The Public Health Sciences (PHS) PhD program prepares students to think critically as public health scientists, to succeed as independent investigators, and to understand and address public health challenges locally and globally. The program offers unique training opportunities in interdisciplinary research through conceptual and methodological coursework, hands-on research and teaching experiences, active faculty mentoring, and transdisciplinary public health professional acculturation. The PhD program is a four-year, intellectually robust program designed to serve students, faculty, and the school by promoting timely completion, equity, and strong career preparation.
Our doctoral program involves intense training in population and social science research methods and personalized mentoring by some of the leading scholars in the field. We provide a diversity of experience and faculty with a cross-section of interests that enhance transdisciplinary learning. Our faculty are on the forefront of research in health disparities, epidemiology and biostatistics, global health, health policy, urban design and the built environment, violence and injury prevention, and mental health. The curriculum prepares students for research leadership in a rapidly changing society. Our collaborative and entrepreneurial community is committed to conducting research that will have social impact.
Current Doctoral Programs Team
- Professor Patrick J. Fowler, PhD, Program Director
- Assistant Professor Maura Kepper, PhD, Faculty Lead
- Jennifer Ramirez, MSEd, Program Manager
For additional information, please refer to the Doctoral Programs Viewbook and the PhD in Public Health Sciences Program Overview on the WashU Public Health website.
Doctoral Education Sub-Committee
The Public Health Sciences PhD program is governed by the Doctoral Education Sub-Committee comprising a chair and faculty members drawn from the Bursky School of Public Health. It is a sub-committee of the Bursky School of Public Health Education Committee. Faculty will be invited annually to serve on this committee by the Program Director and the Dean of Education in the Bursky School of Public Health; PhD students serving as cohort representatives also sit on the committee. Committee members meet bi-monthly at most and at least twice per academic year. Consult the Cabinet, Committees, and Subcommittees page of the WashU Bursky Public Health website for a list of the current members of the Doctoral Education Sub-Committee.
Contact Info
PhD students develop an individualized research area through coursework and mentored training opportunities. Students have the option to define their own areas of individual research interest with the Generalist concentration, or they can choose to concentrate in Dissemination & Implementation Sciences (D&I) or Systems Science for Health Equity (SS4HE). Consult this page's Concentrations tab for more information.
Students are offered admissions under faculty mentors with shared research interests and have extensive opportunities to engage in cutting-edge research in child and maternal health, chronic disease epidemiology and prevention, dissemination and implementation science, global health equity, environmental health, health policy, public mental health, systems and data sciences, and other fields.
Curriculum
The program provides a structured yet flexible curriculum that balances core training in theory and methods with professional skill development and practical experience. Our program requires 40 credits earned by taking courses and completing mentored research and teaching experiences.
Students' first year of study includes basic principles in research, statistics and measurement, theoretical study, and content to strengthen their social science knowledge base. The second year offers a more individualized program of study expanded to include electives offered throughout the university. A curriculum plan is developed by each student and a mentoring team and focuses on an area of specialization. Students complete an oral qualifying exam during the summer following two years of coursework, and they then typically spend an additional two years on work related to the dissertation.
Coursework
The PhD curriculum includes the following:
- Three Core courses (9 credits)
- Five Analysis & Research Methods courses (15 credits)
- Four Professional Development courses (4 credits)
- Two Substantive/Theoretical courses (6 credits)
- Two Teaching Practicum courses (2 credits)
- Two Research Practicum courses (4 credits)
Teaching and research practica typically occur after the first semester of the program. Research practica provide opportunities to engage in different aspects of the research process and to increase a student's capacity for completing independent research. Teaching practica ensure students are well-trained in substantive content and pedagogy as they prepare for independent teaching at the graduate level. Additional opportunities for research development are available within specific research fellowship programs, faculty laboratories, and research centers.
Full-Time Student Status
PhD students must be enrolled in a minimum of 9 credit units to be considered full-time. Full-time status impacts visa status and benefits eligibility, including for the stipend, health insurance, dental insurance, and so on. When students have completed their coursework or if their enrollment will drop below 9 credits in a fall or spring semester, the student must enroll in PHDC 9900 Doctoral Research by completing the form found on the SPH Student Resources website. Additional information can be found on the Dissertation Process tab.
Please note that doctoral students typically maintain full-time student status over the summer and additional registration is not required for this session. Students may enroll in courses and required practicums over the summer, if desired.
Overview of Courses and Key Program Milestones
Training in the Responsible Conduct of Science
Central to Washington University's mission of fostering excellence in research is a commitment to ensuring that all individuals responsible for the design, conduct, and reporting of a research study involving human subjects receive adequate education in the protection of those human subjects and the security of research data. The CITI training is a web-based human research protections training program created by the Collaborative Institutional Training Initiative and required of all incoming PhD students. Individuals affiliated with Washington University can access the program through the Research Administration System. This takes place during the first semester of doctoral study as part of one of the foundational courses. There will be several opportunities throughout the academic year to attend additional training (beyond the required CITI training) as required by various research projects and fellowships.
Core Seminars Required of All School of Public Health PhD Students
All students are required to take three core foundational courses.
| Code | Title | Units |
|---|---|---|
| BSDC 8001 | Conceptual Foundations of Social Science Research | 3 |
| PHDC 8014 | Theoretical Orientations in Public Health Sciences | 3 |
| PHFN 5000 | Epidemiology | 3 |
Professional Development Seminars
Professional development for PhD students is broken down into a series of four 1-credit seminars taken during the first and second years. It is designed to help acquaint students with school and campus resources; to help them get to know school and university faculty; and to continue to develop critical skills for the field of public health, including authorship, designing effective lectures, submitting grant applications, and more.
| Code | Title | Units |
|---|---|---|
| PHDC 8800 | Professional Development Seminar I | 1 |
| PHDC 8801 | Professional Development Seminar II | 1 |
| PHDC 8802 | Professional Development Seminar III | 1 |
| PHDC 8803 | Professional Development Seminar IV | 1 |
Analysis and Research Methods Courses
PhD students are required to take five analysis and research method courses for a total of 15 credits. The sequence of courses depends on the student's experience and research goals. Students choose from graduate-level quantitative, qualitative, or mixed-methods courses focusing on data collection, management, analysis, or interpretation. They also select courses on study design and relevant scientific methods. Typically, analysis and methods courses ultimately inform the student's area of research interest and their dissertation. Some examples of courses that meet this requirement include the following, but this list is not exhaustive:
| Code | Title | Units |
|---|---|---|
| BSDC 8003 | Foundations of Data Analysis | 3 |
| BSDC 8004 | Foundations of Data Management | 3 |
| BSDC 8005 | Applied Linear Regression Analysis | 3 |
| BSDC 8006 | Generalized Linear Models | 3 |
| BSDC 8008 | Structural Equation Modeling | 3 |
| BSDC 8010 | Multilevel and Longitudinal Modeling | 3 |
| BSDC 8011 | Propensity Score Analysis | 3 |
| BSDC 8017 | Mixed Methods Research: Foundations and Applications | 3 |
| BSDC 8023 | Introduction to Agent-Based Modeling | 3 |
| BSDC 8025 | Survival Analysis | 3 |
| BSDC 8026 | Developing and Evaluating Implementation Strategies in Health and Social Services | 3 |
| PHCC 6004 | Health Economics | 3 |
| PHCC 6005 | Quantitative Methods for Health Policy Analysis | 3 |
| PHDC 8007 | Social Network Analysis | 3 |
| PHEL 6001 | Mental & Behavioral Health Epidemiology | 3 |
| PHEL 6005 | Applied Machine Learning Using Health Data | 3 |
| PHEL 6007 | Using Administrative Data for Health Services Research | 3 |
| PHEL 6008 | Systematic Review & Meta-Analysis | 3 |
| PHEL 6009 | Applied Deep Learning Using Health Data | 3 |
| PHEL 6010 | Systems Thinking in Health | 3 |
| PHS 5100 | Development, Validation and Application of Risk Prediction Models | 3 |
| PHS 5140 | Randomized Controlled Trials | 3 |
| PHS 5230 | Multilevel and Longitudinal Data Analyses for Clinical Research | 3 |
| PHTPS 6003 | Health & Place: Spatial Thinking & Applied Methods | 3 |
| PHTPS 6019 | Applied Qualitative & Participatory Methods | 3 |
| PSYCH 8068 | Hierarchical Linear Models | 3 |
| SPGN 6016 | Benefit-Cost Analysis | 3 |
| SWPM 6074 | Community Based System Dynamics | 3 |
| SWPM 6076 | Foundations of Geographic Information Systems (GIS) for the Applied Social Sciences | 3 |
Substantive or Theoretical Courses
Students take a minimum of two substantive/theoretical courses related to their research areas of interest. Courses can be in the School of Public Health and/or in different disciplines, such as anthropology, economics, medicine, political science, psychology, services research, etc. The courses that fit this section are selected either from the list of PhD Concentration courses or selected in alignment with the identified research focus for the Generalist Concentration. Some examples of courses that meet this requirement include the following (this list is not exhaustive):
| Code | Title | Units |
|---|---|---|
| BSDC 8005 | Applied Linear Regression Analysis | 3 |
| BSDC 8018 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact & Equity | 3 |
| BSDC 8023 | Introduction to Agent-Based Modeling | 3 |
| BSDC 8026 | Developing and Evaluating Implementation Strategies in Health and Social Services | 3 |
| CLNV 5230 | Introduction to Dissemination and Implementation Science | 3 |
| CLNV 5420 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact and Equity | 3 |
| PHCC 6002 | Global Health | 3 |
| PHCC 6003 | Policy, Politics & Power in Global Health | 3 |
| PHCC 6004 | Health Economics | 3 |
| PHCC 6006 | Health, Politics & Policy | 3 |
| PHCC 6007 | Fundamentals of Mental Health for Public Health | 3 |
| PHCC 6008 | Public Mental Health | 3 |
| PHDC 8007 | Social Network Analysis | 3 |
| PHEL 6003 | Translating Epidemiology Into Policy | 3 |
| PHEL 6010 | Systems Thinking in Health | 3 |
| PHFN 5002 | Environmental Health | 3 |
| PHS 5160 | Dissemination and Implementation Science | 3 |
| PHTPS 6000 | Public Health in St. Louis | 3 |
| PHTPS 6002 | Protection of Women & Children in Humanitarian Response | 3 |
| PHTPS 6004 | Chronic Disease: Obesity Prevention & Public Health Policy | 3 |
| PHTPS 6006 | Global Nutrition and the Environment: Foods Systems in a Changing World | 3 |
| PHTPS 6007 | Interrogating Health, Race & Inequalities | 3 |
| PHTPS 6008 | Climate Change & Public Health | 3 |
| PHTPS 6009 | From the inside-Out: Public Health & The Built Environment | 3 |
| PHTPS 6011 | Gender, Poverty & Global Health | 3 |
| PHTPS 6012 | Global Reproductive Health | 3 |
| SWPM 6011 | Global Mental Health | 3 |
| SWPM 6044 | Social Entrepreneurship | 3 |
| SWPM 6046 | Social Innovation | 3 |
| SWPM 6074 | Community Based System Dynamics | 3 |
| SWPM 6077 | System Dynamics Modeling for Strategic Design | 3 |
Teaching Practicums
PhD students must take a minimum of two 1-credit teaching practicum courses. These are typically taken beginning in the spring semester of the first year, although students may obtain approval to complete a practicum during the first semester. Practicum courses are designed to give students experience with lecture preparation and delivery, grading, and other aspects of course management under the guidance of an experienced faculty member. Students may serve as an assistant for any School of Public Health or Brown School course and are encouraged to select courses that may become part of their own teaching repertoire in the future. Students are also welcome to serve as teaching assistants in graduate courses outside of the School of Public Health or the Brown School and may do this work in undergraduate courses with permission from the program. When registering for these courses, students add themselves to the Program Manager's section. After completion of the required Docusign documents, the registrar moves the student into a section under the supervising faculty member's name.
| Code | Title | Units |
|---|---|---|
| PHDC 9003 | Practicum in Teaching I | 1 |
| PHDC 9004 | Practicum in Teaching II | 1 |
Research Practicums
PhD students must take two 2-credit research practicum courses. These are typically taken beginning in the spring semester of the first year, although students may obtain approval to complete a practicum during the first semester. Students work with a faculty member and may or may not be paid according to whether they are working with a funded study or center. Students and the supervising faculty outline a plan for the practicums along with completing an electronic form that is approved by the advisor and the PHS PhD Program Director. When registering for these courses, students add themselves to the Program Manager's section. After completion of the required Docusign documents, the registrar moves the student into a section under the supervising faculty member's name.
| Code | Title | Units |
|---|---|---|
| PHDC 9000 | Practicum in Research I | 2 |
| PHDC 9001 | Practicum in Research II | 2 |
Qualifying Exam
All School of Public Health PhD students must take a qualifying exam. This oral exam demonstrates the student's knowledge of the substantive issues, key research questions, theory, empirical evidence, and implications related to their research area of interest. Students are expected to pass their qualifying exam by the end of the summer after their second year. Students who do not pass their exam by the first attempt may have until the end of the fall semester of their third year to retake and pass the exam. Additional information is available on the Qualifying Exam tab of this page.
Dissertation Proposal and Dissertation Defense
After the Qualifying Exam has been successfully completed, the student will be permitted to begin the dissertation process, which includes proposing an empirical approach for addressing an important question identified by the student and then conducting and disseminating the research results. The process aims to demonstrate mastery of a specific field of knowledge and the capacity for original scholarly work. Additional information is available on the Dissertation Process tab.
Concentrations
There are currently three concentrations open to PhD students: 1) Generalist, 2) Dissemination and Implementation Sciences, and 3) Systems Science for Health Equity. For more information about each of the concentrations and their requirements, consult the Concentrations tab of this page.
Note: Doctoral students may take master's level courses at the School of Public Health or from another university school or department. However, students may not repeat a course that is equivalent to a course completed as part of their prior graduate degree(s).
Timetable for Program Progress
Students are expected to proceed at a pace appropriate to enable them to finish within the time limits detailed below. Students are expected to have completed all PhD requirements except for the dissertation no later than the end of the first semester of the third year of full-time graduate study. The purpose of these limits is to provide guidelines for satisfactory progress. The following list includes both the target years and the time limits for the completion of program requirements:
- Coursework Completed:
- Target = End of Year 2
- Limit = End of Fall Semester, Year 3
- Qualifying Exam Committee Formed:
- Limit = End of Year 2
- Qualifying Exam Passed:
- Target = End of Summer after Year 2
- Limit = End of Fall Semester, Year 3
- Approval of Dissertation Proposal:
- Target = End of Fall Semester, Year 3
- Limit = End of Year 4
- Dissertation Defended:
- Target = End of Year 4
- Limit = End of Year 7
While all students are encouraged to complete coursework within the first two years, some fellowships may require additional coursework into the third year. Students may take a limited number of courses (one to two) into the third year, if necessary, to meet their educational goals in consultation with their advisors. Students may also take courses in the summer; however, only courses offered through the School of Public Health are eligible for tuition remission during the summer.
The deadlines for passing the Qualifying Exam and for defending the Dissertation are firm. Students are automatically dismissed from the program if they fail to meet the seven-year deadline. Exceptions are rare and made only by approval of the Director of the PhD program and the Doctoral Education Sub-Committee. These exceptions must include a serious extenuating circumstance. A student may apply only once to the Doctoral Education Sub-Committee to extend this deadline, and applications will be approved only if the student has a realistic plan to finish in a timely manner. It is unlikely that the Doctoral Education Sub-Committee will extend the dissertation defense deadline without prior completion of the Qualifying Exam and Dissertation Proposal.
PhD Concentrations
School of Public Health PhD students develop an individualized area of interest through coursework and mentored training opportunities that culminate in an empirical dissertation demonstrating mastery of a specific field of public health sciences. All students enter under the Generalist Concentration through which they choose from a wide variety of courses that align with their individual area of interest, with the option to declare one of our more structured concentrations, which provide a framework for interested students to develop competencies in subfields of expertise. Successful concentrators earn a PhD in Public Health Sciences with a specialization in their chosen area. Upon graduation, completion of the concentration is noted on the student's academic transcript and may be listed on their CV. Currently, the School of Public Health offers the following concentrations: 1) Generalist; 2) Dissemination and Implementation Sciences (D&I); and 3) Systems Science for Health Equity (SS4HE).
Administrative Oversight
Each PhD concentration is overseen by at least one primary instructional faculty (PIF). The PIFs coordinate with the PhD Program Director to ensure students meet all concentration and program requirements. The PIFs also work to ensure that cutting-edge training opportunities in the subfield are accessible to students. This includes developing and monitoring course offerings and facilitating potential mentorship matches between students and faculty. In the case of the Generalist Concentration, the PhD Program Director serves as the PIF, and students build both formal and informal mentoring relationships with faculty members who have similar research interests and areas of expertise.
Process and Timeline
Students complete PhD and concentration coursework during the first two years of the program. They also fulfill all other PhD requirements, including mentored training opportunities. Students are typically supervised by and complete a Qualifying Exam with faculty experts in the subfield. Students work with their faculty advisor, the PIF, and the Program Director to ensure interest alignment and eligibility. Students initially declare a concentration of interest in Workday during their first year, but they do not formally apply for their chosen concentration until after successfully completing their dissertation proposal. Course requirements will be considered as part of the concentration application, and students will be expected to complete concentration coursework, independent study, or other mentored research training opportunities that include or are equivalent to at least nine full hours of academic work per week for 15 weeks for each 3 units of credit.
Generalist PhD Concentration
Rationale and Competencies
The Generalist Concentration allows students to choose to focus on a research interest of their own, selecting coursework and working with faculty members who can support their interests. Students selecting this track will be prepared to meet the following competencies:
- Design and conduct independent research in a specialized focus area within public health and demonstrate mastery of that area.
- Understand and apply a range of study designs, research methods, and approaches to data management and analysis commonly used in public health and in the specialized focus area.
- Evaluate scientific literature in public health and the specialized focus area critically but fairly and identify gaps that need to be addressed.
Generalist Concentration Requirements
Coursework
Students complete coursework and mentored training aligned with their specialized focus area. Coursework should be selected to expose students to the emerging conceptual, methodological, and ethical issues around their focus area. Students select a minimum of 9 credits of courses from graduate offerings. Students also complete course requirements for the PhD degree, which provide ample opportunities to supplement the Generalist Concentration coursework with highly relevant methods courses in mixed methods, multilevel modeling, system sciences, and so on.
Mentored Research
Concentrators identify faculty mentors whose scholarship aligns with their specialized area of focus. Together, the student and their faculty mentor(s) develop and execute research that culminates in a dissertation that contributes to the literature on the focus area.
Primary Instructional Faculty
The PhD Director, Patrick Fowler (pjfowler@wustl.edu), is the initial point of contact for generalist concentrators. Students build a network of additional faculty mentors through activities such as coursework, research and teaching practicum opportunities, and attending talks and seminars to build out their support system and committees.
Courses
Note: The following list of courses is meant to provide examples of the work undertaken by students in this concentration; it is not an exhaustive list.
| Code | Title | Units |
|---|---|---|
| BSDC 8003 | Foundations of Data Analysis | 3 |
| BSDC 8004 | Foundations of Data Management | 3 |
| BSDC 8005 | Applied Linear Regression Analysis | 3 |
| BSDC 8006 | Generalized Linear Models | 3 |
| BSDC 8008 | Structural Equation Modeling | 3 |
| BSDC 8010 | Multilevel and Longitudinal Modeling | 3 |
| BSDC 8011 | Propensity Score Analysis | 3 |
| BSDC 8018 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact & Equity | 3 |
| BSDC 8023 | Introduction to Agent-Based Modeling | 3 |
| BSDC 8024 | Introduction to Dissemination & Implementation Science | 3 |
| BSDC 8025 | Survival Analysis | 3 |
| BSDC 8026 | Developing and Evaluating Implementation Strategies in Health and Social Services | 3 |
| CLNV 5230 | Introduction to Dissemination and Implementation Science | 3 |
| CLNV 5240 | Implementation Science: Measures, Metric and Methods | 3 |
| CLNV 5420 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact and Equity | 3 |
| PHEL 6003 | Translating Epidemiology Into Policy | 3 |
| PHEL 6005 | Applied Machine Learning Using Health Data | 3 |
| PHEL 6009 | Applied Deep Learning Using Health Data | 3 |
| PHEL 6010 | Systems Thinking in Health | 3 |
| PHS 5160 | Dissemination and Implementation Science | 3 |
| SWPM 6074 | Community Based System Dynamics | 3 |
| SWPM 6077 | System Dynamics Modeling for Strategic Design | 3 |
Dissemination and Implementation Sciences PhD Concentration
Rationale and Competencies
Much of the health burden is preventable, yet there remains a large gap between the evidence known to promote health and application in community and clinical settings. Over nearly two decades, dissemination and implementation (D&I) research has emerged to shorten the translation gap. The D&I PhD concentration is uniquely positioned to build capacity in D&I research. It builds on extensive experience in the following areas: 1) training researchers in D&I methods; 2) conducting D&I research studies; and 3) building strategic partnerships with other researchers and partners to further D&I science. It aims to prepare next-generation public health scholars for the following D&I competencies:
- Describe the objectives of D&I research for promoting health and addressing health equity.
- Critically evaluate D&I theories, models, and frameworks.
- Assess the need for and process of adapting and tailoring interventions and D&I research strategies.
- Design studies that incorporate innovative and emerging methods and measures in D&I research.
- Describe the importance of and methods for incorporating the perspectives of different partners (e.g., patients/families, practitioners, policy makers) in D&I.
D&I Concentration Requirements
Coursework
Students complete coursework and mentored training opportunities in D&I. Coursework aims to expose students to the emerging conceptual, methodological, and ethical issues in D&I research. All students take a 3-credit introductory course in D&I and select two courses (6 credits) from a list of pre-approved offerings. Students who have already completed graduate-level introductory courses in D&I take three domain-related courses. Concentrators also complete course requirements for the PhD degree, which provide ample opportunities to supplement the D&I Concentration coursework with highly relevant methods courses in mixed methods, multilevel modeling, system sciences, and so on. Students also may complete one course through an individually designed independent study with faculty experts in D&I.
Mentored Research
Concentrators identify faculty mentors whose scholarship involves D&I sciences. Typically, these faculty members will supervise the completion of the Qualifying Exam. After finishing D&I and other required doctoral coursework and milestones, students conduct dissertation research in the field under the mentorship of faculty working in the area. Students are encouraged to participate in the various D&I training opportunities offered through the School of Public Health and the university, such as those found on the Dissemination and Implementation Research website. In addition, the Institute of Clinical and Translational Sciences' D&I Research Core affords students opportunities to receive and offer consultation and research support as research assistants.
Primary Instructional Faculty
A team of faculty across Schools coordinate to support D&I concentrators. Feel free to reach out with questions and suggestions. Faculty include the following:
- Maura Kepper (kepperm@wustl.edu)
- Byron Powell (bjpowell@wustl.edu)
- Elvin Geng (elvin.geng@wustl.edu)
- Patrick Fowler (pjfowler@wustl.edu)
Courses
Concentrators must take one 3-credit introductory course:
| Code | Title | Units |
|---|---|---|
| CLNV 5230 | Introduction to Dissemination and Implementation Science | 3 |
| or PHS 5160 | Dissemination and Implementation Science | |
Concentrators then choose a minimum of 6 credits from the following courses:
| Code | Title | Units |
|---|---|---|
| BSDC 8018 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact & Equity | 3 |
| BSDC 8026 | Developing and Evaluating Implementation Strategies in Health and Social Services | 3 |
| CLNV 5420 | Designing for Dissemination, Implementation & Sustainability: How to Maximize Impact and Equity | 3 |
| PHEL 6003 | Translating Epidemiology Into Policy | 3 |
Systems Science for Health Equity PhD Concentration
Rationale and Competencies
Systems science is the study of complex systems. The theories and methods of systems science are applied in almost every discipline, including genetics, biology, engineering, sociology, political science, public health, and more. In the past few years, systems science and analysis have developed rapidly as an interdisciplinary approach to exploring and solving important scientific problems. The Systems Science for Health Equity (SS4HE) PhD Concentration is uniquely positioned to build capacity in systems science through a public health lens. It builds on Washington University's extensive experience in training researchers in systems thinking and methods, conducting systems science research, and building strategic partnerships with other researchers and partners to further systems science. It offers a unique opportunity for doctoral students to engage in and embed transdisciplinary work in complex systems thinking and methods within their Public Health Sciences PhD program, and it aims to prepare next-generation public health scholars for the following systems science competencies:
- Understand how organizational, community, and healthcare systems contribute to public health as complex systems.
- Apply core systems science principles — such as complexity, feedback, emergence dynamics, evolution, endogeneity, social structures, and interactivity — to public health research and intervention design.
- Describe how systems thinking and systems science methods contribute to core research activities of description, prediction, explanation, and causal inference.
- Design studies incorporating systems science tools, such as agent-based modeling, system dynamics modeling, network analysis, group model building, and so on.
- Engage diverse partners in systems science research to ensure equitable public health processes and outcomes.
SS4HE Concentration Requirements
Coursework
Students complete concentration coursework with other PhD requirements during their first two years of the program. Concentrators complete one introductory course in systems science and select at least two additional SS4HE doctoral courses from the options presented below. Students who have already completed introductory courses prior to joining the doctoral program may take another of the SS4HE courses listed below. Students may also complete one course through an individually designed independent study with faculty experts in systems science.
Mentored Research
Students identify faculty mentors whose scholarship involves systems science. Typically, these faculty members will supervise the completion of the qualifying exam. After finishing the required doctoral coursework and milestones, students conduct dissertation research in systems science under the mentorship of faculty working in the area. Students are also encouraged to take advantage of training opportunities across the university, such as the quarterly meetings of the Systems Science Interest Group; the annual Systems Sciences for Social Impact Summer Training Institute; and mentored research opportunities through relevant WashU centers such as the Center for Public Health Systems Science, the Center on Social Dynamics and Policy, the Social System Design Lab, the Center for Mental Health Services Research, and the Center for Advancing Health Services, Policy, and Economic Research.
Primary Instructional Faculty
A team of faculty coordinate to support SS4HE concentrators. Feel free to reach out with questions and suggestions. Faculty include the following:
- Ellis Ballard (eballard@wustl.edu)
- Patrick Fowler (pjfowler@wustl.edu)
- Ross Hammond (rhammond@wustl.edu)
- Douglas Luke (dluke@wustl.edu)
Courses
Concentrators must take one 3-credit introductory course, unless they have already completed an introductory course during a prior graduate degree:
| Code | Title | Units |
|---|---|---|
| PHEL 6010 | Systems Thinking in Health | 3 |
Concentrators then choose a minimum of 6 credits from the following courses:
| Code | Title | Units |
|---|---|---|
| BSDC 8023 | Introduction to Agent-Based Modeling | 3 |
| PHDC 8007 | Social Network Analysis | 3 |
| SWPM 6074 | Community Based System Dynamics | 3 |
| SWPM 6077 | System Dynamics Modeling for Strategic Design | 3 |
As part of their degree requirements, PhD students must complete a program-defined Mentored Experience Requirement (MER) as per these guidelines. The Mentored Experience Implementation Plan (MEIP) is the written articulation of a program-defined degree requirement for PhD students to engage in mentored teaching activities and/or mentored professional activities, collectively referred to as the MER.
Mentored Experience Requirement (MER)
Philosophy of Teaching
The Public Health Sciences PhD program provides students with practical mentored research and teaching experiences. Students develop methodological and analytical skills in courses that provide discipline-specific historical context, theoretical and conceptual underpinnings, and philosophy. The programs also foster professional acculturation, soft-skill development, and network building.
Preparatory Engagement
Preparatory Engagement activities are those that represent an introduction to the foundational skills associated with teaching or communication. Pedagogical preparation engagement activities are normally completed before students are permitted to engage in assisting or teaching in a classroom.
PhD students fulfill the Preparatory Engagement through a sequence of teaching activities. Students in their first year achieve basic instructional competencies through the following experiences:
- New student orientation
- Professional Development Course: PHDC 8800 Professional Development Seminar I (fall, first year)
- Professional Development Course: PHDC 8801 Professional Development Seminar II (spring, first year; can be concurrent with the first AI engagement)
Students are also introduced to the WashU Center for Teaching and Learning, where they can engage in optional skill workshops.
Mentored Teaching Experiences (MTEs)
Assistant in Instruction (AI)
An Assistant in Instruction (AI) is a PhD student who is directly engaged in the organization, instruction, and/or support of a semester-long course primarily taught by a faculty member. An AI receives mentorship from a faculty member related to best practices in classroom engagement, instruction in the field, interpersonal engagement, and other relevant skills. Students and mentors complete a mentorship plan prior to the start of each AI experience. To complete each AI assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number for each semester of engagement. Refer to the "Required Pathways for Completion" section below for course numbers and details.
Students complete two required AIs via teaching practicum courses (PHDC 9003 Practicum in Teaching I and PHDC 9004 Practicum in Teaching II, with an optional PHDC 9005 Practicum in Teaching III) under the guidance of experienced faculty, starting in the spring of the first year.
AI/Teaching practicum (TP) experiences may vary in regard to tasks; however, the minimum is 1 credit unit for each, and students should expect to spend about 10 hours per week throughout the semester for each TP. Students with at least a B average and no incompletes may register for a required teaching practicum starting in the spring of the first year. Students can choose their two required practicums (in consultation with their advisor) among any of the classes taught by full-time, adjunct, or visiting faculty members. With permission from the Program Director, TPs may also be completed elsewhere in Washington University, outside of the School of Public Health or the Brown School. In rare cases, the TP can be met by independently teaching a course at Washington University or elsewhere with approval.
Adequate knowledge of the subject matter is a prerequisite for a TP experience to earn practicum credit. This requirement can be met by the student having completed the course they wish to choose, or by the faculty supervisor for the teaching practicum certifying that the student has adequate knowledge of the subject matter.
AI/Teaching practicums require that the student be involved in a variety of teaching tasks. The minimum involvement includes the following:
- Giving at least one full lecture based on notes developed by the student and approved in advance by the professor
- Providing course-relevant consultation for students who are having problems learning the material
- Grading or critiquing student assignments
Students may complete more than one TP in a semester if the advisor deems it appropriate relative to the other courses taken. It is highly recommended that the student meets their TP requirements by assisting different classes or with different faculty mentors. This wider exposure ensures more preparation for a teaching career. Class enrollment must be a minimum of five students (even if the class is not cancelled) to be approved for TP credit. Even for classes meeting the minimum of five students, the final decision to approve the practicum is made by the PhD Program Director as, in some cases, the student may require a larger and/or more comprehensive teaching experience.
Required Pathways for Completion
Students work with their faculty mentor and their Director of Graduate Studies to plan how and when they will complete their MER. Students register during the normal registration period for courses in accordance with one of these approved pathways.
Students complete two required AIs via teaching practicum courses under the guidance of an experienced faculty, starting in the spring of the first year.
| BSDC 9003 | Take one time |
| BSDC 9004 | Take one time |
| BSDC 9005 | Take one time |
In order to enroll in a teaching experience, students must first add themselves to the waitlist in Workday under their Program Manager's section and then complete the Mentored Teaching Experience Form, which is found on the SPH Student Resources website. This form requires the following information: teaching practicum instructor, faculty advisor, and course information (meeting schedule with instructor, student responsibilities, lecture topics, office hours, course development plan, and so on). Faculty members who serve as teaching practicum instructors advise students in developing practicum proposals, and they assume responsibility for evaluating student efforts by providing a grade for their performance at the end of the semester. Once this form is completed, the registrar's office will move students into the correct course section under their faculty instructor so that the instructor is able to assign a grade. This form is also used to track the student's progress in the program.
The process of earning required teaching practicum credits works as follows:
- Teaching practicums require that the student be involved in a variety of teaching tasks. The minimum involvement includes the following: 1) giving at least one full lecture based on notes developed by the student and approved in advance by the professor; 2) providing course-relevant consultations for students who are having problems learning the material; and 3) grading or critiquing student assignments.
- Courses with a teaching practicum student must provide student evaluations of the TP student's work; these are to be separate from those completed for the instructor.
- Faculty who agree to work with students in meeting their teaching practicum requirements must hold supervisory meetings during the course of the semester and, at the end of the semester, provide a short statement to the student that summarizes the student's major strengths and primary weaknesses as a teacher. Doctoral students cannot serve as instructors for other doctoral students' teaching practicums.
- In addition to enrolling in the appropriate course under the Program Manager's section, the student must also submit the Mentored Teaching Experience Form to enroll in the TP. (Consult instructions above.)
- The course instructor evaluates the student's performance and submits a letter grade at the end of the practicum. Students should make sure they get their grade for the practicum. If the e-grade deadline is missed, students should contact the Program Manager. Evaluation is based upon the student's performance in executing the tasks set forth in the TP form. The evaluations assess the student's attainment of knowledge as it relates to teaching.
Optional Activity: Teaching Intensive Pathway (TIP)
The TIP is an optional pathway for those students whose career interests lie in academia or another field that would benefit from extended teaching experiences. This immersive experience allows students to further explore the breadth and depth of teaching best practices and pedagogy related to their respective field. Students who are interested in participating in this elective experience must formally request to participate, which is subject to program approval. Due to this experience being an elective, unpaid experience, students who participate in the TIP will not receive compensation.
Students have two options to complete the TIP:
- One Mentored Independent Teaching Experience (MITE)
After completing all three required teaching practicums, eligible doctoral students may enroll in PHDC 9501 Mentored Independent Teaching Experience (MITE) with approval. The unpaid MITE fulfills the requirements of the TIP and allows full- time students to teach their own masters-level course under the guidance of an experienced faculty member. The student leads all aspects of the course development and implementation, including developing and finalizing the syllabus, preparing all lectures and class activities, planning and conducting student assessments, and effectively managing student communications. Faculty mentors support students by offering course materials, advising on course design and implementation, and providing consultation on classroom issues that arise during the semester. Typically, faculty mentors include the Associate Dean for Education, the Doctoral Program Director, or an appropriate full-time School of Public Health faculty member (e.g., course lead). (Additional information can be found below.) - Two Mentored Assistant Teaching Experiences (MATEs)
After completing the required AI/Practicum teaching experiences, students may seek additional experience assisting in the teaching of core courses. The unpaid PHDC 9500 Mentored Assistant Teaching Experience (MATE) exists to meet school needs, not just the learning needs of the students. Students have the option to complete two MATEs to meet the requirements of the optional TIP. (Additional information can be found below.)
Optional Pathway #1
| BSDC 9501 | Take one time |
Students interested in completing a MITE must meet similar eligibility requirements as exist for teaching practicums. Students must have at least a B average without any incompletes. They must have also completed the two required teaching practicums and have adequate knowledge of the subject matter to teach the course. At least five students must enroll in the course. If a student is in their fourth year and the Qualifying Exam requirement has not been completed, the student will not be permitted to teach independently. Students may do only one MITE per semester, and they cannot enroll in a MITE and a Mentored Research Experience in the same semester.
The process for enrolling in a MITE works as follows:
- Students should discuss the opportunity with their advisor to consider the goals and expectations of independent teaching, how the MITE fits with the student's career goals, progress toward program milestones, and managing ongoing non-teaching responsibilities. They also should discuss potential courses to teach and the timing of the MITE. Faculty advisors must approve a student's MITE.
- Interested students should communicate with the Program Director and the Associate Dean of Education, who can provide additional information about teaching needs and potential course options. Course availability depends on several factors, and, ultimately, the MITE options will be driven by the teaching needs of the school. The Associate Dean will finalize student matching to courses.
- Once finalized, the student should enroll in PHDC 9501 Mentored Independent Teaching Experience under the Program Manager's section and complete the Mentored Teaching Experience Form. The form is approved by the supervising instructor, the faculty advisor, and the Program Director. After approval by the Program Director, the Registrar enrolls the student into a specific section of MITE under the appropriate faculty member.
- The supervising faculty member submits a grade in Workday at the end of the MITE. Students should make sure they get their grade for the practicum. If the grading deadline is missed, the student should contact their Program Manager.
Optional Pathway #2
| BSDC 9500 | Take two times |
Students are appointed by the School of Public Health Associate Dean of Education. They report directly to the Associate Dean, who may not appoint a student who fails to make adequate progress toward the completion of the PhD. Several factors determine the need for a MATE. These include a request from the instructor, the MPH Program Director (for MPH courses), or the PhD Program Director (for PhD courses). The need for a MATE is also based on student demand, class size, lab sections, and instructor release time. The Associate Dean coordinates advertisement and recruitment for the MATE. Full-time students may enroll in no more than one MATE per semester.
The educational needs of the student remain as important considerations for permission to engage in optional teaching. Eligibility, minimum involvement, and registration processes are the same as those required for the TP. Students who have not accomplished program milestones in a timely manner may not be allowed to do teaching practicums or at least be restricted in regard to numbers in a given semester or over the summer. If a student is in their fourth year and the Qualifying Exam requirement has not been met, the student will not be permitted to enroll in a MATE. In rare cases, if the student is making exceptional progress and completes the teaching requirements ahead of schedule, students may be permitted to teach upon request for approval by the Chair and the Program Director. The student's advisor and the Program Director determine throughout the process if milestones are being reached prior to approving the non-credit teaching experience. Students enroll in MATE using the Mentored Teaching Experience Form. The faculty instructor assigns a grade (Pass/No Pass) at the end of the semester. Students should make sure they get their grade for the practicum. If the grading deadline is missed, students should contact their Program Manager.
Mentored Research Experience
Overview
The mentored research experience provides opportunities for students to engage in different aspects of the research process with faculty mentors. Learning objectives include the conceptualization of research questions; the review, assessment, and synthesis of relevant literature; the operationalization of theoretical concepts and empirical questions; data collection; the analysis of data; and the interpretation and dissemination of findings.
In order to enroll in a research experience, students must first enroll in the appropriate course under their Program Manager's section and then complete the appropriate form. The forms require the following information: faculty instructor, faculty advisor, and research proposal (varies depending on the specific research experience). This form is also used to track the student's progress in the program. Once this form is completed, the registrar's office will move the student into the correct section with their faculty instructor so the instructor is able to assign a grade at the end of the semester.
Research Practicum
Students complete two required research practicum (RP) courses beginning in the spring semester of the first year; if desired, these may be completed during the summer:
| Code | Title | Units |
|---|---|---|
| PHDC 9000 | Practicum in Research I | 2 |
| PHDC 9001 | Practicum in Research II | 2 |
Two options exist for students to meet practicum requirements: 1) working on a faculty research project; or 2) conducting an independent research project under the guidance of a faculty advisor serving as the practicum instructor. The most important consideration during the student's RP should be developing the capacity for doing independent research. Students should have the opportunity to delineate and focus on a specific aspect of a larger project, which may become their major responsibility. RPs also allow students and faculty to develop a working relationship and potentially to connect in an advisor-advisee relationship.
Students who choose to conduct an independent research project for their RP are expected to collaborate closely with the practicum instructor on the design and implementation of a small-scale research project. In doing the project, the student should maintain close communication with the faculty member who has agreed to serve as their practicum instructor. The practicum instructor is responsible for ensuring that the student has developed appropriate and feasible learning objectives and for evaluating student progress toward those objectives. Regardless of project type, students are encouraged to write publishable articles reporting the results of their research.
Students are expected to spend approximately 225 hours per semester (an average of 15 hours per week) in RP-related activities. PhD students earn 2 credits for each course, for a total of 4 credits.
The process for enrolling in an RP is as follows:
- Students actively engage with faculty during their first and second semesters and develop an RP proposal. The written statement, prepared in collaboration with the RP instructor, describes the research activities and states the learning objectives. The proposal must indicate the tasks for each of the semesters of practicum work on the project. It is essential that the proposal indicate how the practicum will contribute to the student's capacity to perform independent research. While students may receive pay for these experiences, it is critical that there be specific academic products obtained or skills learned related to student objectives, not just meeting the task requirements of a funded research project.
- The student enrolls in the appropriate course number for Practicum in Research I or II under the Program Manager's section.
- The student uploads the written proposal as part of the Mentored Research Experience Form found on the SPH Student Resources page. The form requests approval from the practicum instructor, the faculty advisor, and the Program Director. After approval by the Program Director, the registrar enrolls students into a specific RP section under the practicum instructor's name. All forms must be completely approved before the course add/drop day for the semester.
- The practicum instructor evaluates the student's practicum performance. Evaluation is based upon the student's performance in executing the tasks set forth in the written practicum proposal. The evaluations assess the student's attainment of knowledge as it relates to the research and the student's ability to prepare for scholarly research. The practicum instructor submits a grade at the end of the practicum. Students should make sure they get their grade for the practicum. If the grading deadline is missed, students should contact their Program Manager.
First-year doctoral students may not enroll in an RP during their first semester without approval from the Program Director. If the student has completed all courses with at least a B average and no Incompletes, they may sign up for an RP for the subsequent semester. Students and the supervising faculty outline a plan for the RPs along with completing the electronic form that is approved by the advisor and PhD Program Director. Practicum instructors typically are full-time Washington University faculty who have demonstrated competence in the social sciences or in research relevant to the field of public health. Final approval for a particular RP rests with the student, the faculty advisor, and the Program Director. Practicum instructors who are located outside of Washington University complete the same electronic RP form and follow the same guidelines as Washington University members. The instructor mentoring RPs for credit cannot be a student and must have grading privileges at Washington University to serve in this capacity.
Students are encouraged to explore a variety of practicum placements prior to making a final decision. Initial plans for RPs should involve discussions with the faculty advisor. The student should explore specific possibilities for a given practicum with the practicum instructor. These discussions eventually lead to a written practicum proposal that must be agreed to by the student, the practicum instructor, and the faculty advisor.
Expectations of educational experiences in RPs align with the phases in applied social research. The below list serves as a general guide for discussing RP opportunities during the various research phases. The list covers more than any particular student is likely to achieve across RPss. Instead, the purpose is to help inform doctoral students so they can look carefully at RP opportunities, consider areas of learning with faculty members, negotiate for areas that are of particular interest and importance, and, in general, make more informed choices and agreements regarding the RP.
Topics for RP Discussions
Developing Questions
- Mastery of substantive knowledge
- Identification of key research questions
- Selection and use of theory
- Specification of propositions and hypotheses
Research Design, Proposal Writing, and Seeking Funding
- Designing a research project
- Developing a research proposal
- Submitting a proposal to a potential funder
Population and Sampling
- Identification of the population of interest
- Mastering sampling issues
Measurement and Instruments
- Identifying and/or creating valid and reliable measures
- Constructing questionnaires and other research instruments
- Piloting and ensuring the language equivalence of instruments and measures
Collecting Data
- Making field arrangements for data collection
- Conducting interviews and other forms of data collection
- Managing data collection for a large project
Preparation and Management of Data
- Entering and "cleaning" data
- Making arrangements for use of an existing dataset
- Management and manipulation of a dataset
- Merging two or more datasets
Data Analysis
- Using advanced quantitative techniques
- Using advanced qualitative techniques
Reporting
- Writing research reports in various forms: reports, poster presentations, working papers, peer-reviewed articles
- Attending and presenting at professional and academic meetings
- Submitting articles to professional and academic journals
Ethics and Human Subject Research
- Developing and modifying Institutional Review Board protocols
- Learning how to conduct informed consent
- Executing Institutional Review Board protocols and trainings
- Developing annual continuation reports
- Learning how to work with Data and Safety Monitoring Boards
- Conducting community-engaged research
- Working on community advisory boards
- Identifying and partnering with community members
Discussions With Potential Practicum Mentors
- Invite the student to share any research products they would like to work on during their assistantship. If the student does not have specific projects, offer a few options that fit with the skills they are hoping to develop. (Note: If the RP product is a student's own project, the execution of the following steps should be catered to the circumstance.)
- Invite the student to share what research skills they are hoping to develop during the assistantship.
- Explore the student's learning style.
- Share your approach to research supervision; explain the best way(s) to communicate with you.
- Discuss and agree upon a realistic, deliverable RP product.
- Discuss the authorship of any product(s) in accordance with the WashU authorship standards
- Brainstorm product tasks, set deadlines, and discuss grading criteria.
- Schedule recurring meetings.
- Write down and sign RP details.
- Prior to the meeting:
- Jointly set the agenda.
- Clarify if/what portions of the product should be submitted for feedback.
- Specify the desired format of the product for feedback.
- During the meeting:
- Provide constructive feedback.
- View meetings as opportunities to teach skills.
- Forecast the next step and check with the student about their degree of confidence in executing the next step.
- Provide instruction to develop any skills needed to accomplish the next task, as needed.
- Provide overall feedback to the student regarding their grade for the RP (e.g., mid-term grade reports) so that the student has time to improve/correct their work and so they will not be surprised by their final grade.
- Submit the RP grade in a timely manner (by the faculty instructor).
- Miscellaneous qualities that have been endorsed as helpful:
- View the RP student as a junior colleague.
- Allow students to pursue their own relevant projects/papers with your input (i.e., a paper idea that may or may not fit with a current project but that does fit with your expertise).
- Assign research tasks that are appropriate for PhD-level skill development. (These vary depending on the student's previous research experience.)
- Avoid micromanagement.
- Strive for a positive working relationship.
- Check-in with the RP student periodically about how the practicum is going. (Is the practicum meeting their expectations? Is research supervision conducive to their learning?)
Doctoral Research
Doctoral students enroll in PHDC 9900 Doctoral Research after completing the required RP credits and coursework. Typically, this occurs during year three and beyond, but it should be used in any semester when the student will be enrolled in fewer than 9 credit units. Enrollment in PHDC 9900 Doctoral Research maintains full-time status for the student. This 0-credit course allows students to continue research with advisors or to engage in new research with other faculty mentors to build skills and working relationships. Students are expected to engage in mentored research experience with faculty through the entirety of their doctoral studies.
Similar to the RP, PHDC 9900 Doctoral Research allows students to delineate and focus on a specific aspect of a larger project that builds skills and provides opportunities for academic products. Students either partner on a faculty research project or conduct independent research under the guidance of a faculty advisor serving as the instructor. To enroll in this course, students must complete the Doctoral Continuing Student Status Form, which will trigger the registrar to enroll the student in the correct section. This form requires a brief written proposal (one to three paragraphs) that summarizes student expectations and requirements.
The faculty instructor assigns a Pass/No Pass grade at the end of the semester. Students should make sure they get their grade for the practicum. If the grading deadline is missed, the student should contact the Program Manager.
Note: In order to maintain full-time status and not experience a lapse in health insurance coverage, students in year three and beyond who will be continuing enrollment in the fall semester should have their faculty advisor sign the Doctoral Continuing Student Status Form by July 31 ahead of each fall semester. Failure to complete this task by the deadline can lead to a gap in health insurance coverage and a delay in the ability to enroll dependents. In addition, failure to be enrolled ahead of the add/drop date for the fall or spring semester can result in an inability to enroll/continue in the program for a minimum of one semester and a loss of student status and visa eligibility.
Full-time students are expected to spend 20 hours per week, on average, on research with faculty. Note: Students who have completed research and course requirements must enroll in PHDC 9900 Doctoral Research each semester until graduation.
Paid Research Experiences
Full-time students receiving stipends may engage in no more than 10 hours per week of paid research outside of PHDC 9900 Doctoral Research during the fall and spring academic semesters. Students may work up to 20 hours per week in paid research and/or teaching during the summer or after year five in their program. Paid research experiences are coordinated outside of the programs directly with employers. It is up to the student to ensure the work accords with university and employment policies. Note: Failing to comply with these policies jeopardizes full-time student status.
Qualifying Exam Overview
The Qualifying Exam extends, elaborates, and formalizes the student's preliminary formulation of interests. It assesses the student's in-depth ability to synthesize the existing literature and apply professional, theoretical, and research competencies to their specific area of interest. It also serves as an indication of the student's emphasis and readiness for more independent scholarly activities, including the proposal and dissertation.
To help plan an individualized program of study, the following are recommended:
- Students should start shaping their area of research interest starting with their first-year coursework and practicum experiences. The initial outline will help guide future course planning and subsequent theoretical and methodological learning experiences in the program. Of course, it is natural for the area of focus to shift, and it should be reviewed and updated as necessary to accurately represent the student's evolving preferences and intellectual growth.
- By the fourth semester (or earlier), students work with their faculty advisor to assemble a three-member Qualifying Exam Committee. To finalize this committee, the student should submit the Qualifying Exam Committee Approval Form.
- Students work with their Committee to define the scope of the Qualifying Exam and select 25 to 50 papers that cover the theoretical foundations, methods, and key debates in the field. Students are expected to read these works in depth and to understand both their significance and methodological approaches.
- From this larger set, the student and committee identify three to five core papers for detailed discussion.
- The student then creates and delivers a 45-minute, conference-style presentation that synthesizes the literature, highlights the core papers, critiques methods and findings, and outlines implications for their emerging dissertation direction. Following the presentation, the committee engages the student in a question-and-answer session, probing both their depth and breadth of understanding. The entire exam is scheduled for two hours during the summer after the second year.
- The Committee then deliberates on the outcome of the exam. Outcomes include Pass, Conditional Pass, and Fail. Students who fail the exam are allowed one retake before the end of the fall semester of their third year. The exam is designed not only to assess readiness for candidacy but also to provide a direct springboard to the dissertation proposal, ensuring students move more efficiently into independent research.
Qualifying Exam Committee
The Chair of the Qualifying Exam Committee is required to be a full-time Washington University faculty member authorized by the program to mentor PhD students. The Committee includes two additional full-time Washington University faculty members with doctorates who are authorized to supervise PhD students. Most Primary and Secondary SPH faculty are eligible. Research Faculty and/or Professors of Practice with doctorates may serve as members of the Area Statement Committee, but Teaching Faculty may not. Students work with the Chair to identify the most appropriate faculty members who meet the above criteria and provide expertise in the student's core area of specialization. Typically, the additional members continue to serve as members of the Dissertation Committee. The committee composition will be reviewed by the Program Director as part of the Qualifying Exam Committee Approval Form.
Qualifying Exam Deadlines
PhD students must meet the following deadlines around the Qualifying Exam:
- Assemble a three-person Qualifying Exam Committee and submit the approval form by the end of the fourth semester.
- Successfully pass the Qualifying Exam by the end of the summer after year two. If the student takes the exam during the summer but does not successfully pass, the student is granted a single retake. This retake must be completed by the end of the fifth semester.
- A student who fails to pass their Qualifying Exam after the second attempt must withdraw from the program.
Qualifying Exam Privileges
Third-year students are not permitted to do Mentored Teaching Experiences or to engage in paid part-time research assistantships until the Qualifying Exam requirements have been met.
- Students in year three may not teach or TA in the fall semester unless they have passed the Qualifying Exam by August 1 before the fall semester.
- Similarly, students in year three may not teach or TA in the spring semester unless they have passed the Area Statement and Qualifying Exam by December 15 before the spring semester.
A petition for an exemption for teaching or part-time research privileges can be made by the Qualifying Exam Chair. The Chair submits to the Program Director a rationale for an extension, a plan to support timely work, and a reasonable timeline for completion. Extensions made by the Program Director are based on the progress that the student has made, the quality of their previous work, and their committee's recommendation.
School of Public Health doctoral students must complete a dissertation to demonstrate the mastery of a specific field of knowledge and the capacity for original scholarly work. Students must complete a series of steps and milestones in order leading toward the completion of their degree.
- Finish all coursework and practicum requirements in years one and two.
- Work with their faculty advisor to create their three-person Qualifying Exam Committee by the end of year two, and submit their Qualifying Exam Committee Approval Form.
- Take their Qualifying Exam by the end of the summer after year two. Students who do no pass the first exam may retake it once before the end of the fall semester of year three.
- Add additional members to their committee, including one external member, and begin the dissertation proposal.
- Finalize and submit their Dissertation Committee Approval Form.
- Finish their proposal and have it approved by their committee.
- Submit the Notice of Title, Scope, & Procedure of Dissertation Form at least 6 months before they schedule their dissertation defense. At this point, students are officially PhD candidates.
- Submit the Application for Program Completion in Workday.
- Submit the Dissertation Defense Notification Form at least two weeks prior to the defense date. Email the Program Manager to discuss any logistics related to the defense, and to provide the Program Manager with an updated copy of their CV.
- Defend their dissertation, ideally by the end of year four. WashU students have a maximum of 7 years (14 semesters) to complete a PhD.
The steps in the dissertation process are detailed below, along with other considerations and special situations.
Step 1: Form the Dissertation Committee
Students form a Dissertation Committee (authorized by the program) that meets the Doctoral Education Sub-Committee oversight requirements. The Dissertation Committee, which approves the subject and approach of the dissertation, consists of at least four full-time Washington University faculty members authorized to supervise PhD students in the PHS PhD program and who have appropriate expertise in the proposed field of study. One of the faculty members must be the student's faculty advisor who chairs the Dissertation Committee. One of the four may be a member of the emeritus faculty. The Dissertation Defense Committee must include a fifth committee member external to the student's doctoral program of study. The external member could be inside or outside of Washington University but must have a doctoral degree and an active research program at another university, in government, or in industry. Additional faculty member(s) may be added for cases in which additional expertise is required.
Faculty service on a Dissertation Defense Committee is approved by the Program Director. As soon as the membership of the committee is determined, the student submits the Dissertation Committee Approval Form. Committee members agree to serve, and the external member provides their CV to demonstrate their active research agenda. The Program Director reviews and approves the committees. Approval of the Dissertation Committee may take place any time after the completion of the Qualifying Exam but no later than the completion of the Dissertation Proposal.
Any changes made to the Dissertation Committee (including adding or replacing members) after the approval will necessitate the submission of a new Dissertation Committee Approval Form. (Consult the Faculty Departures section below.)
Step 2: Choice of Dissertation Model
At the School of Public Health, doctoral students are allowed to develop and submit dissertations in one of two approved models. The student may pursue either model, with the approval of the Chair and Program Director.
Traditional Model
The traditional model is a thesis‐style dissertation that is composed of multiple chapters that describe a coherent dissertation research project. Typically, the traditional model will have at least five chapters:
- an introduction,
- a theoretical and conceptual overview of the problem area,
- a chapter that presents the methods,
- one or more chapters that present the results, and
- a conclusion that summarizes the research, interprets the findings, discusses limitations, and presents the implications for the field.
The actual structure of the dissertation will correspond to the particular characteristics and goals of the dissertation project.
Three-Paper Model
The three-paper model is a format that is designed to encourage doctoral students to submit parts or all of their dissertation work as peer-reviewed scholarly papers while they are working to complete their dissertation requirements. The three‐paper model dissertation will also have at least five chapters:
- An introduction that lays out the dissertation goals and research questions and provides a conceptual overview;
- Three chapters that correspond to three publishable or published scholarly papers; and
- A conclusion chapter that summarizes the research, interprets the findings, discusses limitations, and presents the implications for the field.
The dissertation may also include additional chapters or appendices that present methods or results that were not included in the scholarly papers but that are part of the dissertation work that led to the papers.
The three-paper model has the following additional requirements:
- The three papers must represent a cohesive scientific inquiry by being thematically linked, either by their theories, methods, or problem area.
- The general expectation is that the papers are being produced for high-visibility scientific journals in the disciplines relevant to the research and the student's career goals. Other dissemination vehicles and venues (e.g., conference proceedings, book chapters, white papers) are allowed with approval of the Dissertation Chair.
- The student must be the first author on all three papers, unless data-use agreements preclude this. Authorship decisions on the papers should be driven by established professional and ethical guidelines.
- Although not required, it is highly encouraged to have some connection between the Dissertation Committee, the authors, and the collaborators on the three papers.
- The timing of the submission of the dissertation papers to peer-reviewed outlets should be discussed with the Dissertation Chair. Typically, dissertation papers will not be submitted prior to the Dissertation Proposal to allow for thorough feedback from the Dissertation Committee.
- If during the preparation of a three-paper model dissertation the student feels that a traditional thesis-style format would be more feasible and appropriate, the student may switch models with approval from their Dissertation Chair and the Program Director.
Step 3: Submit the Dissertation Proposal
After the Qualifying Exam is passed, the student is authorized to proceed with submitting their Dissertation Proposal. This proposal, which must be submitted to the members of the projected Dissertation Committee, must contain the following:
- A description of the research problem and its rationale;
- A conceptualization of the literature pertinent to the problem, followed by a concise statement of the research question(s) and hypotheses; and
- A detailed description of the methods to be used in the investigation of the problem, including consideration of the population to be studied, sampling, and plans for data analyses.
- Investigations of an inductive nature, which do not lend themselves to the above format, are also permitted when this approach is the most appropriate to add to the evidence base in the substantive area of interest.
- In all cases, however, there must be sufficient information to evaluate the merit of the study and the feasibility of the research methodology.
Length is not an indication of merit for dissertation proposals. Excellent examples of proposals ranging in length from 40 to 100 pages can be found in the SPH PhD Student Resources Box folder.
A hearing must be scheduled for the proposal with a minimum of four committee members present. Ideally, the student's fifth external committee member should also be present at the proposal hearing, but the hearing can proceed with a minimum of four members.
The Notice of Title, Scope, and Procedure of Dissertation Form is used to gather signatures of the Chair and committee members. The completed Form must be submitted at least six months before the final oral defense of the dissertation. Submission of the Title, Scope, and Procedure Form after approval of the Dissertation Proposal shifts the individual from PhD Student to PhD Candidate. This form is located on our SPH Student Resources internal site.
Step 4: Abide by the Framework of Dissertation Requirements & Human Subjects
The Doctoral Council has established a framework of requirements for all Washington University dissertations. Please refer to the minimal requirements for dissertations in the Doctoral Dissertation Guide. Within a dissertation, the framework grants individual programs the latitude to permit the use of copies of papers authored or co-authored by the degree candidate but insists that the dissertation must contain elements unifying the entire body of work. Also, the contributions of the candidate must be made clear in each instance of collaborative work, and a significant part of the dissertation must rest on independent research conducted by the candidate. In particular, each dissertation must contain a review of background material placing in context the problem or problems under investigation, and it also must contain language that summarizes and discusses the principal contributions. Exceptions to the requirements may be granted under special circumstances upon approval by committee.
Prior to writing the dissertation, the candidate should obtain and become familiar with the regulations and schedule concerning the presentation and format of the doctoral dissertation found in the Doctoral Dissertation Guide.
All students planning funded or non-funded research that involves the use of individuals as research subjects must obtain approval from the Washington University Institutional Review Board (IRB) through the Human Research Protection Office (HRPO) before beginning the research. When applying for external funding to support training or research activities, it is important to note sponsor guidelines pertaining to human subjects to identify the specific information that must be provided throughout the application process. Information about the university's human subject policies — including links to a resource guide, the SWAT phone number, and the ability to schedule an IRB consultation — are all available on the HRPO website. Students may also contact the School of Public Health Office of Research Affairs for additional links and resources.
Please note that, before a Human Subjects Application can be submitted to the IRB/HRPO for approval, the materials must receive the approval of the student's faculty advisor and the Office of Research Affairs.
Step 5: Apply for Program Completion in Workday
All Washington University in St. Louis students are required to Apply for Program Completion online in Workday in order to graduate. (Please consult the instructions on the Apply for Program Completion page of the Workday@WashU website.) The deadlines for filing an Intent to Graduate and for dissertation submission are listed on the Office of the University Registrar Academic Calendar. If a student misses the deadline for filing their application for program completion, they will be unable to graduate until the following graduation date.
If the student has filed the application for program completion and decides to delay graduation, the student must email the School of Public Health's Registrar's Office, the Program Manager, and the Program Director to have the program completion on file removed from their record. The student must also file a new application for the new graduation date.
Step 6: Defend the Dissertation
The terminal dates for scheduling the final oral examination in time to receive fall, spring, or summer degrees are indicated on the Office of the University Registrar Academic Calendar. At least two weeks prior to the defense date, the student should submit the Dissertation Defense Notification Form. This form collects the student's CV and the necessary approvals for the Registrar. The Registrar will document the dissertation defense notification as a milestone in the student's record.
The student assumes responsibility for making the full text of the dissertation accessible to all members of the final examination panel for their review at least two weeks in advance of the examination. The final oral examination focuses on the subject matter of the candidate's dissertation.
The defense consists of an oral presentation of the study, its results, and its implications, followed by a discussion/question-and-answer period with the committee members. Once this is completed, the student exits the room while the committee deliberates about the success of the defense and comes to a consensus on one of these four decisions:
- Pass with no recommended changes;
- Pass with changes that are to be made in concert with the chair’s approval;
- Pass with changes that individual committee member(s) want to view before submission of the document; or
- Did not pass as the student has not met sufficient standards and must do further work and attempt a second defense.
Once the student has passed the dissertation defense, the student must complete the Dissertation Defense Exam Approval Form. This form must be signed by all of the Dissertation Defense Committee members and the Program Director.
Note: The oral defense of the dissertation is an oral examination of the student (i.e., an oral presentation) and as such is treated as a confidential assessment of the student's achievement. Open defense is permitted and highly encouraged by the School of Public Health, but it is not required. In consultation with the Chair, students can choose to allow any or specific audience members to attend. The audience members are not allowed to speak during the presentation and must exit the room with the student after the presentation while the committee members deliberate following the presentation and discussion. Accommodations should be coordinated with the Program Manager.
Dissertation Dissenting Votes
For the rare cases in which faculty members raise concerns that cannot be resolved through subsequent revisions and which therefore result in dissenting (negative) vote(s), the Committee Chair will refer the case to the Program Director. If the Program Director is on the committee, they will designate an outside faculty member to mediate. In the case of one or more dissenting votes, the Committee Chair and the dissenting voter(s) will be asked to explain the reasons for the dissent in a letter to the Program Director or their designee. After consulting with these and other members of the committee, the Program Director or their designee may accept the majority opinion and approve the dissertation or seek the opinion of an additional reader. After considering this additional evidence, the Program Director or their designee must approve or decline the dissertation. Failure to enlist a designee will be tantamount to a rejection of the dissertation.
Step 7: After the Defense
After making any requested changes and submitting the Dissertation Defense Exam Approval Form, the student must create an online account at ProQuest and submit the final text. Search for “Washington University in St. Louis School of Public Health” in the Find Your School section. The submission website requires students to choose among publishing and copyrighting services offered by ProQuest ETD Administrator, but the university permits students to make whichever choices they prefer. The final text submitted in ProQuest must follow WashU dissertation guidelines, including font type and size, page number styles, table and image styles, and table of contents formatting. Students are highly encouraged to read the “Dissertation Guide” on the Vice Provost for Graduate Education website. Once the dissertation has been delivered, the student may be charged a fee by ProQuest to make changes, so the dissertation should be in its final form upon submission.
Students who defend their dissertations successfully have not completed their PhD requirements; they finish earning their degree only when their dissertation submission has been accepted in ProQuest. The dissertation submission deadlines can be found on the Office of the University Registrar Academic Calendar.
In order to leave time to make any necessary revisions following the oral defense and to upload the final document to ProQuest, students are advised to plan for a minimum of two weeks between their oral defense and the official filing deadline.
Additional Steps Prior to Graduation
Survey of Earned Doctorates
The student must complete their Survey of Earned Doctorates prior to the dissertation deadline. They should do this as soon as possible to ensure that their response is received ahead of the degree date and the dissertation submission deadline. The electronic submission of the dissertation will not be processed or approved until this email arrives. The student will need to complete the Survey of Earned Doctorates and provide email proof of completion to their Program Manager.
Doctoral Exit Survey
The survey administered by the Office of Institutional Research gives graduating students an opportunity to evaluate WashU, their doctoral program, faculty advising, and professional development and to report on their plans for the future. The survey is sent via email from the Office of Institutional Research to PhD graduates each season (May, August, and December). If the student does not plan to graduate and received this in error, they shuold email institutionalresearch@wustl.edu to remove their name from the list.
Final Records Review
The student should work with the Program Manager to ensure that all PhD forms are completed and that there are no I, IP, or N grades on their transcript.
Step 8: Commencement
The May commencement ceremony is an annual event designed to publicly confer the earned doctorate to graduates from the recently completed spring semester as well as from the previous December. August and December graduates may return to campus the following May for the graduation ceremony. In limited situations, students who will be graduating in August may walk at the May ceremony in the year of their graduation only if they have defended successfully by May 1. Students should ensure that they submit all required forms and complete required steps on the Commencement website if they would like to participate in the May graduation ceremony.
Participation in graduation ceremonies is reserved exclusively for those who have successfully completed all aspects of the dissertation process. After review and approval by the program, the Office of the University Registrar will post the student's degree and conferral dates to their record. If the students fails to complete their degree requirements, they must refile the Application for Program Completion for a subsequent degree period.
Faculty Departures
Committee Chairs and members who go on sabbaticals or leaves of absence and who are temporarily non-residents at Washington University may continue their roles as Chairs with approval of the Program Director. If a Committee Chair ceases to be employed by the university, the student may request that the faculty member continue to serve as Co-Chair of the committee. Another member of the committee must agree to serve as the Co-Chair, with the consent of the original Chair, the student, and the Program Director. Then, the new Co-Chair should take the responsibility of providing the day-to-day guidance and decision making for the student's research and writing process. The Co-Chair structure is reserved for exceptional cases; the normative structure continues to be a sole Chair. A Co-Chair who is not able to commit sufficient time to the role should step down and allow a different committee member to take their place. A Co-Chair arrangement must always benefit the student, who has the freedom to choose their advisor, as well as the faculty members involved. If an authorized committee member ceases to be employed by the university, the student may request that the faculty member continue to sit on the committee. Consent from the faculty member and approval by the Program Director will include a decision about whether the departing faculty member should be one of the four authorized members or an external member.
We believe that students thrive when they can engage in advanced study knowing that their progress and interests are supported. We employ a comprehensive advising system for School of Public Health PHS PhD students that incorporates academic and career advising, peer support, and professional development to support student success in the program as well as in their future careers. The PhD Program Director provides coaching and advice throughout a student's tenure at the School of Public Health regarding matters of policies, procedures, and academic life at Washington University. New students are admitted under a primary faculty mentor who serves as their Faculty Advisor throughout the duration of the program. While only one faculty member typically serves as a student's lead advisor, students are encouraged to develop several additional substantive advisors. These advisors work with the student to further articulate areas of interest and to identify relevant social science and methods coursework, to develop research and teaching experiences, and/or to become members of the student's Dissertation Committee (consult the Dissertation Process tab of this page).
Peer support is also formally integrated into the professional development seminar as well as informally incorporated through a variety of social and academic gatherings. These efforts ensure that first-year students have adequate support in the various aspects of adjusting to the school and in making an informed decision about coursework and other aspects of the doctoral program.
Faculty advisors take primary responsibility for the Qualifying Exam process (consult the Qualifying Exam tab of this page). Second-year students work actively with their primary advisors and with other engaged faculty advisors to clarify and develop their area of specialization and to collect a body of research to synthesize for the Qualifying Exam. The primary advisor (chairperson) will assist the student with identifying faculty members for the Qualifying Exam Committee and with selecting courses to meet program requirements. Usually, the person who chairs the Qualifying Exam Committee also serves as the Dissertation Chair.
Each year, the advisor and the student complete an assessment of progress that identifies strengths as well as any planned efforts to address barriers to success. This process also assists the student with identifying the timeline for major program requirements (e.g., qualifying exam, proposal, dissertation).
Faculty Advisor Responsibilities
Submission of Annual PhD Student Academic Progress Report
The Annual PhD Student Academic Progress Reports are due in the spring of each year. The Program Manager collects information through the following processes. First, the student completes a self-assessment of progress and then submits the form and their CV, which is sent to the faculty advisor/chair for review and completion. Faculty advisor feedback and a review of the student's transcript provide additional information to be incorporated into a signed letter from the Program Director summarizing the student's progress and making recommendations for the coming year. The final signed letters are emailed to the student and the faculty advisor and stored electronically by the Program Manager.
PhD Forms
There are several forms required to document milestones in the program. These require timely review and approval by the faculty advisor once they have been submitted by the student.
Mentored Teaching and Research Experiences
All forms must be completed online by the student and authorized via electronic signature by the appropriate parties for approval. This includes the course instructor who supervises the experience, the primary advisor, and the Program Director.
Qualifying Exam
Prior to beginning the dissertation, students must demonstrate mastery of the literature in a given area that provides the backdrop for the dissertation proposal. The Qualifying Exam reflects an understanding of the larger area of interest, the assessment of the state of the student's knowledge, and gaps in the scientific literature. The forms associated with the Qualifying Exam include the Committee Approval Form and the Final Grade Change Form.
Doctoral Dissertation Research
After the Qualifying Exam has been successfully completed, students begin the dissertation process. This includes proposing an empirical approach for addressing an important question identified by the student and then conducting research and disseminating its results under the mentorship of the Dissertation Committee. The process aims to demonstrate the student's mastery of a specific field of knowledge and their capacity for original scholarly work. There are forms associated with various steps of the dissertation process, including the Notice of Title, Scope, and Procedure of Dissertation Form; the Dissertation Committee Approval Form; the Dissertation Defense Notification Form; and the Dissertation Defense Exam Approval Form.
Change of Advisor
The relationship between an advisor and an advisee is critical to the success of a student in a PhD program. If a situation arises in which it is determined that the existing advisor/advisee relationship should be terminated, either by the advisor or the advisee, the student will enter into a three-month probationary period so that the student can identify a new dissertation research advisor. The student will continue to receive the customary stipend (if appropriate) and allowances until an advisor for the dissertation research is identified or for three months, whichever comes first. After the three-month period, the student will either have established a new advisor/advisee relationship or, at the discretion of the program, may be provided a second three-month probationary period. At the end of either probationary period, the student may be dismissed from the program as not having made the appropriate academic progress. A third probation will not be permitted. A student is able to appeal the probation decision following the appropriate procedures as outlined in our policies section.
Best Practices for Inclusive Mentoring
As part of the School of Public Health's PHS PhD Program community, our faculty are committed to acting with integrity and using best practices in their work with our doctoral students. Below is a useful checklist to inform the mentoring approach.
- Develop a communication plan with the advisee (e.g., a regular meeting schedule, the big-picture purpose of meetings, expectations regarding communication outside meetings).
- Clarify roles, expectations, and boundaries of the advisor/advisee relationship,
- Create an advisement meeting schedule to regularly check in with the advisee.
- Unforeseen events may occur that require adjustments to the check-in schedule, but advisors should provide timely notice for any large gaps in availability due to extended travel for research or sabbaticals. Sabbaticals are typically one semester in length and do not require a change in advisor, but they do require an agreed-upon means of a student receiving feedback and getting any necessary forms approved.
- Discuss the student's learning style, needs, and interests.
- Discuss the mentor's learning, teaching, and advising styles.
- Develop a plan to help the student develop competencies (e.g., teaching, presenting at conferences, academic writing and publication)
- Promote an environment of psychological safety in which the advisee is able to develop and grow.
- Periodically evaluate the advisor/advisee relationship, and make adjustments as needed.
Note: The PHS PhD Program Director and Program Manager are happy to answer questions at any time. The program also hosts information sessions and updates about our PhD Program periodically throughout the academic year, including mini-sessions held during faculty meetings and at all-school assemblies.
Please expand the sections below for information about this program's financial policies and practices.
Stipend
All School of Public Health PhD Students receive a monthly stipend beginning in August of the first academic year of full-time enrollment. As of the 2026-27 academic year, the minimum 12-month stipend is $37,853. The stipend amount is detailed in the admission offer letter for each first-year admitted student. Stipends are eligible for renewal for a maximum period of five years for full-time enrolled students making satisfactory progress in the PhD program.
Stipends support full-time program-related activities, including coursework, practica, qualifying exams, dissertation research, as well as service to the SPH. Service typically takes the form of contributing no more than 20 hours per week on SPH faculty research that aligns with and achieves the student's training goals. Students are admitted under a primary faculty mentor and will conduct some of their mentored research within that faculty member's lab. Students have the opportunity to work with other faculty members through their teaching and research practicum courses.
The PHS program uses a shared funding model to cover student stipends. Student stipends are funded through a variety of sources, examples of which include the following:
- Faculty funding provided by the primary mentor
- Fellowships and grant funding secured by the student (e.g., NIH F31)
- Institutional training grants (e.g., NIH T32, NSF NRT)
- University fellowships (e.g., Ann W. and Spencer T. Olin-Chancellor’s Fellowship, McDonnell International Scholars Academy Fellowships, Ministry of Education (MOE) Fellowship)
The SPH will provide additional stipend support for students admitted to the program on institutional training grants and university fellowships that fall below the minimum stipend amount or the maximum number of years. For instance, the school will cover any annual stipend cap gap, which is the difference between the funder's standard stipend and WashU's support level. Likewise, the school will be responsible for the remaining years of the stipend for fellowships that cover only two years (e.g., NIH/NSF fellowships) or four years (e.g., McDonnell Scholars).
Students who receive additional grants or fellowships should provide their award letters to the Program Manager to ensure that records are updated and stipends are funded using the appropriate sources.
Tuition and Fees
The maximum tuition fee is the equivalent of 9 semester credits. Students who enroll for 9 or more credits per semester are automatically regarded as full-time students and are charged a flat full-time rate. Students must enroll in at least 9 credits of coursework or the Doctoral Research course to maintain full-time status. Failure to register risks satisfactory academic progress and university benefits. To avoid a gap in insurance coverage during the summer, students must be sure to enroll in 9 credits or in the full-time Doctoral Research course by July 31. The tuition rate and fees are subject to annual change; however, School of Public Health doctoral students receive full tuition remission for these charges. Note: Students who do not register for at least 9 credits or the Doctoral Research course by the add/drop deadline each semester could lose university benefits, visa status, and even be required to take a semester of leave.
Tuition Remission
The School of Public Health provides tuition remission for the length of the student's program as long as academic progress is being made. To be eligible for tuition remission, courses must be taken at the graduate level. These include most School of Public Health, Brown School, and School of Medicine courses and skill labs as well as courses numbered in the 5000s and above in other Schools. Courses offered through WashU Continuing and Professional Studies are non-remissible, and School of Public Health students cannot audit these courses. Note: Tuition remission for WashU graduate courses outside of the School of Public Health only covers courses taken in the fall and spring semesters. Summer courses must be School of Public Health courses to be eligible for tuition remission.
Students wishing to enroll in courses outside of these parameters and receive tuition remission must submit a justification of the relevancy of these courses to their program with approval from their advisor to the Program Director. Likewise, doctoral students should discuss and receive permission from the program in advance if seeking remission for the cost of educational or training opportunities besides courses (e.g., summer institutes, professional development, external trainings, unrelated master's degrees). Tuition remission is not guaranteed for non-program-related coursework. Students pursuing a certificate or an unrelated master's degree in addition to their PhD must consult the Program Director and their advisor about credit sharing between programs.
Health Insurance
All full-time students on the Danforth Campus are charged a mandatory health fee that gives them access to the Student Health Center. In addition, they must either enroll in the student health insurance plan or present proof of comparable coverage. International students are not allowed to waive health insurance. Both the health fee and the health insurance premium are subject to annual change.
The School of Public Health fully covers the costs of the mandatory health fee, student health insurance, and the optional dental insurance fees for the student. Spouses and dependents may also be covered for an additional fee. Students receiving special fellowship support may have different arrangements for covering their health fees and insurance. Information about healthcare coverage can be found on the Student Health Center – Danforth Campus website. Students should consult their Program Manager with specific questions.
The Student Health Center, located in the Nathan Dardick House (lower level) at the corner of Shepley Drive and Big Bend Boulevard, serves all full-time students and their spouses/domestic partners. Full-time students are automatically enrolled in the student health insurance plan upon completion of registration each semester. Failure to register in courses on time jeopardizes full-time student status and health insurance coverage.
Dental Insurance
Students interested in enrolling in the optional dental insurance plan must be enrolled in the student health insurance plan. The School of Public Health fully covers the dental insurance premium for the student. Students may also enroll their spouse and/or dependents but will be responsible for paying those fees on their own. Students may elect to opt out of the dental coverage by contacting studentinsurance@wustl.edu. Once the student has requested to opt out of the insurance at the time of the deadline listed on the student health service website, their student account charge will be reversed within 7 working days. Dental benefits can be found on the UnitedHealthcare Student Resources website.
Notes:
- Students will only be eligible to remain on the dental plan if they are on the medical plan. If a student waives the medical plan, they are not eligible to remain on the dental plan.
- Students may enroll dependents on the dental plan by contacting UHC directly. The student must be on the dental plan in order to enroll their dependents. The stipend does not cover the additional cost of dependents.
- The stipend does not include vision insurance. Students may enroll in vision insurance directly through UHC, but they will be responsible for those fees.
Part-Time Employment
If a full-time supported doctoral student wishes to accept part-time employment within Washington University or outside of the university, the following guidelines must be followed. The Internal Revenue Service, the Washington University Human Resources Office, and U.S. Citizenship and Immigration Services all make important distinctions between students and employees. These guidelines are designed to assist doctoral students in retaining their status as students.
School of Public Health doctoral students receiving stipends or fellowships are allowed a maximum of 10 hours per week on average of additional part-time employment during the fall and spring semesters while maintaining their status as a full-time student. Students can work up to 20 hours per week, on average, during the summer. International students should consult with the Office for International Students & ScholarsS regarding requirements, and all students must consult and receive approval from their advisor and Program Director in order to accept an additional position outside of the stipend or fellowship. Fully supported students engaged in part-time employment may have a reduction to — or even cessation of — their stipend from the program.
School of Public Health students not receiving stipends or fellowships and who have yet to complete PhD requirements, must enroll in Doctoral Research. Enrollment in Doctoral Research confers full-time student status and continues student access to health insurance, university resources, and loan forbearance (consult Enrollment Extension and In-Absentia Enrollment). Unfunded continuing students may work up to 20 hours per week on average throughout the year if approved by their faculty advisor and Program Director. The request for outside employment may be denied for any reason related to research or academic progress. If approved, the student must abide by all applicable university, IRS, and immigration policies. The student also must keep their advisor and Program Director informed of all activities. PhD students who are not registered or non-compliant with the above policies may find themselves in a part-time status and could be in jeopardy of the loss of certain benefits or be in violation of their visa status. Part-time enrollments will be permitted only in extraordinary circumstances.
PhD Student Taxes
The Internal Revenue Service expects fellowship students to make quarterly estimated tax payments because the university does not withhold federal taxes or Social Security payments from non-work-related fellowships. Failure to make quarterly tax payments and/or to file a tax return could result in penalties. Visit the IRS website to receive necessary forms.
International Students and Taxes
International students will need to be informed about U.S. federal tax as nonresident aliens, if they are new to the United States. For more information about tax regulations for international students, please visit the Taxes in the U.S. page of the Office for International Students & Scholars website.
IRS laws and regulations require that the university apply special tax withholding and reporting regulations to all payments made to those individuals who are treated under U.S. tax laws as "nonresident aliens." The department requesting the payment to the individual is responsible for the collection of all required information; the Office of International Students and Scholarsis responsible for analyzing the required information and making any U.S. residency or tax withholding determinations. The student should make arrangements to obtain a social security number (SSN) or an individual tax identification number (ITIN) as soon as possible. The department should assist the student with this process as needed.
Child Daycare Subsidy
The purpose of the Child Daycare Subsidy, which is sponsored by WashU, is to help the families of PhD students meet the costs of child daycare while the students pursue their studies. The amount of child daycare subsidy awarded to eligible applicants depends on their financial need, the number of children they have enrolled in child daycare facilities, their child daycare expenses, and available funding.
Requirements for Eligibility
- Be enrolled full-time in a WashU PhD degree program at the start of the award period.
- Be the parent of a child under the age of 5, a child between 5 and 6 years old who is currently ineligible to attend kindergarten due to their date of birth, or a child with special needs under the age of 19.
- Incur child daycare expenses from a facility, center, or provider.
- Apply for any available scholarships and aid at their chosen provider before applying for the Washington University child daycare subsidy.
- Be making satisfactory academic progress, as defined by their school/program.
- Utilize child daycare services because you are a single student or, if you are married or have a partner, because your spouse or partner is either a student (enrolled full time in an undergraduate or graduate degree program) or employed outside the home for a minimum of 20 hours per week. You will be asked to attest to your spouse's or partner's employment or student status.
- Complete the daycare subsidy application by the deadline for each semester.
Child Daycare Subsidy Process
PhD students interested in receiving the child daycare subsidy will complete a centralized application form found on the Office of the Provost website each fall and spring semester. The subsidy is not available during the summer term. Applications will route to the appropriate representative in the student's selected school based on information communicated to Office of the Provost staff. A financial administrator from each school/program will be responsible for reviewing the application to ensure the student meets the stated criteria. Eligible students will receive subsidy payments in the same format as they receive their stipend payments.
The application will request the initial information necessary to make most determinations. On occasion, school administrators may need to request supplemental information from the student in order to make a determination regarding eligibility. Questions not addressed in this document may be posed to the Vice Provost for Graduate Education/Office of the Provost for clarification.
The Office of the Provost will be responsible for gathering and maintaining data for reporting purposes. Schools are requested to keep track of requests and payouts.
As students are approved for the subsidy, the school is responsible for notifying the student of their award and ensuring the payout. The subsidy will be paid as a lump sum. Students' applications must be received by the end of the term in which they are requesting the subsidy.
Award amounts are available in the Frequently Asked Questions section of the Child Daycare Subsidy webpage.
Professional Development Funds
Full-time PhD students (who are taking courses or registered for Doctoral Research) may apply for up to $1,000 in reimbursement for professional development per year. Funds are available beginning July 1, and reimbursement requests must be submitted to the Program Manager by June 1. Unused funds do not roll over. Requests for reimbursement should be submitted to the Program Manager within 15 days of purchase or travel dates.
For a list of approved items and instructions for reimbursement, consult the SPH Guide to Professional Development Funds.
Note: Program Managers/Directors/School of Public Health Finance staff reserve the right to deny professional development fund requests. A student's request is not fully approved by the PhD Program until that student asks for permission from the Program Manager and the Program Manager responds with an approval email. If the student is funded through a T32 grant, they shuold work with Stacey McCrary (stacey.mccrary@wustl.edu) regarding additional guidelines and restrictions.
SPH PhD Fellowship Guidelines
School of Public Health and University Fellowships Awarded at Admission
All School of Public Health PhD Students receive an annual School of Public Health Fellowship in the form of a monthly stipend beginning the first academic year of full-time enrollment. The stipend amount is detailed in the admission offer letter for each first-year admitted student. Stipends are eligible for renewal for a maximum period of five years for full-time enrolled students making satisfactory progress in the PhD program.
Institutional Training Grant Awards and Fellowships
The School of Public Health and Washington University offer additional awards and fellowships to students meeting specific eligibility criteria. Such awards and fellowships are designed to provide specialized training in a specific area of research and/or to increase the diversity of the future workforce trained in a particular area. These awards may differ in amount and maximum years of funding from the standard School of Public Health Fellowship. An award made at admission by the university either partially or fully replaces the School of Public Health Fellowship as detailed in the admission letter (or in a separate subsequent fellowship letter that supersedes the School of Public Health admission offer letter).
Such grants/fellowships may have separate application processes, terms, and training or other requirements. Examples of Institutional Training Grant Awards and Fellowships awarded in recent years have come from such sources as the National Institute of Mental Health (NIMH T32), the National Institute on Drug Abuse (NIDA TranSTAR T32), the Buder Fellowship, the Ann W. and Spencer T. Olin-Chancellor’s Fellowship, the McDonnell International Scholars Academy Fellowships, and the Ministry of Education (MOE) Fellowship.
Students are strongly encouraged to consult the respective Washington University Training Grant (T32) Director or other fellowship directors for any questions or concerns regarding eligibility criteria, application deadlines, additional work restrictions, restrictions regarding holding other stipends/fellowships, and the specific terms of such grants and awards prior to acceptance of these awards.
Pre-Dissertation and Dissertation Funding
Students entering the dissertation phase of their studies are eligible to apply for special funding designed to assist them with expenses related to their writing and research.
Public and private (extramural) dissertation grants (in varying amounts) are available to students through a competitive process. Students are encouraged to apply for extramural funding (i.e., funding from outside entities) throughout their doctoral program in alignment with their training goals to support their pre-dissertation and dissertation scholarship and research.
- All students must make an appointment with the Research Development Office several months before attempting to apply for one of these grant awards.
- To make an appointment or to ask any questions, contact the Director of the Research Development Office.
Examples of extramural pre-dissertation/dissertation funding awarded in recent years include the NIH F31 grant, the National Institute of Justice Dissertation Fellowship, the Council on Social Work Education Minority Fellowship Award, the Doris Duke Foundation Award, the AGE-SW, U.S. Fulbright awards, Fahs-Beck awards, and American Cancer Society awards. Students can also apply for outside travel awards from national and professional organizations to support attendance/participation at conferences or specialized training institutes. Students who successfully compete and receive such awards may simultaneously receive the School of Public Health Fellowship (described above). Students on internal School of Public Health and university-level fellowships must check with the Fellowship Director to determine any restrictions related to applying for and receiving such extramural funds.
Housing/Transportation Resources
Doctoral education often means that students are relocating to St. Louis for their degrees. There are a number of resources offered by the university around housing, transportation, and supports for both domestic and international students. All students are eligible for a free UPass, which covers universal rail and bus transportation across the St. Louis area. The Graduate Center maintains a Resources page that links to many of the resources named above.