Biology
PH.120.627	Stem Cells and the Biology of Aging and Disease
PH.182.640	Food- and Water- Borne Diseases
PH.187.610	Public Health Toxicology
PH.222.641	Principles of Human Nutrition in Public Health
PH.223.689	Biologic Basis of Vaccine Development
PH.260.606	Major Global Infectious Diseases: Prospects for Control
PH.260.631	Immunology, Infection and Disease
PH.260.635	Biology of Parasitism
PH.260.650	Vector Biology and Vector-Borne Diseases
PH.260.656	Malariology
PH.340.612	Epidemiologic Basis for Tuberculosis Control
PH.340.646	Epidemiology and Public Health Impact of HIV and AIDS
PH.340.654	Epidemiology and Natural History of Human Viral Infections
PH.340.744	Advanced Topics on Control and Prevention of HIV/AIDS
PH.380.761	Sexually Transmitted Infections in Public Health Practice
Capstone Project
PH.260.710	Communication Practice for Health Science Professionals	3
PH.260.720	Communications Primer for the Public Health Sciences (Required)	1
PH.xxx.800	MPH Capstone (Required: course number is affiliated with Capstone Advisor’s department)	2
Communication Strategies
Select one of the following:		3-8
PH.222.654	Food, Culture, and Nutrition
PH.224.692	Methods in Formative Research and Human Centered Design for Intervention Development
PH.300.860	Special Studies/Research: The Media and the Message: What Public Health Needs to Know about the News
PH.301.645	Health Advocacy
PH.308.604	Effective Writing for Public Health Change
PH.308.701	Media Interviews and Applied Public Health Communications
PH.317.610	Risk Policy, Management and Communication
PH.380.620	A Coalition-based SMART Approach to Public Health Advocacy
PH.410.650	Introduction to Persuasive Communications: Theories and Practice
PH.410.651	Health Literacy: Challenges and Strategies for Effective Communication
PH.410.654 & PH.410.655	Health Communication Programs I: Planning and Strategic Design and Health Communication Programs II: Implementation and Evaluation
Environmental Health
PH.180.601	Environmental Health (Required)	5
Foundational Public Health Knowledge
PH.552.601	Foundational Principles of Public Health	0.5
PH.552.609	Psychological and Behavioral Factors That Affect A Population's Health (Required)	0.5
PH.552.610	The Social Determinants of Health (Required)	0.5
PH.552.611	Globalization and Population Health (Required)	0.5
Health Equity
Select one of the following:		3-4
PH.188.694	Health of Vulnerable Worker Populations
PH.305.684	Health Impact Assessment
PH.318.623	Social Policy for Vulnerable Populations in the U.S.
PH.330.661	Social, Psychological, and Developmental Processes in the Etiology of Mental Disorders
PH.380.604	Life Course Perspectives on Health
PH.410.600	Fundamentals of Health, Behavior and Society
Interprofessional Practice
PH.552.625 & PH.550.602	Building Collaborations Across Sectors to Improve Population Health and Interprofessional Education Activity (Required)	0.5
Introduction to MPH Studies
PH.550.867	Introduction to MPH Studies (Required)	0
Leadership, Governance, and Management
Select one of the following:		2-4
PH.221.608	Managing Non-Governmental Organizations in the Health Sector
PH.312.600	Managing Health Services Organizations
PH.312.601	Fundamentals of Management for Health Care Organizations
PH.312.655	Organizational Behavior and Management
PH.312.700	Leading Organizations
PH.312.703	Learning Organizations & Knowledge Management
PH.410.622	Strategic Leadership Principles and Tools for Health System Transformation in Developing Countries
PH.380.880 & PH.380.881 & PH.380.882 & PH.380.883	Lessons in Leadership: Applications for Population, Family and Reproductive Health I and Lessons in Leadership: Applications for Population, Family and Reproductive Health II and Lessons in Leadership: Applications for Population, Family and Reproductive Health III and Lessons in Leadership: Applications for Population, Family and Reproductive Health
Negotiation and Mediation
PH.552.623	Principles of Negotiation and Mediation for Public Health Professionals (Required)	0.5
PH.552.624	Applications of Negotiation and Mediation for Public Health Professionals (Required)	0.5
Population Dynamics
PH.380.755	Population Dynamics and Public Health (Required)	2
Public Health Policy/Problem Solving
Must be completed during the 1st year of the MPH Program
Select one of the following:		4
PH.300.610	Public Health Policy
PH.550.608	Problem Solving in Public Health
Public Health Practice
Select one of the following:		1-3
PH.300.603	The Tools of Public Health Practice and Decision Making
PH.300.615	The Tools of Public Health Practice
Qualitative Methods
Select one of the following:		0.5-3
PH.224.690	Qualitative Research Theory and Methods
PH.550.604	Qualitative Reasoning in Public Health
PH.552.603	The Role of Qualitative Methods and Science in Describing and Assessing a Population's Health
Quantitative Methods
Must complete requirements for both Biostatistics and Epidemiology
Biostatistics
No switching permitted between Biostatistics sequences.
Select one complete sequence from the following:		6-16
PH.140.611 & PH.140.612	Statistical Reasoning in Public Health I and Statistical Reasoning in Public Health II 1,2
PH.140.621 & PH.140.622 & PH.140.623	Statistical Methods in Public Health I and Statistical Methods in Public Health II and Statistical Methods in Public Health III 3
PH.140.651 & PH.140.652 & PH.140.653 & PH.140.654	Methods in Biostatistics I and Methods in Biostatistics II and Methods in Biostatistics III and Methods in Biostatistics IV 4
Epidemiology
Must be completed during the 1st year of the MPH program
Select one of the following:		5
PH.340.601	Principles of Epidemiology	5
PH.340.721	Epidemiologic Inference in Public Health I	5
Resource Management and Budgeting
Select one of the following:		1-3
PH.221.602	Applications in Managing Health Organizations in Low and Middle income Countries
PH.312.603	Fundamentals of Budgeting and Financial Management
PH.318.625	Management of Nonprofit Organizations
PH.552.621	Basic Resources Management for Public Health
PH.552.622	Creating, Implementing and Monitoring Budgets for Projects and Programs
Systems Thinking
Select one of the following:		0.5-3
PH.221.654	Systems Thinking in Public Health: Applications of Key Methods and Approaches
PH.552.626	Systems Thinking: Concepts and Methods

MODIFICATIONS OF CORE COURSE REQUIREMENTS

In some exceptional circumstances, students may be granted a modification of some core requirements if they can demonstrate and document that they have previously acquired the associated core competencies. Even if a modification is granted of a core course, 80 credits are still required for graduation. Modifications or exceptions can only be granted in the following core areas:

• Biostatistics: Requires taking an examination. Please contact Dr. Marie Diener-West, mdiener@jhu.edu.
• Epidemiology: Requires taking an examination. Please contact Ms. Allyn Arnold, aarnold2@jhu.edu.
• Biology and Public Health: Core course exceptions can be requested by contacting Dr. Gary Ketner, gketner1@jhu.edu. Be prepared to submit the title of the course, name of instructor, textbook used, a summary of course syllabi, and grade received.

All other core requirements must be completed with the approved course options only.

Additional General Competencies

Goals Analysis

The purpose of the MPH Individualized Goals Analysis requirement is to:

• Describe the goals and competencies which you aim to achieve during your program.
• Plan your MPH education early in your program with the support and guidance of your academic network adviser.
• Serve as a springboard for discussion of career opportunities as the program progresses.
• The Goals Analysis should be updated as you make changes in focus and direction throughout the MPH program.

The required Goals Analysis will be completed as part of the Introduction to MPH Studies course and consists of two parts:

• Part 1 – Self-Assessment 

Complete a self-assessment by:

1. Rating your current skill levels for the Schoolwide and MPH core competencies. Identify the core competencies that you wish to focus on and those that are particularly relevant to your professional future.
2. In your reflection, briefly explain what knowledge, skills, and experiences you bring to the program. Identify your goals for the MPH by explaining what you hope to gain in terms of knowledge, skills, professional and personal contacts, and any additional experiences. This information should be reviewed with your academic network adviser.

• Part 2 – Curriculum Planning

Students should work with their academic network adviser to complete their curriculum plan and submit the online Core Curriculum Confirmation Form to the MPH Program office.

1. Develop a term-by-term tentative course plan for your entire MPH program, including the five general competencies and corresponding courses that you will be completing. Your course plan should include the required courses, electives, and special studies you intend to take and when you plan to complete these courses. 
2. Once your term-by-term plan has been created, complete the Core Curriculum Confirmation Form, indicating your core course selections and your 5 general competency selections. In the reflection section of the form, list any potential plans for a practicum experience and the specific skills you hope to develop through the practicum. Also, briefly describe one or more capstone topics of interest and possible capstone faculty mentors.
3. Once you have submitted the Core Curriculum Confirmation Form, then add your Biostatistics sequence selection and your general competency selection to your Degree Audit. This is required for degree completion and graduation. If during your MPH program, your biostatistics sequence or general competency selections change (including joining or leaving a concentration), you must update your Degree Audit to reflect these changes. All courses that are linked to your 5 general competencies must be completed for degree and graduation eligibility. 

The Goals Analysis is intended to be a living document, one which you and your advisor review and update as you make changes in focus and direction throughout the MPH program.

Practicum Experience in Population-based Health

About the Practicum

The intent of the MPH practicum requirement is to engage students in activities aligned with their career goals, as well as activities that demonstrate application of public health concepts and critical thinking relevant to the student’s area of specialization. Students will seek out activities that further develop their skill set and add new tools to their professional toolkit. Upon completion of the program, the student will be able to provide evidence of application of these skills to potential employers.

Organizations or agencies that can serve as practicum sites may include local and state public health agencies, community-based organizations, international non-governmental agencies and organizations, data coordinating centers for clinical trials, and BSPH Centers. The Practicum Experience must have some engagement in the larger public health practice implications of the work. This could be completed in a variety of ways, as appropriate to the individual projects. Some examples include, but are not limited to, collaboration with others (e.g., end users, data collectors, etc.) to provide/prepare for data analysis and interpretation, partnerships with other public health organizations (e.g., state health department, community organizations) related to study design or implementation; and obtaining input on the work from stakeholders (population impacted by project, other professionals/researchers completing similar work).

Activities completed prior to matriculation to the MPH program do not count towards the MPH practicum requirement.

Helpful Links

PH - Helpful Weblinks

Address	Description
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training	Practicum Website
https://my.jhsph.edu/Resources/SearchTools/pos/Pages/home.aspx	Practicum Opportunity Site
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training/the-mph-practicum	Practicum Examples

General Criteria for MPH Practicum

The following criteria reflect the minimum practicum requirements. Approval from the MPH Practicum Team is required prior to the student initiating each practicum experience. A practicum experience:

1. Applies public health skills and competencies. Students identify the public health skills and competencies relevant to their area of interest that are most beneficial to their career advancement. Students apply these skills and competencies in concert with knowledge gained from their coursework.
2. Is framed and carried out within a public health practice context with an established organization or agency. The practicum is a population-level focused project conducted in a practice context. Students may engage in activities at an individual level, but the primary purpose of the experience is to gain population-level practical experience at an established organization or agency. Students cannot solely complete screenings, administer surveys, perform calculations, etc., but must be engaged in the larger public health practice context of the activities, as well as become familiar with the organization’s overall purpose and decision-making process. A literature review or data analysis project alone will not meet the practicum requirement. The student must obtain input from the partnering organization and/or from the stakeholders (e.g., population impacted by project, other professionals/researchers completing similar work). There must be a clear link to how the practicum project makes an impact on the targeted population. Students should also develop a deeper understanding of the organization’s mission, hierarchy and practices, as well as the challenges faced (funding, politics, efficiency, etc.) in achieving desired goals.
3. Is supervised by a qualified preceptor. The practicum preceptor must be qualified to evaluate the student’s professional competence and supervise the student throughout the project. The preceptor is directly engaged in the population-level focused practicum activities. Preceptors can be from an organization outside of Johns Hopkins (e.g., community-based organization, health department, private corporation, etc.) or a BSPH faculty member if the faculty member is directly engaged with or is the lead on a project that meets the practicum criteria. The preceptor works with the student to develop project learning objectives and deliverables and guides and monitors the student's progress and achievement. The student’s faculty academic advisor will be kept informed of the student’s practicum activities and progress and may provide additional assistance if warranted.
4. Is a significant experience (minimum of 100 hours). The practicum requirement is administered and tracked by the School’s MPH Practicum Team. Students must have their proposed practicum project(s) approved prior to initiating their experience. The practicum requirement can be met in a variety of ways including a single experience or a combination of experiences. Students may work independently or on a team. Activities must be completed during the MPH year to be able to count towards the MPH practicum requirement.
5. An evaluated experience. Preceptors will evaluate the achievement of defined learning objectives and deliverables by the preceptors. Additionally, students will reflect on and evaluate their overall practicum experiences, particularly as they relate to their career goals. A minimum grade of “C” must be earned in courses with a practicum component that is taken towards fulfilling the requirement. Students who register for practicum special studies credits are required to earn a "pass" for the experience to count towards the practicum requirement.

Competency-based Learning Objectives for MPH Practicum

Students will need to identify distinct learning objectives for the practicum that address learning and application in at least five competencies from this list.

Steps to Completing the MPH Practicum

A detailed outline of all steps that students must follow to complete the MPH Practicum, including registration instructions, can be found on the MPH Practicum website as well as in the MPH program manual.  All Students must receive approval from the MPH Practicum Team prior to initiating each practicum experience.

Ways to Complete the Practicum Requirement
To meet the practicum requirement, the total practicum hours must be at least 100 hours; one may combine multiple experiences of less than 100 hours to meet the total.
Completion of the PH.300.615 or PH.300.603 TOOLS OF PUBLIC HEALTH PRACTICE course (required for all MPH students) with a grade of C or higher will earn students 10 practicum hours.

BSPH APPROVED COURSES WITH A PRACTICUM COMPONENT

Some courses have a real-world practice component, connecting students to outside organizations/agencies. In some cases, the course is centered on a fully developed practice experience that fulfills the practicum requirement for all students who complete the course (i.e., Baltimore Community Practicum, PHASE Internship, and the Health Policy Institute). Other courses may have limited availability or may not fully meet the 100-hour minimum requirement.

For courses that do not fulfill the entire 100-hour practicum requirement, students must combine experiences to complete the practicum requirement in full. Students are expected to complete courses in their entirety with a final letter grade of “C” or better to count towards the practicum requirement.

Please use the following link to view the most current listing of approved practicum courses: https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training/the-mph-practicum

CUSTOMIZED PRACTICUM EXPERIENCES

Students may complete customized practicum experiences coordinated by a BSPH faculty member or in partnership with an outside BSPH preceptor.

Projects with a BSPH faculty member: Projects are developed and coordinated by the BSPH faculty member who may or may not serve as the Preceptor (e.g., in conjunction with a course, research study, grant, etc.).  Some potential practicum projects with faculty may be established projects and are listed on the Practicum Opportunity Site. Students can also arrange other experiences with a faculty member.

Projects with an outside non-BSPH preceptor: Projects can be developed in other settings through their own connections, networks, prior work experience, etc. According to the CEPH accreditation document, “Applied practice experiences may involve governmental, non-governmental, non-profit, industrial and for-profit settings or appropriate university-affiliated settings. To be appropriate for applied practice experience activities, university-affiliated settings must be primarily focused on community engagement, typically with external partners. University health promotion or wellness centers may also be appropriate.”¹

Examples of customized projects include but are not limited to:

• programmatic cost-effectiveness analysis;
• policy analysis and recommendations development with a local health department;
• budget impact analysis of the financial consequences of adoption of a new vaccine,
• qualitative and quantitative data analysis of poor health outcomes for a specific population; and
• health curriculum planning and development of health education materials.

¹

https://ceph.org/assets/2016.Criteria.pdf

Finding Practicum Opportunities

Students may utilize the resources below to identify practicum experiences.

Practicum Opportunity Site – Office of Public Health Practice and Training 

https://my.jhsph.edu/Resources/SearchTools/pos/Pages/home.aspx

The Practicum Opportunity Site (POS) lists various potential practicum opportunities (including projects with outside organizations, with BSPH faculty, and practicum courses) that have been identified and vetted by the School’s Practicum Team.

SOURCE
http://www.jhsph.edu/source/
SOURCE is the community engagement and service-learning center for the Johns Hopkins University (JHU) Schools of Public Health, Nursing, and Medicine. Its mission is to engage the JHU health professional schools and Baltimore communities in mutually beneficial partnerships that promote health and social justice. There are multiple ways to engage in a practicum experience through SOURCE supported activities, including the SOURCE Service Scholars program, Baltimore Action Projects, Connection Community Consultants, and working directly with a SOURCE partner organization on a project. NOTE: Not all SOURCE projects meet the practicum requirements. Subscribe to the SOURCE Weekly Service Scoop to learn more about the latest community involvement opportunities in Baltimore City (http://source.jhu.edu/programs-and-events/service-scoop/).

Office of Public Health Practice and Training
https://publichealth.jhu.edu/offices-and-services/office-of-public-health-practice-and-training
The Office of Public Health Practice and Training (Practice Office) is a schoolwide office dedicated to promoting excellence in public health practice at the Johns Hopkins Bloomberg School of Public Health. It works in partnership with students, staff, faculty, academic departments, centers, programs, community partners and alumni. The Practice Office also coordinates the MPH practicum. Any questions pertaining to the MPH practicum should be directed to the MPH Practicum Coordinator in the Practice Office. The MPH Practicum Coordinator can provide feedback/guidance on project ideas and also holds regular office hours throughout the year, during which students can drop by for advice.

Certificate Programs
https://publichealth.jhu.edu/academics/academic-program-finder/certificate-programs
There are a few certificate programs that include their own practicum requirement in the curriculum (e.g. Community-based Public Health, and Quality, Patient Safety, and Outcomes Research). The certificate practicum may fulfill the MPH practicum requirement, upon approval from the practicum team. Please note: Some certificates may have separate practicum paperwork that will need to be completed in addition what you must submit for the MPH practicum.

Key Contact for Practicum
Paulani Mui, MPH Practicum Coordinator
Ph: (410) 502-8952 | Email: practice@jhu.edu

MPH Capstone Project

Overview

The MPH Capstone project is a requirement for graduation for students in the Master's of Public Health Program and is to be completed at the end of or within the final two terms of the program. The MPH Capstone is an opportunity for students to work on public health projects that are of interest to them. The goal is for students to synthesize, integrate and apply the skills and competencies they have acquired throughout the entire MPH program. Completion of the MPH capstone project requires completion of the course PH.260.720 Communications Primer for the Public Health Sciences and both a written and oral component to your project.

The project is done under the direction of a faculty member, the MPH capstone advisor. The capstone advisor will often be the student's advisor but does not have to be. Students can identify another faculty member to supervise the capstone, if more appropriate. The capstone advisor must have a primary or joint appointment in the School of Public Health. Department affiliation for any faculty member in the School can be determined by going to the Faculty Directory. If you are uncertain as to your capstone advisor’s departmental affiliation, check with your advisor or the MPH Program office.

After identifying a capstone advisor and capstone topic, students are expected to communicate regularly with their capstone advisor about their progress. The iterative process between a student and capstone advisor is an important component in the development and completion of the written project. Please see the capstone completion timeline for specific deadlines.

Requirements

1. PH.260.720 Communications Primer for the Public Health Sciences
   Students must complete the course PH.260.720 Communications Primer for the Public Health Sciences as part of the MPH Capstone requirement. Students can complete this course at any time during their MPH program, but it must be completed no later than the term prior to their capstone presentation. For example, if you plan to present your capstone project in December (Term 2), you must complete PH.260.720 Communications Primer for the Public Health Sciences no later than Term 1, prior to your capstone presentation.
    Please note: As part of this course, you will be required to present in a LiveTalk session. It will be your responsibility to choose the date and time of your presentation and participate as scheduled.
    This course also requires that your computer have a camera and microphone.
2. MPH Capstone – Course Number and Registration
   Students are required to register for the 2-credit MPH Capstone in the term that the project will be completed – this includes both the written and oral components. For most students, this will be 4th term. More information can be found in the “Registering for MPH Capstone” section.
3. MPH Capstone - Paper
   To satisfy the written component, a student must write a paper. The paper must include:
   • An executive summary or structured abstract (limited to 300 words) and references.
   • A summary of how the capstone project addresses the areas that you wanted to strengthen, as identified in your MPH Goals Analysis.
   • While there are no formal guidelines on the length of the paper, it is expected that the paper will be approximately 20 pages (ranging between 15-25 double-spaced pages) not including references, tables and figures.
     Students who have been approved to pursue an optional MPH concentration should follow any additional specific concentration area requirements for the MPH capstone for that concentration.
4. MPH Capstone - Oral Presentation
   Students are required to give a 15-minute oral presentation (10-minute presentation/5-minute discussion) summarizing their capstone project. Part-time students have the option of presenting online in August, December or May or at the in-person Symposium in May. Students participating in MPH concentrations sometimes present in an alternate venue that is designated by the concentration directors. Students may, with approval of their faculty capstone advisors, be permitted to present at an alternate venue such as a scientific meeting or academic conference.

Possible Forms That the Capstone Project May Take

The capstone project can take many forms including one of the designs below, an expansion of a course, or an internship or practicum opportunity. The overarching principle used to determine if a capstone project is suitable is whether it provides students the opportunity to apply the skills and competencies acquired in the MPH program to a problem likely to be encountered in public health practice. The topic and format of the capstone project are flexible and developed through discussions between the student and capstone advisor. Some examples of formats or designs for the capstone project include:

Literature Review
The capstone project would be an analysis of an important public health problem through a survey of current literature on the topic. The project would include sections that clearly describe and assess the problem and its magnitude, evaluate its causes and determinants, and discuss prevention and intervention strategies.

Program Plan
The capstone project would involve the development of a plan to implement a public health program. It would address critical issues such as management, fiscal, ethical and logistical issues.

Program Evaluation
The capstone project would involve the evaluation/monitoring of an existing public health program, such as process evaluation, monitoring of outputs and outcomes, impact assessment, and/or cost analysis.

Policy Analysis
The capstone project would involve analysis of the public health implications of a current or proposed policy. The project could include perspectives on economics and financing, need and demand, politics/ethics/law, or quality/effectiveness.

Research Proposal
The capstone project would simulate a grant proposal or research plan. The project would include a clear statement of the research question, the specific aims of the proposal, review of literature, study design, methods of analysis, implications and significance of the work. The research question would be one that is encountered in professional work such as the evaluation of a public health intervention.

Research Report
The capstone project could involve the collection, analysis, and/or interpretation of data to address a public health problem. The project could include sections on the research question, study design, data collection procedures, data analysis, interpretation, and significance of findings.

Secondary data analysis
Typically, the capstone research report is in the form of a secondary data analysis, using an existing data set. Please note that the appropriate IRB approval may need to be obtained for any project that uses data gathered from human subjects. Even in cases where the data is de-identified, a determination should be sought from the IRB office (see IRB section for further information).

Primary data analysis
Work for the MPH capstone can also involve the collection of data. Data collection for a capstone is usually in the context of an ongoing study. It is typically not feasible to initiate a new study involving primary data collection and requires special approval in rare cases where feasible.

Using a course project as an MPH capstone project
Some courses in the School of Public Health require projects that could serve as a basis for an MPH capstone project. Students may use their work from any project-oriented course as a starting basis for their capstone but must build and expand on it for the final capstone project. Building on a project from a course may be helpful to some students because it provides additional structure and support. If a project from a course is used as a starting point for the capstone, the previous work must be placed in the list of references and the advisor will need a copy of the student's original paper. There are numerous courses in the School that are project oriented which could serve as a starting point for the capstone.

Capstone Project Timeline

Timeline for online presentations, August session

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 4th Term
Submit online Capstone Information Form	By early May
Submit final outline to capstone advisor	By late May
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By 3rd week of June
Submit final draft of project to capstone advisor	By 3rd week of July
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	August (see website for current year's date)

Timeline for online presentations, December sessions

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 1st Term
Submit online Capstone Information Form	By late August
Submit final outline to capstone advisor	By 3rd week of September
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By 3rd week of October
Submit final draft of project to capstone advisor	By mid-November
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	December (see website for current year's date)

Timeline for online presentations, May sessions

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 3rd Term
Submit online Capstone Information Form	By early December
Submit final outline to capstone advisor	By early February
Register for capstone course for Summer Term	See academic calendar
Submit first draft of project to capstone advisor	By mid-March
Submit final draft of project to capstone advisor	By mid-April
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	May (see website for current year's date)

Timeline for in-person presentation at May Capstone Symposium

PH - Capstone Project Timeline

Event	Date
Complete PH.260.720: Communications Primer for the Public Health Sciences	No later than 3rd Term
Submit online Capstone Information Form	By early December
Submit final outline to capstone advisor	By early February
Register for capstone course for Summer Term	By mid-March
Submit first draft of project to capstone advisor	By late March
Submit final draft of project to capstone advisor	By 3rd week of April
Upload only the capstone advisor approved final paper and End of Program Goals Analysis to drop box. Unapproved papers will not be accepted.	By one week before presentation date
Give oral presentation	May (see website for current year's date)

Timeline for presentation at alternate venue

Students presenting at an alternate venue must adhere to the schedules above, as per the time of year in which the project is completed. Deadlines for completion of the oral presentation are August online, December online, or the May symposium date, depending on the period in which the student is graduating.

Capstone Honors and Awards

The MPH Capstone Awards Committee bestows special honors to the best overall capstone projects. Nominations are accepted from capstone advisors. The winners will be selected by the awards committee based on the written project. Each capstone award winner receives a plaque for excellence. The student with the single overall best capstone project will also receive a $500 award.

For a full list of program polices, please visit the MPH website where students can find our full-time and part-time/online student manuals.

Learning Outcomes

All students must select 5 general competencies that they wish to achieve during their MPH program. Students can either choose one of the 12 concentration areas listed below and their associated 5 competencies. Alternatively, students may customize their elective coursework and choose their 5 general competencies from among the 60 total competencies listed below. 

Aging and Public Health

1. Evaluate how the biology of aging influences life-course vulnerability.
2. Assess life-course perspectives and frameworks for studying aging systems.
3. Select appropriate research methods and metrics that account for the complexities associated with the gerontological study of aging adults.
4. Evaluate interventions, programs, and policies to improve the health of diverse aging populations.
5. Develop trainees’ critical thinking, oral communication skills, and knowledge of issues integral to interdisciplinary aging research.

Child and Adolescent Health

1. Assess principal health concerns for the child and adolescent population, the associated population-based risk factors, including demographic and environmental factors, and the relative impact of each risk factor.
2. Evaluate strategies, interventions, and programs to promote child and adolescent health, including health services and systems delivery strategies used to address health concerns in the child and adolescent population.
3. Apply frameworks specific to child and adolescent health for improving the health of the child and adolescent population.
4. Examine political and social influences on child and adolescent health.
5. Propose strategies to promote child and adolescent health through policy advocacy and/or program development and implementation.

Epidemiologic and Biostatistical Methods in Public Health

1. Compare and contrast epidemiologic study designs (cohort, case-control, clinical trial) and identify questions that can be appropriately answered with these different designs.
2. Link appropriate analytic models with public health research questions and epidemiologic study designs.
3. Distinguish the summary measures of association (linear and logistic regression coefficients expressing average change, odds ratio, risk difference, risk ratio) applicable to retrospective and prospective study designs.
4. Formulate and correctly interpret a multivariable survival regression (Poisson or Cox) model to estimate a health effect while minimizing confounding and identifying possible effect modification.
5. Summarize the results of a regression model (linear, logistic, or survival) and write a description of the statistical methods, results, and main findings for a scientific report.

Food Nutrition and Health

1. Define the role of foods, nutrients and nutrition for human health and for disease risk and prevention.
2. Characterize political, social and economic influences affecting nutrition and well-being.
3. Identify the governmental and non-governmental organizations and processes involved in the development of public health nutrition initiatives.
4. Identify appropriate methods for studying food consumption and nutritional status and the use and interpretation of nutritional data.
5. Evaluate opportunities and approaches to advance nutrition and health through public health initiatives and policies.

Food Systems

1. Define and describe the concepts of food systems, food security, food system sustainability, and resilience.
2. Use a systems perspective to propose an evidence-based food system intervention.
3. Explain the linkages between human health, animal health and environmental health.
4. Apply an equity lens to food systems challenges and/or interventions.
5. Evaluate benefits and tradeoffs of existing or proposed policy-based strategies to address food systems challenges. 

Global Environmental Sustainability and Health

1. Define climate change and describe multiple ways climate change will have an impact on public health to both a scientific and lay audience.
2. Define behaviors related to climate change and environmental sustainability, identify factors that affect them, and design a behavior change intervention to address either climate change or environmental sustainability.
3. Effectively communicate a position/opinion on a climate and/or sustainability topic.
4. Characterize the role of food systems in sustainability and the environment.
5. Apply principles of systems-thinking to understand the various causes and effects of climate change on the environment and public health.

Health Leadership and Management

1. Evaluate leadership styles as applied to self, organizations, and the impact on organizational performance.
2. Identify tools and techniques to build, maintain, and evaluate high-performance teams.
3. Explain the relationship between a commitment to self-development including continuing education, networking, reflection and personal improvement and leadership effectiveness.
4. Apply the concepts and tools of quality management to design and improve a healthcare delivery system contextualized for diverse socioeconomic contexts and address the barriers to access, clinical quality and patient perspectives, and socioeconomic equity. 
5. Collate relevant data and information and analyze and evaluate this information to support effective decision-making or recommendations.

Health Systems and Policy

1. Assess the role of those health systems in addressing contemporary public health issues such as expanding health coverage, financial hardship, vulnerable populations and system reform.
2. Assess the role of policy or law in addressing contemporary public health issues and problems in a selected field.
3. Identify and apply data, evidence, models and expert knowledge in assessments, policy analyses and/or testimony to inform public health policies and interventions.
4. Apply economic tools and principles, such as revenue sources, cost-effectiveness and supply & demand, to health systems and/or public health policy interventions.
5. Use evaluation tools to assess the impact of health systems and/or public health policy interventions and/or programs.

Humanitarian Health¹

1. Humanitarian Landscape: Students will demonstrate knowledge of the current global humanitarian context, including the most significant emergencies, comparative impacts of conflict and natural disasters, and key global trends in humanitarian response and financing.
2. Humanitarian Architecture: Demonstrate working knowledge of humanitarian architecture, including key organizations, international and UN systems, and sectors, including health, WASH, shelter, nutrition, food security, and protection.
3. Ethics and Human Rights: Demonstrate working knowledge of core humanitarian and human rights principles, treaty instruments, and codes of ethical conduct in humanitarian settings.
4. Project Planning and Implementation: Students will be able to demonstrate basic skills in humanitarian project design, planning and implementation, including awareness of appropriate interventions and how to contextualize them in operational settings.
5. Operationalization: Students will be able to demonstrate how to critically assess and synthesize information, prioritize decisions and actions, and communicate these decisions and actions effectively.

   ¹

   Learning Outcomes for Humanitarian Health updated 09/27/2023.

Infectious Diseases

1. Assess the epidemiology of major Infectious diseases of humans.
2. Categorize the immunology of pathogen infections and their disease expression.
3. Develop and evaluate strategies such as surveillance and diagnostics to identify infectious diseases.
4. Compare and contrast the clinical presentations, microbiology, and pathogenesis of infections of global public health significance.
5. Assess strategies to eliminate and prevent infectious diseases.

Social and Behavioral Sciences In Public Health

1. Understand health, behavior and society within a socioecological and multi-level perspective and how individual factors such as socioeconomic status, sexual and gender identities, as well as community level factors, like community assets affect health behavior change and outcomes.
2. Appropriately identify, select and apply fundamental behavioral science theories to study health problems and behavior change interventions in diverse populations.
3. Have a working knowledge of program planning frameworks to design public health programs and interventions.
4. Appropriately describe what and how to conduct formative research, such as a needs assessment, to inform and plan health behavior change interventions/programs.
5. Appropriately apply behavioral science methods, such as process and impact evaluations, to evaluate behavioral interventions.

Women's and Reproductive Health

1. Assess the major health concerns for women or mothers, newborns, and infants, the associated population-based risk factors, and the relative impact of each risk factor.
2. Apply a life course framework to understanding the determinants of a woman’s or reproductive health concern and population strategies to address the health concern.
3. Evaluate strategies and frameworks to promote population health, including the policies and programs that address health and family planning concerns and behavior for women or mothers and newborns.
4. Critique health services and systems delivery strategies used to address women and reproductive health concerns, such as maternal morbidity and mortality and preterm/low birth weight births.
5. Evaluate study designs and methods to understanding woman’s or reproductive health concerns and the implications of the research.

Please see the link to the IIHMR curriculum here: IIHMRU_BSPH_MPH_Course_Schedule.pdf

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