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. 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.
The formal certificates and concentrations do not comprise all the curriculum areas available to MPH students. Some examples are listed below. Summer Institutes in Baltimore The Summer Institutes offer short intensive courses in the following areas:.
The course schedules for the various Summer Institutes are typically published online in February. Offerings are for students pursuing the Global Tobacco Control Certificate. The schedule is typically available in late June. Winter Institute in Baltimore A variety of one- and two-week course are offered in January. The schedule is typically available in September.
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. Each MPH student is assigned a faculty adviser. The role of the adviser is to discuss your academic program and progress including your choice of courses considering your educational and professional goals.
Your adviser is your first point of contact with the faculty, but students are encouraged to reach out and form relationships with other faculty members as interests evolve.
Once you are assigned an adviser, you 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 your adviser an email to see if you 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.
Paul Whong Senior Program Manager pwhong jhu. Janet Carn Sr. Academic Coordinator, Full-time Students jcarn1 jhu. Katie Cruit Sr. Jacob Shaw Academic Coordinator jshaw46 jhu. Sheryl Flythe Admissions Coordinator sflythe jhu. Lisa Lassiter Sr. Administrative Coordinator llassit2 jhu. Zi Li Strzelecki Program Coordinator zstrzel1 jhu.
Note: A repeated course may only count once toward the credit requirement. Classes taken for audit do not count towards the credit requirement for graduation.
Students must meet minimum academic standards to remain in the MPH Program. 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.
The course examines academic and research ethics at JHSPH through a series of online interactive modules:. 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.
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.
The biostatistics PH. Taken sequentially, this biostatistics sequence PH. 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:. All other core requirements must be completed with the approved course options only. Students must select 5 additional general competencies that they plan to develop — separate from the Foundational Public Health competencies. These five additional competencies may expand or enhance the foundational competencies but cannot be the same as them.
The Competency Table must be completed and submitted as part of your curriculum plan. All courses that you select to meet your 5 additional competencies must be completed for degree completion and graduation eligibility. As you progress through the MPH program, if your course selections change, you must upload a new curriculum plan and competency table to show how these requirements will continue to be met.
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. 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 in consultation with their faculty academic advisers.
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.
Why the term "Data Science" is so confusing The two main types of data scientists: A nalysis and B uilding. Chapter 1: Intro to Data. Videos for each section Introduction to Data: 5 videos.
Slides 1. Chapter 2: Summarizing Data. Videos for each section Summarizing Data: 3 videos. Slides 2. Weighted mean Supplemental section: How and when to use weighting. Chapter 3: Probability. Videos for some sections Probability: 3 videos. Would you take this bet? Thinking through probability and risk. Slides 3. Chapter 4: Distributions. Videos for some sections Distributions: 3 videos. Slides 4. Normal distribution calculator Online tool for normal distribution calculations. Chapter 5: Foundations for Inference.
Videos for each section Foundations for Inference: 4 videos. Inference for other estimators Generalizing the tools of inference.
Why do we use 0. Inquiring minds want to know -- let's explore! Measures of Central Tendency 4. Measures of Dispersion 5. Skewness of Frequency Distribution 6. Sampling Methods 8. Function 9. Geometric Progression Answers 6. Commercial Correspondence 1. Outward Appearance of a Business Letter 4. Layout of a Business Letter 5. Secretarial Practice 1.
Meaning and Types of Secretary 2. Company Secretary 3. Incorporation of Company 4. Memorandum of Association 5. Articles of Association 6. Prospectus 7. Biology 1. The Living World 2. Biological Classification 3. Plant Kingdom 4. Animal Kingdom 5. Morphology Of Flowering Plants 6.
Anatomy Of Flowering Plants 7. Structural Organisation in Animals 8. Cell The Unit of Life 9. Biomolecules Cell Cycle and Cell Division Transport in Plants Mineral Nutrition Photosynthesis in Higher Plants Respiration in Plants Plant Growth and Development Digestion and Absorption Breathing and Exchange of Gases Body Fluids and Circulation Excretory Products and their Elimination Locomotion and Movement Neural Control and Coordination Chemical Coordination and Integration 2.
Physics 1. Physical World 2. Units And Measurements 3. Motion In A Straight Line 4. Motion In A Plane 5. Laws Of Motion 6. Work, Energy And Power 7. Gravitation 9. Mechanical Properties of Solids Mechanical Properties Of Fluids Thermal Properties of Matter Thermodynamics Kinetic Theory Oscillations Waves 3.
Chemistry 1. Senior Research Fellow Timothy A. Wise has a new article on the promise of ecological agriculture in Africa, as well as the social and ecological damage from intensive agribusiness. See original article and other work by Wise on the promise of ecological agriculture in Africa, as well as the social and ecological damage from intensive agribusiness.
See other recent work by Wise. See the original article by Moomaw et al. Senior Research Fellow Julie A. Nelson is one of the founders of feminist economics and presents feminist perspectives on the economics of care, ecological economics, behavioral economics, and the theory of the firm. William Moomaw joined two distinguished colleagues, Richard A.
In addition to examining the crucial role of forests in carbon storage, the panelists discuss the potential of energy efficiency and renewables, concluding that an aggressive policy combining efficiency and renewables with forest protection and expansion can be effective in reducing the impacts of climate change.
He argues that the political presentation of the Green New Deal has improved, stressing its practical advantages especially for low-income earners. A Green New Deal has the potential to create millions of jobs, while employing policy measures that are low cost and can have immediate impact. The article builds on an earlier presentation about Transitioning to a Low-Carbon Economy.
Policies to promote healthy soils are central both for climate policy and agricultural sustainability. They advocate:. See Healthy Soils conference reports and other related climate policy briefs.
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