columbia phd programs public health

• Graduate School
• NEW YORK, NY
• Rating 4.5 out of 5   14 reviews

Master’s programs

Featured master’s programs, accelerated mph.

The Accelerated MPH is an intensive, one-year program designed for highly motivated professionals seeking to enhance their career with a degree in public health. The curriculum is similar to the innovative curriculum of the two-year Columbia MPH, but completed in one year (Fall, Spring, Summer). The typical Accelerated MPH student has earned a doctoral degree (such as an MD, DDS, PhD, DNSc, EdD), is a doctoral student within 24 months of completing the degree, or has five years of related work or research experience.

Masters in Public Health

The MPH programs' cross-cutting, innovative curriculum—and a cohort teaching model—underscore the full-time nature of the Columbia and Accelerated MPH programs. This vibrant, highly linked, evidence-based public health education focuses on core public health competencies, interdisciplinarity, building essential professional skills, and gaining leadership experience. Dynamic professional development activities, opportunities for synthesis, and active student engagement are threaded throughout.

All master’s programs offered

Health care management, hospital management, public health, similar grad schools.

• Johns Hopkins University
• BALTIMORE, MD
• Rating 4.64 out of 5   22 reviews
• Yale University
• NEW HAVEN, CT
• Rating 4.71 out of 5   7 reviews
• New York University
• Rating 4.89 out of 5   18 reviews
• Harvard University
• Rating 4 out of 5   11 reviews

• Graduate School
• Prospective Students
• Graduate Degree Programs

Doctor of Philosophy in Population and Public Health (PhD)

Canadian immigration updates.

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The School of Population and Public Health offers a research-oriented PhD program that enables students with a masters degree to advance their knowledge and skills in epidemiological and biostatistical methods. Students will further their research training by applying these methods to independent thesis research under the supervision of a faculty member. Students can pursue thesis research in a wide variety of topics related to the health of populations and the delivery of health services.

For specific program requirements, please refer to the departmental program website

Apart from being one of the top universities in Canada, UBC offers a rich research environment which was important to me.

Atul Aravindakshan

Quick Facts

Program Enquiries

Admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Population and Public Health (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 24 students received Teaching Assistantships. Average TA funding based on 24 students was $6,707.
• 38 students received Research Assistantships. Average RA funding based on 38 students was $18,770.
• 17 students received Academic Assistantships. Average AA funding based on 17 students was $5,352.
• 57 students received internal awards. Average internal award funding based on 57 students was $10,782.
• 22 students received external awards. Average external award funding based on 22 students was $28,705.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

60 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 3 we have no data (based on research conducted between Feb-May 2016). For the remaining 56 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, alumni on success.

Lianping Ti

Job Title Research Scientist

Employer BC Centre for Excellence in HIV/AIDS

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Population and Public Health (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Anis, Aslam (cost effectiveness of AIDS treatments; drug assessments – pharmacoeconomics; health care economics; health regulations, Health economics, rhematoid arthritis, biologic therapies)
• Bansback, Nick (inform policies and practices in health through the application of)
• Bhatti, Parveen
• Black, Charlyn (Public and population health)
• Brauer, Michael (Environmental and occupational health and safety; Health sciences; Public and population health; air pollution; built environment; Community Health / Public Health; environmental health; environmental epidemiology; healthy cities; remote sensing)
• Brussoni, Mariana (Developmental psychology; Psychosocial, sociocultural and behavioral determinants of health; Population health interventions; injury prevention; Children's outdoor play; Risky play; Parenting; health behaviour change; Implementation Science)
• Bryan, Stirling (Economics of health care, policy, from UK)
• Cox, Susan (Other medical sciences; Sociology and related studies; Arts (arts, history of arts, performing arts, music), architecture and design)
• Davies, Hugh William (Environmental and occupational health and safety; Health sciences; Public and population health; Antineoplastic drug hazards; Community Health / Public Health; environmental health; Exposure Assessment; Noise and Health; Occupational Health; Occupational Safety and Health)
• Deering, Kathleen (Medical, health and life sciences)
• Dummer, Trevor (health geography, cancer prevention, environmental exposures, health inequalities, geographic information science, obesity, risk factors, Environmental epidemiology and environment and health interactions, with specific emphasis on cancer etiology and cancer prevention)
• Elango, Rajavel (Protein Nutrition, Maternal-Fetal Nutrition, Childhood Malnutrition, Amino Acid Metabolism, Human Nutrition )
• Frank, Erica (Health sciences; Public and population health; Other education; Free accredited education; Preventive Medicine; Sustainable Architecture and Landscape Architecture; Holocaust studies; Exile Reintegration)
• Gadermann, Anne (Social determinants of health; Housing and homelessness; Quality of)
• Gilbert, Mark (Public and population health; Development, implementation, evaluation and scale-up of innovative sexual health programs; Gay men’s sexual health, including sexual health literacy; Synergistic and integrated dynamics of infectious diseases, mental illness and other conditions)
• Greyson, Devon (Health-related information practices of youth, parents, and families; Intersection between information practices and health behavior,; Cannabis use decision making in pregnancy and lactation; Vaccine confidence and decision making about vaccination; Disinformation in social media support communities; Online communication among young parents)
• Guhn, Martin (Developmental psychology; Psychosocial, sociocultural and behavioral determinants of health; social context and child development/well-being; Population health; social determinants of health)
• Henderson, Sarah (Environmental and occupational health and safety; wildfire smoke; air pollution; Extreme weather events; environmental health; radon gas; Food safety; Water quality)
• Janssen, Patricia (Health sciences; Public and population health; Gestation / Parturition; health of marginalized women; Lifestyle Determinants and Health; maternal child health; mobile health for pregnancy and parenting; Perinatal Period; social determinants of health)
• Joseph, K.S. (Pregnancy complications, preterm birth, fetal growth, infant mortality, neonatal)
• Kalua, Khumbo (Population health interventions; Infectious diseases; Global health; Epidemiology (except nutritional and veterinary epidemiology); Neglected Tropical Eye Diseases; Global Eye Health; Cluster Randomized Trials; Implementation Science; International Global Health; Community Based Research; Clinical trials)
• Karim, Ehsan (Biostatistical methods; Survey methodology and analysis; Statistical learning; Epidemiology (except nutritional and veterinary epidemiology); Public and population health, n.e.c.; Causal inference; Biostatistics; Statistics; Machine Learning; data science; Survey data analysis; multiple sclerosis)
• Kassam, Rosemin (Medical, health and life sciences; Child Health, Malnutrition, Adult Chronic Disease, Geriatrics)
• Kazanjian, Arminee (Cancer Survivorship, Knowledge Exchange and, Translation, Psychosocial oncology, Palliative care in cross-cultural context, Vulnerable populations, including women)
• Kershaw, Paul (child care, parental leave, work-life balance, social policy, social citizenship, responsibilities and rights, gender and politics, income assistance, child benefit package, social inclusion, neighbourhood effects on child development, Canadian federalism, Citizenship, detrimants of Health, social care)

Doctoral Citations

Sample thesis submissions.

• Developmental profiles of children assessed for autism spectrum disorder at kindergarten and grade 4
• Evaluating access to medicines interventions in public and private not for profit health facilities in Uganda
• Investigating access to hepatitis C testing and treatment in Rwanda and beyond
• The social and economic impacts of cervical cancer on women and children in Uganda
• Exploring long-term patient satisfaction with total knee arthroplasty : a mixed methods study
• The Cedar Project : an exploration of Indigenous survivance, connection, and vaccine uptake amid concurrent public health emergencies experienced by urban Indigenous People who use drugs in British Columbia
• Examining childhood poverty and future developmental and academic outcomes of children in British Columbia : differences by poverty type and immigration background
• Assessing access to medicines in Canada and beyond before and during the COVID-19 pandemic
• Air pollution, green space and dementia risk in Canada
• Involvement of nasopharyngeal angiotensin converting enzyme 2 in severe acute respiratory coronavirus 2 infection and transmission
• Coronary revascularization and timing of treatment : comparative effectiveness of PCI and CABG in British Columbia
• Muddy molecules for pandemic protection : investigating the use of wetland sediment as a tool for the surveillance of avian influenza virus in wild waterfowl birds
• Methamphetamine use among people who use opioids : longitudinal patterns and the role of opioid agonist therapy
• Incidence of non-affective psychotic disorders and access to psychiatric care among adolescents in South-Western British Columbia
• Diabetes medication use and risk of breast, colorectal, and pancreatic cancer : a population-based cohort study

Related Programs

Same specialization.

• Master of Public Health (MPH)
• Master of Public Health and Master of Science in Nursing (MPH/MSN)
• Master of Science in Population and Public Health (MSc)

Same Academic Unit

• Master of Health Administration (MHA)
• Master of Health Science (MHSc)
• Master of Science in Occupational and Environmental Hygiene (MSc)

Further Information

Specialization.

The School of Population and Public Health (SPPH) offers both research-oriented and professional/course-based graduate programs.

Professional programs

• The Master of Public Health focuses on illness prevention and health promotion and integrates learning in epidemiology; biostatistics; the social, biological and environmental determinants of health; population health; global health; disease prevention and health systems management with skill-based learning in a practicum setting.
• The Master of Health Administration is a professional program for clinicians, administrators, researchers and managers who are seeking solutions to today’s complex health delivery issues. Take courses with a multi-disciplinary perspective in health systems, policies and management along with foundational business skills
• The Master of Science in Occupational and Environmental Hygiene (MSc OEH) program provides the skills and knowledge to anticipate, recognize, evaluate, and control chemical, physical and biological hazards in workplace and community environments.

Research-based Programs

• Master of Health Science (MHSc) applicants must have an MD or equivalent, including dentistry or veterinary medicine, and will learn skills that can be applied to their academic and clinical interests, bolstering their research abilities and opportunities.
• The Master of Science in Population and Public Health program teaches core knowledge and skills in epidemiological and biostatistical methods and allows students to gain research experience by applying methods to a thesis under the supervision of a faculty member. Students can pursue thesis research in a wide variety of topics related to the health of populations and the delivery of health services.
• The PhD program at SPPH is intended for students who wish to obtain advanced research training that will enable them to conduct independent investigative research.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Zeina Waheed

UBC’s School of Population and Public Health provides excellent training in health economics, healthcare systems analysis, data analysis, statistics, epidemiology, and qualitative methods. Studying at UBC also provides me with the opportunity to work with my supervisor, Dr. Stirling Bryan, who is...

Katherine Hastings

Vancouver is home to one of the leading IYS networks internationally. When I sought out to learn more about IYS and their potential (something that did not exist in the States at the time), it felt like a perfect fit for my interests in youth mental health and health services research. The more...

Heather (Hezy) Anholt

I came to UBC specifically to work with Dr. Chelsea Himsworth. Dr. Himsworth is known for her work with the Canadian Wildlife Health Cooperative and leads several impactful research projects on the epidemiology of zoonotic diseases, including the Vancouver Rat Project and research on high path...

I moved to Vancouver in 2018 and was fortunate enough to obtain an employment position at UBC. As a newcomer to Canada, I was immediately embraced by the people and culture of the University. Moreover, not only is UBC a leading research university in Canada, but it is also globally recognized....

Curious about life in Vancouver?

Find out how Vancouver enhances your graduate student experience—from the beautiful mountains and city landscapes, to the arts and culture scene, we have it all. Study-life balance at its best!

• Why Grad School at UBC?
• Application & Admission
• Info Sessions
• Research Projects
• Indigenous Students
• International Students
• Tuition, Fees & Cost of Living
• Newly Admitted
• Student Status & Classification
• Student Responsibilities
• Supervision & Advising
• Managing your Program
• Health, Wellbeing and Safety
• Professional Development
• Dissertation & Thesis Preparation
• Final Doctoral Exam
• Final Dissertation & Thesis Submission
• Life in Vancouver
• Vancouver Campus
• Graduate Student Spaces
• Graduate Life Centre
• Life as a Grad Student
• Graduate Student Ambassadors
• Meet our Students
• Award Opportunities
• Award Guidelines
• Minimum Funding Policy for PhD Students
• Killam Awards & Fellowships
• Policies & Procedures
• Information for Supervisors
• Dean's Message
• Leadership Team
• Strategic Plan & Priorities
• Vision & Mission
• Equity, Diversity & Inclusion
• Initiatives, Plans & Reports
• Graduate Education Analysis & Research
• Media Enquiries
• Newsletters
• Giving to Graduate Studies

Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
• 3 Minute Thesis (3MT)
• PhD Career Outcomes

We acknowledge that the UBC Vancouver campus is situated on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam).

• Director’s Message
• SPPH Leadership
• Career Opportunities
• Apply Online
• Certificate Programs
• Outdoor Air Quality, Health and the Air Quality Health Index (AQHI)
• Tropical and Geographic Medicine 2024
• SPPH Featured Courses
• Graduate Programs Overview
• Continuing Education

Master of Health Administration (MHA)

Master of public health (mph), master of science in occupational and environmental hygiene (msc oeh), public health & preventive medicine residency program, doctor of philosophy (phd), master of health science (mhsc), master of science (msc).

• Associate UBC Faculty
• Clinical Faculty
• Adjunct Faculty
• Emeritus Faculty
• Affiliated Faculty
• Postdoctoral Fellows
• Get Involved
• Student Awards and Funding
• Student Resources
• Investing in Students
• Research and Impact
• PhD Research
• Master of Science Research

SPPH Centres

• SPPH Seminars
• Academic Resources
• SPPH Building Information
• SPPH Policies and Forms

Welcome to the School of Population and Public Health

With a full range of academic programming paired with world-class research that bridges multiple disciplines, we are known as one of the best places in Canada for public and population health experts to train, learn and grow. There has never been a greater need for training opportunities in public, population and global health, in a rich and unique environment, fully imbedded within the health-care delivery system of BC with a variety of groups and disciplines. Wherever you are in your journey – from learners and practitioners to faculty, researchers, and staff – we invite you to explore what our School has to offer and join us in improving societal health with the very best of our research-to-practice expertise.

Latest News

Celebrating ubc spph spring 2024 graduates, remembering doris fox, meet ubc spph’s new faculty – michelle amri, may is asian heritage month, our programs.

The Doctor of Philosophy in Population and Public Health program (PhD) equips graduates with the skills necessary to contribute to the population and public health research community, providing a research intensive learning environment tailored to help students achieve their career and academic aspirations.

Program Information:

This program involves a thesis and seven core courses. Students take five to six years to complete the degree.

Career Path:

The PhD is for those who wish to conduct advanced health research, lead a team to perform independent investigation, and teach others how to investigate, interpret and analyze research.

Application Deadline:

January 8, 2023

The UBC Master of Health Administration (MHA) is a professional program for clinicians, managers and researchers who are seeking solutions to today’s complex health delivery issues. Our weekend modular format is designed for working professionals to study while you build your career.

The MHA involves a capstone project, 24 core courses, and is taught over 24 months. Our unique compressed schedule offers courses every 3-4 weeks.

Graduating with an MHA degree affords students the career mobility to explore new areas of work in a leadership capacity within their current organization or another employer.

March 1, 2023

The Master of Public Health (MPH) degree is for those who wish to specialize in preventing the spread of illness, and improving where health begins – the conditions into which we are born, grow, live, work and age.

The program takes two years to complete.  Students complete 60 credits over six terms. This includes 12 courses covering 12 core themes, four courses where you dig deeper into recommended themes, a practicum equal to two courses, and two elective courses.

Our professional program prepares students for a variety of careers in population health, including as epidemiologists, monitoring and evaluation specialists, policy analysts, community health nurses, health program managers, leaders in non-profit organizations championing civil society change, and much more. The MPH is for people from all academic backgrounds.

December 15, 2022

Master of Health Science (MHSc) applicants must have an MD or equivalent, including dentistry or veterinary medicine, and will learn skills that can be applied to their academic and clinical interests, bolstering their research abilities and opportunities.

The MHSc involves a major essay, four core courses and six electives. Students generally take one year to two years to complete the degree.

The MHSc is for health professionals looking to gain advanced skills in clinical research.

February 1, 2023

The Master of Science in Population and Public Health program teaches core knowledge and skills in epidemiological and biostatistical methods and allows students to gain research experience by applying these methods to a thesis under the supervision of a faculty member.

This program involves a thesis, and five core courses. Students generally take two to three years to complete the degree.

The MSc PPH is for people looking to conduct intensive research in the public health field.

The Master of Science in Occupational and Environmental Hygiene (MSc OEH) program provides the skills and knowledge to anticipate, recognize, evaluate, and control chemical, physical and biological hazards in workplace and community environments.

This program requires 42 credits, and either a thesis or a co-op project. It generally takes between 20 to 30 months to complete.

Students graduating from the MSc OEH program typically find entry level positions in this field within a few months of graduation. Many alumni progress into management and other leadership positions within a few years of graduation.

January 15, 2024

As a resident physician in our five-year postgraduate Public Health and Preventive Medicine (PHPM) Residency Program, you’ll build the skills required to understand the health needs of populations, and develop strategies for improving health and well-being through health promotion, disease prevention, and health protection.

This flagship post-graduate training program paves the way for the public health specialists and leaders of our future. Equipped with a broad base of knowledge and skills appropriate for diverse career paths, our graduates work as medical health officers, physician epidemiologists, researchers, and population-focused clinicians.

Research & Impact

Find out how our research helps communities and policy makers make informed choices about their health.

Here you can learn more about our centres at the School.

Career paths & Alumni

Read about possible career paths after graduation in our alumni profiles, and connect with the School.

Public Health Events

Ethical and policy challenges in the translation of cell and gene therapies, the role of mathematical and computational modeling in lung cancer epidemiology and prevention; lung screening, e-cigarettes, disparities, and other new challenges 70 years after doll and hill, well-being & healthy habits of early adolescents: mdi data trends.

Master of Public Health 65-credit

The Master of Public Health (MPH) degree program provides students with a breadth of knowledge, subject-specific expertise, specialized skills, and a powerful global network. MPH students benefit from an innovative curriculum that employs unique educational experiences in and out of the classroom. The MPH program is designed to teach analytical and quantitative methods, as well as cultivate problem-solving skills and the application of public health training in real-world situations.  

With an array of options for specific fields of study, the MPH program will offer you the intellectual foundation and training needed to lead change and make a difference in communities around the world.  

The Master of Public Health 65-credit degree provides early career professionals with the breadth of knowledge and subject-specific expertise needed to forge a successful career in public health.  

• Abbreviation : MPH-65  
• Degree format : On campus  
• Time commitment : Full-time or part-time  
• Average program length : 1.5 years full-time (3 semesters with a summer practicum experience after your first 2 semesters)  
• Estimated cohort size : 80 students  
• Start term : Fall  

When applying to the MPH-65, applicants must choose one of the following specialized fields of study. Eligibility requirements vary by program format and field of study.  

• Health and social behavior  
• Health management  
• Health policy  
• The MPH degree is the most widely recognized professional credential for leadership in public health.  
• Under a combination of group and individualized mentorship by Harvard faculty members, each student designs and implements a practicum proposal to gain field-based learning . The practicum provides students with the opportunity to apply their skills, address a health-related issue of interest, and showcase what they learned to the Harvard community at the on-campus symposium.  
• The Harvard Chan community offers support and networking at every stage of the MPH degree program. The academic departments affiliated with each MPH field of study, faculty advisors, and MPH administrative staff play an integral role in advising and guiding students along their academic journey.  

An MPH degree opens an extraordinary number of pathways to a meaningful career. Graduates of the MPH program are trained to pursue careers in a variety of industries:  

• Academic medicine  
• Biotech/pharma  
• Consulting  
• Government  
• Health care management  
• Hospital/health care delivery  
• Non-profit/Non-government organizations  
• Other/for-profit  
• Private practice  
• Private sector institutions  
• Public health agencies  
• University/research  
• MPH-45 in Health and Social Behavior  
• MPH-45 in Health Management  
• MPH-45 in Health Policy  

Admission information

Eligibility requirements.

Applicants for the MPH-65 degree must have the following:  

Application requirements

All applications must be submitted through SOPHAS – the centralized application for schools and programs of public health . In addition to the application, applicants must submit:

• Statement of purpose and objectives
• Official test scores ( not required/not reviewed )
• Three letters of reference
• Resumé/curriculum vitae
• Post-secondary transcripts or mark sheets (World Education Services credential evaluation for applicants with degrees from outside of the United States.)
• English language proficiency (TOEFL/IELTS), if applicable

Learn more about the application process .

Application deadline

Applicants may apply to only one degree program for either full- or part-time status. Applications are reviewed in their entirety and decisions are released via email in late February/early March. Decisions are not released until all application components are received.

For more information

Skip to content

Read the latest news stories about Mailman faculty, research, and events. 

Departments

We integrate an innovative skills-based curriculum, research collaborations, and hands-on field experience to prepare students.

Learn more about our research centers, which focus on critical issues in public health.

Our Faculty

Meet the faculty of the Mailman School of Public Health. 

Become a Student

Life and community, how to apply.

Learn how to apply to the Mailman School of Public Health. 

Program on Forced Migration and Health Celebrates 25 Years

This year marks the 25th anniversary of the establishment of the Program on Forced Migration and Health (PFMH) in the Heilbrunn Department of Population and Family Health at Columbia Mailman. To commemorate this milestone, PFMH held a 25th Anniversary celebration on April 25 at the Nursing School.

The event began with an afternoon symposium with alumni exploring the evolution of humanitarian standards and accountability and the future of humanitarian aid. The symposium was followed by a conversation with Zeid Ra'ad al Hussein, president of the International Peace Institute and Perry World House Professor of the Practice of Law and Human Rights at the University of Pennsylvania.

In opening remarks, Dean Linda P. Fried noted that PFM was one of the first academic programs in the world to address the deficiencies in health services provided in humanitarian response. “This program continues to champion and lead on professionalized and critical approaches to the delivery of humanitarian aid,” she said. “And I share with the program a commitment to educating the next generation of humanitarian leadership. … With the proliferation of conflict around the world, in many cases under unprecedented conditions, the work you do is even more critical and necessary.”

An opening panel on the evolution of humanitarian standards and accountability was moderated by Ron Waldman, PFMH’s first director. Waldman explained that the program came about in the wake of the 1994 genocide in Rwanda and the insufficient humanitarian response for refugees. Around the same time, NGOs created SPHERE Standards , which established principles and minimum standards for aid in humanitarian settings. Ashley Wolfington, MPH ’09, of Pathfinder International, spoke about the ultimately successful effort to include reproductive health in the UN’s Minimum Initial Service Package—a milestone, she said was achieved, in part, using data produced by PFMH’s Reproductive Health Access, Information and Services in Emergencies (RAISE) Initiative with partners. On the evolution of child protection standards, too, Hanna-Tina Fischer, DrPH ‘19, of Charité Center for Global Health added that work by PFMH faculty “was seminal.” More broadly, Laura Miller, MPH ‘11, at the International Rescue Committee, said public health education is advancing the goal of evidence-based decision-making in humanitarian response.

Mike Wessels, Professor Emeritus in the PFMH, moderated the second panel, which focused on the future of humanitarian aid. Traditionally, he said, humanitarian actors in the Global North have “marginalized local people, designating them as beneficiaries, which is a holdover of the ill-fated charity model, or as implementing partners, but it is an unequal partnership.” Recent “localization” efforts seek to do a better job, but questions remain. Bree Akesson, MPH ’06, of Wilfrid Laurier University, said she employs participatory research methods she learned as a PFMH student, such as how to give children a voice through arts-based activities. Layal Sarrouh, MPH ’12, a humanitarian policy expert and practitioner, related the satisfaction of seeing child protection measures she helped introduce in Syria continue to be used years later. The difference was a partnership with local experts. “You have to hand it over and allow everyone else to figure out how it works for them,” she said. Mendy Marsh, ‘08 MPH, of VOICE, said her organization meets with women’s rights organizations around the world and tells them, “We exist to help you navigate these systems” to access resources.

The program concluded with a discussion between Monette Zard , PFMH director and the Allan Rosenfield Associate Professor of Forced Migration and Health, and Zeid Ra'ad al Hussein, the former United Nations High Commissioner for Human Rights. Al Hussein said a rise in conflicts and related humanitarian crises—in Gaza, Ukraine, Sudan, DRC, Ethiopia, Mozambique, and beyond—are straining the humanitarian system to the breaking point. “The system is fragile,” he said, warning of an imminent collapse in the DRC. The world, he cautioned, is “sliding into absolute warfare,” where civilian casualties are commonplace. Conflict, he explained, often comes about due to a combination of extreme poverty and structural discrimination. Humanitarian responses are often stymied due to the myopathy of nations who can’t see past their own self-interest and are unwilling to cede authority to solve a collective problem. Yet opportunities for achieving positive change will open, Al Hussein concluded, saying, “There is enough good feeling and brain power around the world to offset what is happening. But we must recognize [the situation] for what it is. Ultimately, we need to be courageous.”

Watch a video series of discussions around the PFMH anniversary:

Reflections on the Founding of the PFMH with Dr. Carolyn Makinson and Dr. Ron Waldman

The Evolution of Sexual and Reproductive Health and Rights in Humanitarian Settings

Global Trends in Child Protection and Wellbeing: Insights from the CPC Learning Network

A .gov website belongs to an official government organization in the United States.

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

• What Associates Do
• Associates' Stories
• Promotion & Recruitment Tools
• Applying to Host an Associate

About The Public Health Associate Program

• The Public Health Associate Program (PHAP) trains early-career professionals who have a recent college degree and are interested in public health and service.
• PHAP has over 100 associates fulfilling hands-on public health workforce needs at any given time in nearly all 50 states, U.S. territories, and the District of Columbia.

Opportunities & Updates

Associate application.

The 2024 associate application period is closed. The next application period will open in early 2025.

Host Site Application

The 2024 host site application period is closed. Check back in early 2025 for the next opportunity.

PHAP is a competitive, two-year, paid training program with the Centers for Disease Control and Prevention (CDC). Associates are assigned to state, tribal, local, and territorial public health agencies and nongovernmental organizations. They work alongside other professionals across a variety of public health settings.

Associates gain hands-on experience that serves as a foundation for their public health careers. After graduating from PHAP, associates are qualified to convert non-competitively to full-time positions at CDC and the U.S. Department of Health and Human Services. Graduates also qualify to apply for positions with public health agencies and non-governmental organizations.

PHAP was established in 2007 to support CDC at the forefront of public health and train field-tested, experienced, and dedicated public health advisors. Since its inception, over 1,800 associates have participated in the program. PHAP:

• Supports associates' attainment of required performance standards while on the job.
• Increases host site capacity.
• Provides associates with the knowledge, skills, and abilities to fulfill program competencies .

Host sites orient associates to their respective agencies/organizations and train them in a wide range of public health competencies. This training fulfills standard program requirements while enhancing the associates' work performance.

PHAP offers a variety of work assignments to give associates experience to develop as public health professionals. Associates are assigned to one subject area that is selected by their host sites. These subject areas focus on the nation's most pressing public health priorities.

Associates' work assignments provide skill-building activities in:

• Analytics and Assessment
• Policy and Law
• Funding and Budgeting
• Emergency Preparedness and Response
• Community Dimensions
• Program Planning, Management, and Improvement
• Professionalism
• Communication
• Health Equity
• Public Health Infrastructure Center

Public Health Associate Program (PHAP)

The Public Health Associate Program (PHAP) is a competitive, two-year, paid training program with the Centers for Disease Control and Prevention.

• Arnold School of Public Health
• Location Location
• Contact Contact
• Colleges and Schools
• 2024 News Archive

May graduate preps for career in psychiatric epidemiology

May 21, 2024  | Erin Bluvas,  [email protected]

Born in Oklahoma, Paige Jones moved around before finding her home in Columbia – by far the largest of the seven places she had lived previously. She chose it to be closer to family, who had relocated here while she was an undergrad at the University of Mississippi, but she soon found it was where she wanted to stay for graduate school.

“I have really enjoyed living in Columbia,” she says. “There’s lots to do without being overwhelmingly large, and the student culture has been really great. It has been easy to make friends and connections within the Arnold School, which was something I was a bit worried about moving to a new city, particularly with the effects of COVID.”

Jones originally thought she’d become a therapist but found herself more interested in the research side of her bachelor’s program in psychology. After moving to Columbia, she worked in a USC research lab where an Arnold School alum introduced her to the field of public health as a career.

She enrolled in the M.S. in Epidemiology program, combining her two areas of interest into psychiatric epidemiology as her focus. Jones built on her research experience as a graduate assistant for epidemiology assistant professor Matthew Lohman and clinical associate professor of neuropsychiatry and behavioral science Eve Fields. She gained additional experience as a statistics and research analyst for the South Carolina Department of Health and Environmental Control – exploring the intersection of mental health with maternal and child health.

Jones believes that her coursework and work experiences have prepared her for positions in a research lab, health department or hospital settings. She is also open to pursuing a doctoral degree.

“I think my degree prepared me well for any of these roles,” she says. “I feel very confident in my SAS and overall data analysis skills, which has greatly helped me in my current job with DHEC. I think the opportunity to complete a thesis has further benefitted me in leading a research project and really applying all the data and scientific writing skills from my coursework.”

Every professor I have had or worked with has been great, and they truly want you to do well and provide you the knowledge to do that.

Her Arnold School mentors played a big role in her program, and she found Lohman as well as biostatistics clinical assistant professor Andrew Ortaglia to be particularly impactful.

“Every professor I have had or worked with has been great, and they truly want you to do well and provide you the knowledge to do that,” Jones says. “I am really grateful for all of Dr. Lohman’s guidance and patience during my thesis, as well being a very effective and kind teacher of complicated epidemiologic methods in class. I am also very grateful for Dr. Ortaglia’s biostatistics courses, and his commitment to teaching good statistics while challenging us to really consider the why behind what methods we use. Both have influenced the way I think about things in work and my commitment to doing meaningful research in any area of epidemiology.”

As she prepares to graduate next month, Jones has advice for future students.

“It’s important to get involved as much as possible – taking opportunities to learn new skills and make connections.”

Find Out More

Epidemiologists design and conduct investigations aimed at improving the health of groups of people by combining knowledge from the social sciences, medicine, biology, the environment, and statistics.

Meet Our Class of 2024

The Arnold School is proud of our 2024 graduates, who will go on to change the world locally and globally. Learn about some of the other outstanding individuals who completed one of our 34 programs this year.

Challenge the conventional. Create the exceptional. No Limits.

What Columbia Public Schools and Clarity Healthcare want you to know about the new Scholar Clinic

Earlier this year, Columbia Public Schools opened a brand new school based health clinic for CPS students - it's called the Scholar Clinic , and it's located at 1010 Rangeline Street in the Eugene Field Center.

KBIA's Anna Spidel sat down with Dr. Brian Yearwood, Columbia Public Schools Superintendent, and Mat Gass, Central region president of Brightli - the parent company to Clarity Healthcare, as the two discussed the new clinic and the partnership between their organizations.

"Just having a place to go and knowing that I don't have to worry about a medical bill following me speaks volumes"

SPIDEL: So we're here to talk about, you know, the ways in which you are partnered. For both of you, what does that look like on the on the Brightli side of things, and on the CPS side of things?

YEARWOOD: For us, we have a great need because we know that attendance is key. And one of the issues that we found is that our scholars miss [school] because of illness, because of not having access to true medical care - and we wanted to mitigate that.

And by working with Mr. Gass, we were able to bring a dream into reality. Again, you know, we saw a need, and we're just very grateful that Clarity has been able to step up and help us to achieve that need so scholars can have a more quality experience.

GASS: It's sort of a dream come true, right? So for me, I'm a social worker by training. You know, a lot of your listeners are familiar with the terms of health care deserts or food deserts - there are shortages that we often think and talk about in rural communities that you absolutely see even even in a community is resource rich as Columbia.

Accessing health care is is more difficult for individuals that have barriers like poverty, or maybe you're, you know, a single parent family or even a dual parent family, you know, because of the increased rents and inflation due to food costs, people are having to work more to be able to meet those financial needs.

And so the opportunity to provide health care services where a student is naturally the majority of their day, for families that need that service and support, we really think it's going to provide some pretty significant benefits overall.

SPIDEL: How has that been received by the public public schools community and how does it make you feel as Superintendent?

YEARWOOD: Well, definitely high excitement being able to fill in gaps, especially in areas that we have that tremendous need for in the medical area.You know, in a thousand years I would have never thought that this would become a reality. But seeing that happen, I think is tremendous. And the need is there.

You know, as we look at the level of poverty that exists within our school district - about 47% of our scholars are eligible for free and reduced lunch. As a result of that there's a high population, again, that does not have insurance or access to insurance. And being able to have access to the Scholar Clinic that's exclusively for Columbia scholars changes the playing field for them.

For those that wanted to get into sports, for example, and weren't sure about getting their vaccines, or those that need special care after an event. Just having a place to go and knowing that I don't have to worry about a medical bill following me speaks volumes because, you know, that is somewhat daunting, especially for those that again, are underinsured.

What an Executive MBA Is and Reasons to Get One

The purpose of an EMBA is to help business leaders bolster their strategic leadership and management skills.

A Guide to Executive MBA Degrees

Getty Images

Executive MBA programs mostly skip the basics and focus on the nuances of business.

Key Takeaways

• Executive MBAs are designed for mid- to senior-level business managers.
• These degrees are often more expensive than a traditional MBA.
• The content and dialogue in EMBA programs tends to be at a higher level.

Seasoned business leaders sometimes come to a realization that, although they are experienced managers, there are aspects of business that they wish they understood better.

Executives who are interested in increasing their leadership skills sometimes make the time to attend a graduate business program, despite busy schedules and heavy workloads.

However, because these full-time managers have significant work experience and already understand the essentials of business, they often desire advanced business courses that delve into the intricacies of various management challenges executive MBA programs that are designed for leaders like themselves.

What Is an Executive MBA or EMBA?

Unlike the traditional full-time Master of Business Administration programs that early- to mid-career business professionals often choose, executive MBA programs tend to focus less on business basics and more on the nuances of business. While a conventional MBA may prepare someone to enter a management career, an EMBA is intended to teach a current leader how to be more effective.

According to the Executive MBA Council, or EMBAC, a nonprofit association of business schools that offer executive MBA programs, the average executive MBA student is 39 years old and has about 15 years of work experience , including roughly nine years of management experience. Because this type of student tends to have significant work obligations, EMBA course schedules are designed to accommodate demanding jobs, with classes often occurring on weekends and weeknights or part time.

"These are programs that are designed so that working professionals can fit them into their lives, so you're not going to go on campus during the day four or five days a week," says Michael Desiderio, EMBAC's executive director. "There's a myriad of formats: everything from meeting monthly for three immersive days to meeting biweekly for one or two days."

As a result of the COVID-19 pandemic, distance learning has become a more common way to complete an EMBA, Desiderio says. He notes that EMBA class sessions are often long, allowing coursework to be compressed into fewer days than a full-time MBA program generally requires.

Traditional MBA and EMBA programs typically result in the same credential – a Master of Business Administration degree. In rare cases, schools include the word "Executive" in the formal degree.

"While they both lead to the same type of degree, there are key differences with regard to how they are designed and delivered, as well as the audiences they target," Arman Davtyan, assistant dean of enrollment management at the Pepperdine Graziadio Business School at Pepperdine University in California, wrote in an email. He notes that EMBA programs tend to target mid- to senior-level leaders and managers who are "responsible for the strategic direction of their organizations or businesses."

What Are the Costs and Payoffs of an EMBA?

The average cost of an EMBA, according to EMBAC's 2023 Membership Program Survey, is $94,203 – up more than $11,000 from 2019.

However, many business schools charge significantly more than the average rate. Among the ranked EMBA programs that were evaluated in the U.S. News Best Executive MBA Programs rankings, the total price of an EMBA often exceeds $100,000 and occasionally – in rare instances, at highly prestigious B-schools – the cost surpasses $200,000.

By comparison, for many of the top traditional MBA programs , which typically last one or two years, tuition is around $70,000 to $85,000 per year.

Some EMBA students are fully or partially sponsored by their employers, while others finance their own education. Nearly one-third of Graziadio students receive some level of financial support from their employer, Davtyan says.

But nationally, it's more common now than in the past for EMBA students to self-fund their education, according to EMBAC. In 2023, nearly 55% of EMBA students were paying for their own degrees, up from 53% in 2019.

"As a first step, anyone looking to enroll in an MBA program should inquire with the HR unit of their organization about education benefits that may be offered as part of their benefits package," Davtyan says. "In addition to employer sponsorship and reimbursement programs, some companies may have special arrangements or partnerships with business schools that provide access to other scholarship funds or tuition discounts."

Although full corporate sponsorships for EMBA students are rarer now, the demand for an EMBA is "strong," Desiderio says, noting a 9% increase in the number of applications in 2023 compared to 2019.

The average EMBA grad received a 23.9% increase in compensation between the start and end of their executive MBA program, according to the 2023 EMBAC Student Exit Survey, which primarily polls North American programs. Moreover, during their EMBA education, 42% of students received a promotion.

How Executive MBAs Compare to Other Types of MBAs

EMBA programs don't typically focus as much on fundamental principles or technical concepts of business such as accounting, finance, operations and marketing, Davtyan says. Executive MBA students are generally expected to have mastered those before enrolling.

"Because EMBA programs aim to equip experienced management professionals striving to deepen their impact on an organization, they usually place greater emphasis on strategic leadership, decision-making, innovation, change agency and management," he says.

Another important distinction between a traditional MBA and an EMBA is that the classroom discussions sound and feel different, Desiderio notes.

"The level of discussion, when it comes to business cases, tends to be at a higher level" in EMBA courses, Desiderio says. "People just have more real-world experience."

Most EMBA programs feature seminar-style classes, capstone assignments and company-sponsored projects, Davtyan says. "To support the continuing personal and professional development of students, some programs, including ours at Pepperdine Graziadio, also offer individual or small-group executive coaching sessions for students."

Davtyan says because executive MBA programs typically attract cohorts of experienced and established professionals, they tend to offer a higher level of peer-to-peer learning than traditional MBA programs, along with valuable networking opportunities.

"Most EMBA students find great value in the opportunity to convene and exchange perspectives with classmates from a range of industries and organization types, all in the context of a mutually supportive learning environment," he says.

A traditional MBA program is typically designed to provide students with an "immersive experience" that includes regular and full-time classes as well as experiential learning opportunities such as internships and global study trips, Davtyan says. By contrast, "a typical EMBA program is designed to accommodate the schedule of a busy management professional through less frequent but more intensive class sessions or learning modules."

According to Desiderio, most executive MBA programs "are lock-step programs, meaning you start with a group and you end with the same group. In between, you might take a different elective, but you're with that same peer group for the bulk of the program, which is different than a part-time MBA program."

Some EMBA applications may have more requirements than a traditional MBA application, Davtyan adds. "They may include special candidate assessments, documentation of leadership experiences or accomplishments, reference letters and other items that attest to the applicant's suitability for an Executive MBA."

Prospective EMBA students should also be aware of mandatory commitments a program may have and coordinate with company managers regarding any time their program may take them away from work.

Cheri DeClercq, assistant dean for graduate programs and strategic partnerships at Michigan State University's Eli Broad College of Business , notes that like a traditional MBA, EMBA programs typically last 18-24 months.

"EMBA students routinely indicate that the knowledge and networks they gain in an EMBA position them to make a bigger, better and broader impact inside their organization," she says. "EMBAs deliver value by bringing together professionals from across functions and industries who learn through and with each other, then apply this learning immediately to their organizations."

Searching for a business school? Get our complete rankings of Best Business Schools.

B-Schools That Taught Fortune 500 CEOs

Tags: MBAs , business school , education , graduate schools , students

You May Also Like

How to choose a civil rights law school.

Anayat Durrani May 22, 2024

Avoid Procrastinating in Medical School

Kathleen Franco, M.D., M.S. May 21, 2024

Good Law School Recommendation Letters

Gabriel Kuris May 20, 2024

Get Accepted to Multiple Top B-schools

Anayat Durrani May 16, 2024

Premeds and Emerging Medical Research

Zach Grimmett May 14, 2024

How to Get a Perfect Score on the LSAT

Gabriel Kuris May 13, 2024

Premeds Take 5 Public Health Courses

Rachel Rizal May 7, 2024

Fortune 500 CEOs With a Law Degree

Cole Claybourn May 7, 2024

Why It's Hard to Get Into Med School

A.R. Cabral May 6, 2024

Pros, Cons of Unaccredited Law Schools

Gabriel Kuris May 6, 2024

• Program Finder
• Admissions Services
• Course Directory
• Academic Calendar
• Hybrid Campus
• Lecture Series
• Convocation
• Strategy and Development
• Implementation and Impact
• Integrity and Oversight
• In the School
• In the Field
• In Baltimore
• Resources for Practitioners
• Articles & News Releases
• In The News
• Statements & Announcements
• At a Glance
• Student Life
• Strategic Priorities
• Inclusion, Diversity, Anti-Racism, and Equity (IDARE)
• What is Public Health?

Office of Faculty

• Faculty Initiatives

We Are on a Mission

Led by the vice dean for faculty, the Bloomberg School Faculty Office is dedicated to crafting and fortifying structures that champion faculty success. We serve as advocates for faculty voices, ensuring their perspectives are incorporated into pivotal policy decisions at both School and University levels. Our ethos revolves around nurturing a vibrant culture of collaboration and inclusivity, where every faculty member knows that they are valued and empowered to reach their full potential. 

We take pride in celebrating the richness of our diverse faculty community, recognizing that it enriches our academic environment and enhances our collective experiences. 

Primary Faculty

Minority Faculty 

Affiliated Faculty

Female Faculty

Meet the Team

Katherine Clegg Smith, PhD

Kate Smith, Professor in Health, Behavior and Society and Vice Dean for Faculty at the Bloomberg School, is a sociologist specializing in the social determinants of health and qualitative research methods as applied to public health inquiries. Her expertise encompasses communication of health information, lived experiences of health conditions, and the interplay between identity and health.

In her role as Vice Dean for Faculty, Kate serves as a voice for faculty in leadership decision making, acting as a liaison between the University and School on faculty policies and initiatives. She oversees all faculty appointments and promotion requests at both the School and University levels, organizes initiatives to promote faculty success, and serves as a valuable resource for all Bloomberg School faculty members.

Isis Conroy-Tabrizi, MS

Isis Conroy-Tabrizi is a senior associate in Faculty Appointments and Promotions at the Bloomberg School. She has led significant projects, including managing the Faculty Information System (FIS) and cultivating a robust tracking system for appointments and promotions. She has also taken on leadership roles, serving as the inaugural IDARE Staff Assembly representative and participating in the Administrative Development Program. Passionate about recognizing individuals' contributions to public health, Isis is dedicated to making systems more equitable and efficient.

Outside of the office, Isis is an advocate for organic farming and often sells mushrooms at farmers markets. Living in Baltimore city with her wife and two dogs, Isis enjoys spending time outdoors and visiting local Charm City spots! 

Samantha McDonald

Samantha McDonald is an administrative specialist, closely collaborating with the School’s Vice Dean for Faculty. She joined the Bloomberg School in 2021 as a senior administrative coordinator in Graduate Education and Research, and brings a wealth of administrative and institutional expertise gained from her prior roles at the Johns Hopkins School of Medicine and Johns Hopkins Hospital.

Samantha has played a pivotal role in spearheading faculty initiatives at the School, including the Faculty Leadership Program, the New Faculty Orientation Program, and the Faculty Writing Retreats.

Beyond her professional commitments, Samantha enjoys tennis, gardening, and cherishing quality family time on weekends.

Katrina Rhoda

Katrina "Kate" Rhoda brings a wealth of diverse experience and a vibrant energy to her role as a senior faculty appointments and promotions coordinator at the School. With nine years of experience in the mortgage industry, Kate embarked on a mission to challenge herself in a new field, ultimately finding a rewarding role in academic administration.

Driven by the opportunity to facilitate the vital work of faculty members, Kate finds fulfillment in witnessing their accomplishments and ensuring they have the support they need to thrive. She brings crucial skills of organization, collaboration, and effective communication to the team. 

Beyond her professional endeavors, Kate finds joy in spending time outdoors with her dog, cooking vegan and vegetarian dishes, and cherishing moments with her son.

Office of Faculty  Johns Hopkins Bloomberg School of Public Health 615 N. Wolfe Street, W1033 Baltimore, MD 21205-2179

[email protected]