yale public health phd requirements

• Standardized Testing Requirements
• PhD/Master's Application Process

Please review the standardized testing requirements for your program of study and register for any required examination(s) as soon as possible. Testing centers and available testing dates fill quickly.  

Use your legal name as it appears on your passport when registering for any standardized test (and also on your application for admission).

For more information, please review our FAQs on Standardized Tests .

Graduate Record Examination (GRE) 

The GRE is required for some degree programs at the Graduate School. Please check the table below to see if your program requires it.  

• Required = You must submit GRE General Test results. 
• Optional = You may submit GRE General Test results if you wish. If you choose to submit scores, you must follow any self-reported scores with official test results. 
• Not Accepted = Do not submit GRE General Test results. GRE General Test scores will not be considered when applications are reviewed. If you submit scores, they will not be reviewed.

Test requirements below are for the 2023-2024 application cycle.

Last updated July 7, 2023. Subject to change.

*Applicants to a combined degree program should consult both programs' admissions requirements and submit scores if either of the two programs require the GRE General Test and/or Subject Tests.

Submitting Official GRE Scores  

Official GRE scores must be sent to Yale University, Graduate School of Arts and Sciences, directly from ETS.

• Use Institution Code 3987.  
• You do not need to enter an individual department code when sending your official scores. Institution Code 3987 is sufficient.  
• Paper score reports are not accepted.  
• Scores released to other schools at Yale University cannot be transferred to the Graduate School of Arts and Sciences.  
• If you are applying to a PhD program associated with one of the professional schools at Yale, send your official scores directly to the Graduate School of Arts and Sciences (Institution Code 3987) and not to the professional schools, which may have a separate code for applicants applying to other degree programs.  
• You should also self-report scores and any future test dates in your application.  

The Educational Testing Service administers the GRE in the United States and abroad. For details and registration forms, visit their site at www.ets.org .

English Language Tests - TOEFL iBT / IELTS Academic

TOEFL iBT or IELTS Academic is required of most applicants whose native language is not English.

You may be exempt from this requirement if you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years. See "Exemptions" for more information. 

Official TOEFL iBT scores may be used to fulfill the English Language Test requirement.

• Scores must be sent to Yale University, Graduate School of Arts and Sciences, directly from ETS.
• Use Institution Code 3987.
• You do not need to enter an individual department code when sending your official scores. Institution Code 3987 is sufficient.
• Paper score reports are not acceptable and scores released to other schools at Yale University cannot be transferred to the Graduate School of Arts and Sciences.
• If you are applying to a PhD program associated with one of the professional schools at Yale, send your official scores directly to the Graduate School of Arts and Sciences (Institution Code 3987) and not to the individual professional schools, which may have separate codes for applicants applying to other degree programs.

The Educational Testing Service administers the TOEFL in the United States and abroad. For details and registration forms, visit their site at https://www.ets.org/ .

Official IELTS Academic scores may be used to fulfill the English Language Test requirement.

• We will only accept official scores submitted electronically by the IELTS test center via the E-Delivery service.
• When you take this test, please specify Yale University Graduate School of Arts and Sciences (also known as the Office of Graduate Admissions) as a score recipient. To identify us in the IELTS system, our address is Warner House, 1 Hillhouse Avenue, room 302, New Haven, CT 06511. Please do not send paper score reports to this address.
• We do not accept paper Test Report Forms, nor do we verify Test Report Forms (TRFs).
• We accept only IELTS Academic test scores. The IELTS General Training module is not accepted.

For more information and to register for the test, please visit https://ielts.org/

If you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years, you are exempt from the English Language Test requirement and are not required to submit the TOEFL or IELTS.

No exemptions are made on the basis of an advanced degree (e.g., MA/MS or PhD) from any institution.

When you complete your application, you will answer questions about your native language and the primary language of instruction at your baccalaureate institution. If either was English, you will not be required to submit TOEFL or IELTS scores when you submit your application. No separate documentation is necessary. 

General Management Admission Test (GMAT) - For Applicants to Management (PhD)

The General Management Admission Test (GMAT) is acceptable in lieu of the GRE for applicants to the PhD program in Management.

• To send official GMAT results, select Code 3TJ-30-78 for the Graduate School of Arts and Sciences.
• Paper score reports are not accepted and scores released to other schools of Yale University cannot be transferred or used.

Please note, the GMAT Focus Edition is not accepted.

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INFORMATION FOR

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Apply to PhD in Epidemiology

Application requirements.

The GEOHealth-MENA program offers a PhD in Epidemiology, with a focus on environmental and occupational health (EOH), at the Faculty of Health Sciences (FHS) of the American University of Beirut (AUB) . The program is accredited by the Council on Education for Public Health (CEPH).

Applications are open now for the Fall semester of AY 2024-2025. Accepted applicant shall start in August 2024.

Who can apply to the GEOHealth-MENA PhD Program?

Who is eligible.

To be eligible for admission to the PhD in Epidemiology program, a candidate must:

• Hold a master’s degree in Epidemiology or in a relevant discipline such as public health, nursing, statistics and health informatics, pharmacy, biological sciences and others, from AUB or other recognized institution of higher learning.
• Have an outstanding cumulative average, acceptable to the appropriate faculty graduate committee. A minimum cumulative course average of 85 over 100, or its equivalent, is required for admission
• Demonstrate evidence of high interest in EOH
• Have achieved a minimum score of 1,000 on the Graduate Record Exam (GRE) general component.
• Demonstrate English proficiency as stipulated in the University Graduate Catalogue for requirement for admission into PhD studies
• An interview in person will be undertaken by the PhD Program committee for applicants who meet the minimum admission requirements

Important Note

• Applicants must apply for graduate admission through the AUB online graduate admissions portal .
• Official transcripts and certified copies of degrees and certificates from previous universities
• Official GRE scores on the general component
• Demonstrate English proficiency, as stipulated in the University Graduate Catalogue for admission into PhD studies​
• Letters of recommendation (a minimum of three letters)
• Personal statement outlining interest in the program of stud​y including research interests and experience
• An updated CV​
• Application Fees ($50)
• Applicants must submit personal statement that clearly explains one’s interest in EOH and addresses future plans for a career in this field to [email protected] and/or [email protected] .
• Interviews : Selected applicants may be invited for a video interview by the selection committee.

Applicants must be accepted by BOTH AUB graduate programs and GEOHealth-MENA admissions committees.

GEOHealth-MENA seeks to form a cohort of trainees that is rich in diversity of ethnic backgrounds, prior training, and gender representation. The program is open to those with basic science, public health, and clinical interests.. The process for trainee selection is as follows:

• Official GRE scores on the general component (GRE IS WAIVED FOR APPLICATIONS 2022)
• Demonstrate English proficiency, as stipulated in the University Graduate Catalogue for admission into PhD studies
• Personal statement outlining interest in the program of study including research interests and experience
• An updated CV
• Applicants must submit personal statement that clearly explains one’s interest in EOH and addresses future plans for a career in this field to [email protected] .
• Interviews: Selected applicants may be invited for a video interview by the selection committee.

For questions regarding AUB and your application to the Faculty of Health Sciences, please check out the AUB Graduate Admissions Website .

For all further questions please reach out by email to [email protected] or [email protected] .

School of Public Health 2018 – 2019

Master of public health.

Yale’s Master of Public Health (M.P.H.) degree program is designed for highly motivated students with related work experience or a professional degree as well as a substantial interest in an area of public health. A unique sequencing of courses, community-based programmatic activities, and field or laboratory research provides students with multiple opportunities to define their specialty and tailor their course of study.

Individualized programs are shaped by frequent interactions with faculty through courses, field experiences, and the thesis. An important component of the M.P.H. program is the faculty-student relationship, institutionalized in the form of an advisory system. Students are expected to work with their adviser in selecting appropriate courses, deciding on their internship and thesis, and integrating learning from all their experiences.

M.P.H. students focus their studies in one of the following departments: Biostatistics, Chronic Disease Epidemiology, Environmental Health Sciences, Epidemiology of Microbial Diseases, Health Policy and Management, or Social and Behavioral Sciences. In addition, students may focus their studies in programs in the Health Policy Program (HP) or the Health Care Management Program (HCM). Students select their department/program at the time of application.

The Advanced Professional M.P.H. Program is available for individuals with doctoral-level degrees in a field related to public health and for medical students. Students in the AP Program apply to one of six tracks: Applied Biostatistics and Epidemiology; Health Policy; Social and Behavioral Sciences; Global Health; Preventive Medicine; and Occupational and Environmental Medicine.

The B.A.-B.S./M.P.H. Select Program gives Yale College students interested in the field of public health the opportunity to earn a bachelor’s degree from Yale College and an M.P.H. degree from the Yale School of Public Health in a five-year joint-degree program.

The Accelerated M.B.A/M.P.H. Program in Health Care Management enables students to earn an M.B.A. degree from the Yale School of Management and an M.P.H. degree from the Yale School of Public Health in a twenty-two-month integrated program.

The Global Health Concentration emphasizes a multidisciplinary, problem-solving approach to global health issues that encourages creativity and innovation while fostering a global perspective. Students in the Global Health Concentration may complete this concentration while they satisfy the requirements of their respective department/division/program. Successful completion of the concentration will be recorded on the transcript when the student graduates.

The Public Health Modeling Concentration provides rigorous training in systems thinking. Students will be trained to focus on the explicit portrayal of real-world processes—their “physics,” their interactions, and their dynamics—to generate evidence about how those processes might behave under different specifications. Students will learn to integrate the mechanistic modeling approaches needed to describe underlying systems with the inferential methods necessary to motivate and inform model structure and parameterization. Successful completion of the concentration will be recorded on the transcript when the student graduates.

The Regulatory Affairs Track prepares students for future roles in the area of quality control and regulatory affairs. This track operates within the existing YSPH academic structure and will be recorded on the student’s transcript when he or she graduates if all track requirements have been met. Students complete all of the core and departmental requirements as well as the required courses for the track. Successful completion of the track will be recorded on the transcript when the student graduates.

All M.P.H. students are urged to develop programs of study that include courses from other departments within YSPH and throughout the University in order to benefit from the strengths of Yale’s professional and graduate schools and learn ways to understand the complexity and multidimensionality of most public health issues.

Students in the traditional two-year M.P.H. program are required to complete 20 course units, which include the core curriculum, departmental/program requirements, and electives both within YSPH and in other schools at the University (with the permission of the academic adviser). Course units are not given for seminars and colloquia.

Full-time students must carry a minimum of 4 course units per term for four terms and must complete all course requirements (including the thesis) within five years of matriculation. A thesis is not required for students in Biostatistics, Health Policy, or Health Care Management.

Part-time student status is granted to those students taking fewer than 4 course units per term. Part-time students are encouraged to take at least 2 course units per term and must complete all course requirements (including the thesis) within five years of matriculation.

Core Curriculum for the Traditional Two-Year M.P.H. Degree Program

Students in HCM only:

*This course is offered in the School of Management.

Public Health Practice requirement All students in the M.P.H. program are required to complete a Public Health Practice experience. YSPH Public Health Practice requirement guidelines are outlined in Appendix I. There are several options for satisfying this requirement:

†With the exception of those in the Advanced Professional M.P.H. program and the Accelerated M.B.A./M.P.H. program, all M.P.H. students must complete a summer internship, typically 10–12 weeks and no less than 8 weeks in duration. The summer internship may be used to complete the practice requirement for the M.P.H. degree with prior approval from the Office of Public Health Practice.

Competencies of the Core Curriculum

Upon completing the core curriculum of the M.P.H. program, the student will be able to:

• Apply epidemiological methods to the breadth of settings and situations in public health practice.
• Select quantitative and qualitative data collection methods appropriate for a given public health context.
• Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate.
• Interpret results of data analysis for public health research, policy, or practice.
• Compare the organization, structure, and function of health care, public health, and regulatory systems across national and international settings.
• Discuss the means by which structural bias, social inequities, and racism undermine health and create challenges to achieving health equity at organizational, community, and societal levels.
• Assess population needs, assets, and capacities that affect communities’ health.
• Apply awareness of cultural values and practices to the design or implementation of public health policies or programs.
• Design a population-based policy, program, project, or intervention.
• Explain basic principles and tools of budget and resource management.
• Select methods to evaluate public health programs.
• Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
• Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes.
• Advocate for political, social, or economic policies and programs that will improve health in diverse populations.
• Evaluate policies for their impact on public health and health equity.
• Apply principles of leadership, governance, and management, which include creating a vision, empowering others, fostering collaboration, and guiding decision-making.
• Apply negotiation and mediation skills to address organizational or community challenges.
• Select communication strategies for different audiences and sectors.
• Communicate audience-appropriate public health content, both in writing and through oral presentation.
• Describe the importance of cultural competence in communicating public health content.
• Perform effectively on interprofessional teams.
• Apply systems-thinking tools to a public health issue.

M.P.H. Departments, Divisions, Programs, Tracks, and Concentrations

Biostatistics department.

Hongyu Zhao, Ph.D.,
 Chair

Biostatistics is a scientific discipline that focuses on developing new statistical methodology and theory to address important questions in the biological and health sciences, including study designs, data collection and analysis, as well as result interpretation. In addition to independent methodological and theoretical developments, the faculty in the Department of Biostatistics are involved in a wide variety of collaborative research efforts throughout the University, including at the School of Public Health and the School of Medicine. We bring these innovations into practice through active participation in many disciplines at Yale and beyond. Our students are well prepared for positions in public/governmental and nonprofit agencies, medical centers, and various industries, as well as for doctoral studies in biostatistics and related fields.

Departmental Requirements for the M.P.H. in Biostatistics

*These courses are offered in the Graduate School of Arts and Sciences.

The thesis (EPH 525b) is not required in Biostatistics.

Competencies for the M.P.H. in Biostatistics

Upon receiving an M.P.H. with a concentration in Biostatistics, the student will be able to:

• Describe concepts of probability, random variables, commonly used statistical probability distributions, parameter estimation, statistical inference, and hypothesis testing.
• Develop sample size and statistical power calculations for basic study designs including those utilized in clinical trials.
• Formulate a statistical hypothesis, perform analyses of stated hypotheses, interpret the results of the analyses, and use these results to make relevant inferences using a variety of analytic tools including linear regression, analysis of variance, logistic regression, log-linear models, multivariate analyses, longitudinal and multilevel data analysis, and methods for analyzing rates and failure time data.
• Design efficient computer programs for study management, statistical analysis, and presentation of data using statistical programming languages (e.g., SAS). Produce edited data sets suitable for statistical analyses.
• Produce and present, through oral and written presentations, working tables and statistical summaries describing research in health science for both public health professionals and educated lay audiences based on statistical analyses.

Regulatory Affairs Track

Robert W. Makuch, Ph.D., Director

Every drug, medical device, diagnostic test, and food sold in the United States and other countries throughout the world must meet rigorous standards that are intended to insure that all products satisfy a set of safety and performance objectives. Scientists must possess the knowledge and expertise to create and implement high-quality systems as well as understand the environment encompassing regulatory compliance. Other essential skills include project management and leadership, scientific tools that allow for proper risk assessment and risk management strategies, and the ability to clearly communicate the regulatory decisions made.

The Regulatory Affairs Track is an interdisciplinary program that may be combined with any departmental concentration. Four courses are required. The track covers a wide array of regulatory affairs topics, including complex issues involving food and drug law, ethics, clinical trials, epidemiology, risk analysis, and adverse event reporting requirements and systems.

The Regulatory Affairs Track is directed by Professor Robert Makuch, who has extensive experience working with pharmaceutical companies and government agencies on regulatory affairs issues. The track includes a focus on global regulatory similarities and differences among countries, including China, where Professor Makuch has led more than twenty training programs for senior delegations of the Chinese FDA since 2008.

Requirements for the M.P.H. in the Regulatory Affairs Track

Two of the following:

Competencies for the Regulatory Affairs Track

Upon completion of the track, the student will be able to:

• Utilize the best scientific and ethical standards to insure that food, pharmaceutical, and medical and diagnostic devices meet quality and regulatory standards.
• Develop/use leadership and management skills for conducting/overseeing research and clinical studies that are required by regulatory agencies.
• Develop processes that insure clear and consistent decisions to the public and to regulatory agencies.
• Assess/develop risk management strategies that can be used to get new products to the market swiftly, while assuring the consumer and regulatory bodies that efficacy and safety have been preserved.

Chronic Disease Epidemiology Department

Judith H. Lichtman, M.P.H., Ph.D., Chair

Epidemiology is the study of the frequency, distribution, and causes of diseases in human populations. Chronic Disease Epidemiology (CDE) aims to enhance understanding about the determinants of chronic diseases in populations and how to intervene most effectively to reduce morbidity and mortality due to chronic diseases. CDE strives to advance public health by promoting a research-based approach to the prevention and management of chronic disease. By focusing on the health of populations, as opposed to individuals, CDE utilizes places (neighborhoods, cities, states, countries), institutions (schools, housing developments, correctional facilities, workplaces), and health care facilities (newborn nurseries, nursing homes, public health clinics, hospitals) as its laboratories.

CDE students learn how to identify the types of data needed, choose appropriate data collection methods, collect the data, and analyze the data appropriately so that the whole research effort leads to the improvement of the health of populations. The CDE curriculum emphasizes critical thinking, based on thorough knowledge of research methods, and its application to the scientific literature, to the development of research protocols, and to the design, implementation, and analysis of epidemiologic investigations. A principal research instrument of the chronic disease epidemiologist is often the questionnaire. The development of valid, reliable, and unambiguous questionnaires is a skill taught to all CDE students. Increasingly, epidemiologists also make use of genetic and biologic markers to indicate exposure to potentially damaging agents or as signs of increased susceptibility to or early onset of disease. Students learn the role of these methodologies throughout the program through course work, seminars, and practicum experiences.

Students learn about the role of epidemiology in a broad range of public health and medical areas, including the fields of aging, cancer, cardiovascular disease, global health, molecular and genetic epidemiology, perinatal and reproductive epidemiology, and psychosocial epidemiology, all areas in which the CDE department has particular strength. Among the resources available to students are the Yale Cancer Center; the Connecticut Tumor Registry (the oldest of its kind in the world); the Center for Perinatal, Pediatric, and Environmental Epidemiology; the Yale Program on Aging; and the Center for Interdisciplinary Research on AIDS. M.P.H. graduates of the CDE department find employment in a variety of research, public health practice, and advocacy settings, including academic institutions; public health agencies at the international, national, state, and local levels; the pharmaceutical industry; charitable foundations; and a variety of other nonprofit organizations. For example, graduates may obtain positions in such federal agencies as the National Institutes of Health (NIH) or the Centers for Disease Control and Prevention (CDC). Nonprofit agencies, such as cancer or heart associations, also recruit graduates to participate in or direct community health programs. Private industries, including pharmaceutical companies, find the quantitative skills of CDE graduates useful in monitoring drug safety and in conducting clinical research. Many CDE graduates subsequently pursue doctoral degrees in public health or other professional or academic fields.

Departmental Requirements for the M.P.H. in Chronic Disease Epidemiology

*Must be completed in the first year.

One of the following:

Chronic Disease Epidemiology students are advised to take two additional CDE elective courses.

Competencies for the M.P.H. in Chronic Disease Epidemiology

Upon receiving an M.P.H. with a concentration in Chronic Disease Epidemiology, the student will be able to:

• Evaluate the scientific merit and feasibility of epidemiologic study designs.
• Describe the epidemiology of common chronic diseases with more in-depth knowledge of a specialty area.
• Apply basic principles of health promotion and disease prevention to prevent and control chronic diseases.
• Synthesize information from a variety of epidemiologic and related studies.
• Design and carry out epidemiologic studies at an intermediate level.
• Analyze data and draw appropriate inferences from epidemiologic studies at an intermediate level.
• Demonstrate oral and written communication and presentation skills to effectively communicate and disseminate results to various professional and community audiences.
• Describe basic pathophysiology of selected chronic diseases.
• Identify, interpret, and use routinely collected data on disease occurrence.
• Review, critique and evaluate epidemiologic reports and research articles at an intermediate level.

Environmental Health Sciences Department

Vasilis Vasiliou, Ph.D., Chair

People are exposed to a wide range of biological, chemical, and physical environmental stressors at home, work, and school as they go about their daily activities, such as working, commuting, eating, drinking, and exercising. An estimated 30 percent of the global burden of disease is attributable to environmental exposures that could be prevented. The Department of Environmental Health Sciences (EHS) equips students with interdisciplinary training to recognize and assess the impact of environmental hazards on human health and to identify solutions to reduce exposures to those hazards and prevent diseases in the population.

Students in EHS can select an emphasis in Environmental Exposure Science and Epidemiology, Environmental Toxicology, or Risk Assessment. Within these emphasized areas, there is flexibility for students to design, with their adviser, a program to meet individual needs. Students can take advantage of the wide variety of courses relevant to environmental health offered by the department and throughout the University, particularly those in the School of Forestry & Environmental Studies.

M.P.H. graduates of the EHS department find employment in city, state, and federal government agencies; environmental consulting firms; nongovernmental organizations; pharmaceutical companies; and private sector companies in the area of environmental or occupational health and safety. They also take research positions in academic organizations and government agencies. In addition, many students go on to pursue their Ph.D. and independent research careers.

Departmental Requirements for the M.P.H. in Environmental Health Sciences

Note: Students may apply for exemptions from these requirements based on previous course work, at the discretion of the course instructor.

Competencies for the M.P.H. in Environmental Health Sciences

Upon receiving an M.P.H. with a concentration in Environmental Health Sciences, the student will be able to:

• Discuss the basic principles of how contaminants are introduced into the air, water, soil, and food and then transported through the environment.
• Describe the mechanisms of toxicity of biological, chemical, and physical stressors, including absorption, distribution, metabolic transformation, elimination, and genetic susceptibility.
• Understand emerging concepts in public health toxicology such as the exposome, bioanalytical methods for measuring exposure, and governmental regulation of toxicology assessment.
• Design and apply epidemiological, toxicological, statistical, and exposure assessment techniques to evaluate risks associated with environmental hazards in the occupational, residential, and community environments.
• Apply the basic principles of risk management to develop a solution to mitigate risks associated with exposure to environmental hazards.
• Review, critique, and evaluate the scientific merit of environmental epidemiologic, toxicological, and exposure studies.
• Evaluate the scientific merit and feasibility of environmental epidemiology study designs.
• Synthesize information from published work on a complex environmental health issue.
• Coordinate an environmental epidemiology study, with minimal supervision.
• Write and present research findings to professional audiences.

Epidemiology of Microbial Diseases Department

Albert I. Ko, M.D., Chair

Microbial disease epidemiology is the science of the cause, distribution, frequency of, and resistance to infections caused by viruses, parasites, and bacteria, and of the distribution, transmission, and control of these agents.

The M.P.H. curriculum for the Department of Epidemiology of Microbial Diseases (EMD) is designed to train the student to understand the epidemiology of the major infectious agents, the diseases they cause, and the host response to those diseases. The interaction of the agent (parasite, bacterium, or virus) with the host and the influence of the environment on both agent and host are studied. The curriculum considers the role of age, immunological response, genetics, natural history of vectors, geographical distribution, and transmission and transport of agents. In addition to epidemiology courses, the department’s faculty teach microbiology courses relating to bacteria, viruses, and parasites—including classification, replication, biochemistry, genetics, immunology, and pathogenesis—essential to the understanding of the epidemiology of microbial disease. Through these experiences the student gains a clear understanding of the quantitative and qualitative biological spectrum of microbial diseases.

Using a problem-solving approach the student learns about surveillance through collection and analysis of data followed by synthesis of information as a basis for public health decisions. The same approach is used to investigate epidemics and to study basic biologic problems.

Emphasis is placed on the application of epidemiological concepts to intervention in transmission cycles and disease progression. Intervention may be accomplished through such measures as vaccination, antimicrobial therapy, vector control, or behavior modification. The student is encouraged to obtain a solid laboratory foundation for diagnosis, for population-based serologic surveys, and for understanding the molecular basis of the disease process and intervention strategies. Third World infectious disease problems and their solutions are considered extensively.

Nearly half of EMD graduates in the M.P.H. program enter public health practice at the local, state, or national level, and a portion of the remainder enter hospital, medical center, or industrial programs. Many students continue graduate and professional education beyond the M.P.H. degree.

Departmental Requirements for the M.P.H. in Epidemiology of Microbial Diseases

Students are required to choose at least two additional EMD courses from the list of approved EMD electives ( http://publichealth.yale.edu/emd/curriculum/mph/curriculum.aspx ) in collaboration with their adviser.

Competencies for the M.P.H. in Epidemiology of Microbial Diseases

Upon receiving an M.P.H. with a concentration in Epidemiology of Microbial Diseases, the student will be able to:

• Describe the epidemiology and burden of the major infectious diseases worldwide as well as specific exposures and behaviors that relate to transmission.
• Describe the processes, including social, environmental, and ecological factors, that drive transmission and maintenance of infectious agents.
• Describe the pathogen and host genetic and immunologic factors that affect transmission and disease progression.
• Interpret quantitative data to identify factors that influence infectious disease transmission and project disease risk in the future.
• Describe and critically evaluate approaches for the prevention and control of infectious diseases and define the issues key to their effective use.
• Design and evaluate studies on the etiology, detection, prevention, or control of infectious diseases.

Health Policy and Management Department

Mark J. Schlesinger, Ph.D., Interim Chair

The goal of the Department of Health Policy and Management (HPM) is to address the critical issues in improving public health, especially the health of high-risk and vulnerable populations. The department offers two M.P.H. programs: Health Policy and Health Care Management.

Health Policy Program

The specific objectives of the Health Policy program are: (1) to provide its students with a basic foundation of knowledge in public health and health policy, and (2) to teach concepts, principles, and scientific skills necessary for health services policy development and evaluation and health management. The Health Policy program—within the Department of Health Policy and Management—aims to have students develop an understanding of the importance of data and research as policy and management tools. Students are taught to anticipate future needs relative to expanding technology, changing patterns of community health, and emerging societal and programmatic needs.

The program provides a unified approach to policy. It is built on the recognition that issues of health policy cannot be divorced from principles of sound management, nor can health care management or policy be developed without a fundamental understanding of morbidity, mortality, and epidemiologic methods. Further, the program recognizes that leaders cannot make successful decisions about the delivery of health care nor solve the health problems affecting society over the next decades without extensive analytic and decision-making skills. Students need to be able to translate sound scientific evidence into effective health policy. The program emphasizes training in quantitative methods, economics, financing, epidemiology, and evaluative methods for policy and management. Social and behavioral sciences are integral parts of many courses throughout the two-year curriculum.

Students design their own sequence of courses in health policy, and they may also specialize in particular substantive areas (e.g., addiction, health economics, vulnerable populations, global health, consumer decision-making, or public health modeling). Students are required to take an integrative seminar in health policy.

Graduates of the program in Health Policy are employed in both the public and private sectors, including federal and state agencies, for-profit and nonprofit health care organizations, hospitals, and private consulting firms, as well as in research.

Departmental Requirements for the M.P.H. in Health Policy

The thesis (EPH 525b) and BIS 505b, Biostatistics in Public Health II, are not required in HPM.

Competencies for the M.P.H. in Health Policy

Upon receiving an M.P.H. with a concentration in Health Policy, the student will be able to:

• Evaluate the efficiency of public policies using economic concepts.
• Identify market failures in the market for public health activities and health care.
• Conduct decision analysis to evaluate prevention, screening, and treatment alternatives in public health and clinical medicine.
• Critically evaluate both the methods and application of cost-effectiveness analysis to inform public health decision-making.
• Assess statistical findings and empirical literature to enhance policy design and implementation.
• Synthesize the research literature, assessing strengths and weaknesses of published findings, to guide evidence-informed policy making.
• Describe and assess the historical evolution of how different countries’ systems for financing and delivering health care have evolved and influenced the health of their populations.
• Describe the role of the major U.S. political institutions in health policy and politics.
• Identify and evaluate different strategies for financing, regulatory, and delivery system reform.
• Influence health policy and management decision-making.
• Understand strategies of media advocacy to effectively reshape public awareness and opinion on health-related issues.
• Describe conceptual frameworks for political agenda setting.
• Assess how well different governance arrangements and policy designs result in a health care system that is responsive to differences in health needs among subsets of the population.
• Describe legal perspectives and institutions that affect health policy and public health, including assessment of legal and regulatory environments in the context of public health.
• Understand the ethical distinctions and professional norms associated with different paradigms for policy analysis and their implications for health policy.
• Demonstrate written communication skills to effectively communicate in professional health policy and community settings.
• Demonstrate oral communication and presentation skills to effectively communicate in professional health policy and community settings.
• Demonstrate leadership, team-based collaboration, and management skills.

Health Care Management Program

Howard Forman, M.D., Director

Claire Masters, M.P.H., Program Manager

Future health care managers will be involved in a wide range of settings, including hospitals, health systems, pharmaceutical and biotechnology companies, health maintenance organizations, managed care companies, insurance companies, and consulting. The Health Care Management program—within the Department of Health Policy and Management—was designed with the realization that both management training and public health training are needed to adequately prepare future leaders in health care management. The program is offered in conjunction with the Yale School of Management (SOM). The management courses at SOM, combined with HPM offerings and an integrative course in the second year, give students an excellent foundation for work in the field.

Departmental Requirements for the M.P.H. in Health Care Management

*These courses are offered in the School of Management.

Competencies for the M.P.H. in Health Care Management

Upon receiving an M.P.H. with a concentration in Health Care Management, the student will be able to:

• Evaluate health care financing, regulatory, and delivery systems.
• Conduct financial analyses, including reading and analyzing financial statements.
• Utilize statistical analysis skills to conduct health systems and policy research.
• Apply management problem-solving skills to improve functioning of organizations and agencies in health systems.
• Apply operations management concepts to address organizational performance issues in health service organizations.

Social and Behavioral Sciences Department

Trace S. Kershaw, Ph.D., Chair

The Social and Behavioral Sciences (SBS) department aims to understand and improve health equity and social justice, both domestically and globally. SBS provides instruction in the theory and methods of the social and behavioral sciences that emphasize individual, interpersonal, community, and structural influences on health, illness, and recovery. The primary emphases are focused on (1) understanding the psychosocial, behavioral, community, and societal influences on health in the general population, with a focus on those who are disadvantaged; and (2) creating multilevel interventions that eliminate barriers to health, from infancy to old age. The SBS curriculum takes an interdisciplinary approach and focuses on integrating methods from epidemiology and the social sciences, training scientists with a broad skill set that allows them to answer a host of complex research questions. The department has numerous research strengths including in HIV/AIDS, aging health, community-engaged health research, maternal-child health, mental health, health equity and disparities, and stigma prevention and health. In addition, SBS students will conduct a thesis that draws on a topic and methods related to the social and behavioral sciences.

Departmental Requirements for the M.P.H. in Social and Behavioral Sciences

Remaining elective courses may include any course in social and behavioral sciences from across the University at level 300 or above, with approval of course instructor and YSPH faculty adviser.

Competencies for the M.P.H. in Social and Behavioral Sciences

Upon receiving an M.P.H. with a concentration in Social and Behavioral Sciences, the student will be able to:

• Identify the effects of social, psychological, and behavioral factors on individual and population health, including prevention, treatment, and management of disease; adjustment to illness; adherence to treatment regimens; and promotion of recovery.
• Analyze health from multiple levels, including the individual, the social group, and society (e.g., understand a broad ecological model of health).
• Identify ways to address health inequalities and promote health equity.
• Apply social, psychological, and behavioral theory in the design, implementation, and evaluation of prevention interventions aimed toward: (a) decreasing health-damaging behaviors (e.g., risky sex); (b) increasing health-promoting behaviors (e.g., nutrition, exercise); and (c) increasing psychosocial well-being (e.g., coping with chronic illness).
• Apply ethical principles involved in social and behavioral sciences as they relate to public health.

Public Health Modeling Concentration

A. David Paltiel, Ph.D., Director

Students in the traditional two-year M.P.H. program may complete this concentration while they satisfy the requirements of their respective departments or programs.

The Public Health Modeling Concentration (PHMC) provides rigorous training in systems thinking: the explicit portrayal of real-world processes—their “physics,” their interactions, and their dynamics—that leave populations vulnerable to risk and disease. The concentration will train students to generate evidence about how those processes might behave under different specifications, with or without intervention. Modeling serves as a practical means of assembling the existing evidence base about mechanisms and conducting formal assessments in situations where financial, logistical, temporal, and/or ethical obstacles may conspire against the implementation and study of those mechanisms in real life.

Requirements for the M.P.H. Public Health Modeling Concentration

*A list of preapproved elective courses is available on the Public Health Modeling Concentration website: http://publichealth.yale.edu/modeling .

Competencies for the M.P.H. Public Health Modeling Concentration

Each student in the Public Health Modeling Concentration will master the core curriculum competencies and the competencies for the student’s department/program. In addition, upon receiving an M.P.H. degree in the Public Health Modeling Concentration, students will be able to:

• Identify questions in public health policy and practice that may be amenable to model-based approaches.
• Demonstrate that modeling is advantageous in describing the processes that drive transmission and control of infectious diseases.
• Apply stochastic and deterministic modeling approaches, including computational methods for simulation and data analysis.
• Review, critique, and interpret the findings of model-based public health research and peer-reviewed literature.
• Apply public health modeling concepts, principles, and methodologies obtained through formal course work in a practice-based setting.

Global Health Concentration

Rafael Pérez-Escamilla, Ph.D., Director

Students in the traditional two-year M.P.H., Advanced Professional M.P.H., and B.A.-B.S./M.P.H. programs may complete this concentration while they satisfy the requirements of their respective departments or programs.

The multidisciplinary approach of the Global Health Concentration (GHC) encourages creativity and innovation, while fostering a global perspective on public health. The concentration emphasizes an integrative, problem-solving approach to global health issues and to diseases and conditions that afflict low- and middle-income countries. Students who complete this concentration will be well prepared for positions in a variety of sectors/organizations—public and private, national, bilateral and multilateral—dedicated to global health challenges.

All students in the GHC will complete six global health courses and a global health-focused internship. The internship must be conducted in a low- to middle-income country during the summer between the first and second years of the M.P.H. program. If students have already had 10–12 weeks of previous global health experience, they can do an internship based in the United States or another high-income country as long as it is pertinent to global health; otherwise, they must do an internship abroad. This alternative option must be approved by the GHC office prior to the start of the internship. All GHC students conducting an international internship must complete the International Pre-Departure Training held in the spring term of their first year. Students are strongly encouraged to write a global health-related thesis (as determined by their department/program).

Requirements for the M.P.H. Global Health Concentration

*The five perspectives on public health are (1) biomedicine, (2) epidemiology, (3) psychosocial/social and behavioral/anthropology, (4) development/political economy, and (5) ethics/history/humanities. A list of courses offered in each of the five areas is available on the GHC website. Please note that all courses listed may not be offered each term.

Students pursuing the GHC may also propose courses not listed here as potential GHC electives. In this case, students must complete the required approval form, which is available on the GHC website. Requests must be approved before the YSPH course registration deadline. Upon receiving the form, the YSPH GHC program will let the student know if the course meets GHC elective requirements.

Competencies for the M.P.H. Global Health Concentration and the Advanced Professional M.P.H. Program Global Health Track

Each student in the GHC will master the core curriculum competencies and the competencies for the student’s department/program. In addition, upon receiving an M.P.H. degree in the GHC, the student will be able to:

• Describe the major causes of morbidity and mortality in the world, including an understanding of the global burden of disease.
• Describe cross-national determinants of health based on courses selected from the five perspectives on public health: biomedicine; epidemiology; psychosocial/social and behavioral/anthropology; development/political economy; and ethics/history/humanities.
• Analyze global health problems taking into account their social, political, economic, legal, and human rights dimensions.
• Understand and critically assess the different components of the global health governance infrastructure.
• Assess global health issues from an interdisciplinary perspective, including public health disciplines, medicine, international relations, environmental studies, political science, law, anthropology, and others.
• Apply necessary leadership skills to serve as bridges between the global health research and practice settings.
• Apply research methods in the design, monitoring, and evaluation of global health initiatives.
• Explain and propose solutions for the unique challenges involved in conducting public health research in low-resource settings.
• Describe and analyze different roles of global public health practitioners and apply this to individual career development.

Advanced Professional M.P.H. Program

Mayur M. Desai, M.P.H., Ph.D., Director

The eleven-month Advanced Professional M.P.H. Program provides rigorous public health training to:

• individuals with a doctoral-level (or international equivalent) degree in a field related to public health (e.g., physicians, dentists, veterinarians, attorneys, and those with a doctorate in the biological, behavioral, or social sciences);
• individuals with a master’s degree and at least two years of relevant work experience;
• individuals with a bachelor’s degree and at least five years of relevant work experience; and
• students who have completed their third year in an accredited medical, dental, or podiatric school in the United States.

The program is designed for mature individuals with clear goals in public health. Students can enter the program to gain skills in the public health sciences and to prepare for careers in a variety of settings, including academia; local, national, or international public health agencies; industry; and nonprofit foundations and research organizations. Physicians in preventive medicine, occupational and environmental medicine, and aerospace medicine residency programs can enter the program to complete their M.P.H. degree requirement.

Students concentrate in one of six tracks: Applied Biostatistics and Epidemiology, Social and Behavioral Sciences, Health Policy, Global Health, Preventive Medicine, or Occupational and Environmental Medicine. The program begins with an intensive seven-week summer session (July–August), followed by two full-time terms of study. After completing the seven-week summer session, students may choose to complete the remainder of the program on a part-time basis; however, all requirements must be completed within three years of the date of matriculation.

Curriculum for the Advanced Professional M.P.H. Program

Applied biostatistics and epidemiology track, core requirements, track requirements.

One of the following capstone courses:

Social and Behavioral Sciences Track

Two of the following (or permission of academic adviser to substitute):

Health Policy Track

Global health track, preventive medicine track, occupational and environmental medicine track (yale oem fellows).

Note: Yale Occupational and Environmental Medicine Fellows may count their practicum year, accredited by the Accreditation Council for Graduate Medical Education, as the required practice experience for the M.P.H. program.

Occupational and Environmental Medicine Track (11-month students)

Competencies for the advanced professional m.p.h. program, core curriculum.

Upon completing the core curriculum of the Advanced Professional M.P.H. program, the student will be able to:

• Demonstrate a knowledge base in the disciplines of biostatistics, chronic and infectious disease epidemiology, health systems, public policy, social and behavioral sciences, and environmental health.
• Apply basic research skills to specific public health problems in both group and individual settings, including the ability to define problems; construct, articulate, and test hypotheses; draw conclusions; and communicate findings to a variety of audiences.
• Explain the interrelationships among a multitude of factors that can impact a public health problem, including scientific, medical, environmental, cultural, social, behavioral, economic, political, and ethical factors.
• Review, critique, and evaluate public health reports and research articles.
• Apply public health concepts, principles, and methodologies obtained through formal course work to actual problems experienced in the community or work environment.
• Critically evaluate programs, interventions, and outcomes that relate to public health practice.
• Apply ethical standards and professional values as they relate to the practice of public health.
• Demonstrate sensitivity to the social context within which public health professionals practice.

Applied Biostatistics & Epidemiology Track

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Applied Biostatistics and Epidemiology, the student will be able to:

• Describe intermediate to advanced concepts of random variation and commonly used statistical probability distributions.
• Develop an efficient design for collecting, recording, and storing data collected in the conduct of public health and medical research.
• Design efficient computer programs for study management, statistical analysis, as well as presentation using SAS and other programming languages.
• Produce edited data sets suitable for statistical analyses.
• Produce working tables and statistical summaries describing research in health science.
• Describe the epidemiology of common chronic diseases.
• Design and carry out epidemiologic studies, with minimal supervision.
• Analyze data and draw appropriate inferences from epidemiologic studies at an intermediate to advanced level, using a variety of analytical tools.
• Write an NIH-type epidemiologic research proposal.
• Review, critique, and evaluate epidemiologic reports and research articles, as well as the broader health sciences literature, at an intermediate level, using principles of epidemiology and biostatistics.
• Develop written presentations based on intermediate to advanced statistical and epidemiologic analyses for both public health professionals and educated lay audiences.

Social & Behavioral Sciences Track

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Social and Behavioral Sciences, the student will be able to:

• Identify the effects of social, psychological, and behavioral factors on individual and population health, including prevention, treatment, and management of chronic disease, adjustment to illness, adherence to treatment regimens, and promotion of recovery.
• Analyze health from multiple levels, including the individual, social group, community, and society.
• Critically evaluate and interpret the public health scientific literature as presented in professional journals and the popular media, including descriptive, analytic, and intervention studies.
• Construct research hypotheses and design a study to test these hypotheses.
• Apply social, psychological, and behavioral theory in the design, implementation, and evaluation of prevention interventions aimed toward: (a) decreasing health-damaging behaviors (e.g., risky sex); (b) increasing health-promoting behaviors (e.g., exercise); and (c) increasing psychosocial well-being (e.g., coping with chronic illness).
• Design an intervention aimed at changing a particular health behavior or preventing a disease.
• Develop procedures and training materials to implement effective behavioral interventions.
• Describe how culture, social inequities, and biology influence health across the lifespan.
• Describe the appropriate statistical analyses to examine different types of research questions in the social and behavioral sciences.
• Explain the dynamic interaction between policies and the social and behavioral sciences.
• Apply the ethical principles involved in social and behavioral sciences as they relate to public health.
• Write an NIH-type research proposal.

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Health Policy, the student will be able to:

• Apply the principles of microeconomics (e.g., markets and market failure) in a health policy context.
• Conduct economic analysis, including cost-effectiveness analysis, to inform public health decision-making.
• Describe and assess the historical evolution of the U.S. health care system.
• Utilize research design and data management skills to conduct health policy and management research.
• Perform strategic analysis and planning for public health care organizations.
• Evaluate health policies in terms of efficiency, efficacy, equity, and feasibility.
• Describe legal perspectives on health policy and management issues, including assessment of legal and regulatory environments in the context of public health.
• Apply ethical decision-making in a health care context.
• Work with and incorporate the perspectives of culturally diverse groups.

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Global Health, the student will be able to:

• Describe the major causes of morbidity and mortality in the world and in the world’s major regions.
• Describe the epidemiology, transmission, and pathogenesis of global infectious diseases, including neglected tropical diseases.
• Apply burden of disease measures to the analysis of global health disparities.
• Explain the causes of global health disparities.
• Review methods available to control each of the world’s major diseases.
• Evaluate which disease control measures would be most appropriate for a given setting.
• Describe cross-national determinants of health, including globalization, international trade policy, practices of multinational corporations, urbanization, migration, international conflict, and environmental change.
• Analyze global health problems, taking into account their social, political, economic, legal, and human rights dimensions.
• Critically assess the global health governance infrastructure and analyze alternative approaches for health care delivery, regulation, and financing.
• Apply relevant concepts and theories to policy and management challenges faced by health systems in low-, middle-, and high-income countries.
• Apply quantitative and qualitative research methods to global health issues.

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Preventive Medicine, the student will be able to:

• Describe the appropriate statistical analyses to examine different types of epidemiologic and social and behavioral research questions.
• Review, critique, and evaluate epidemiologic reports and research articles at an intermediate level.
• Apply social, psychological, and behavioral theory in the design, implementation, and evaluation of prevention interventions.
• Describe the role of health behavior in disease.
• Evaluate and interpret health behavior change interventions.
• Review, interpret, and evaluate epidemiologic reports and research articles pertaining to occupational and environmental risk factors.
• Review, interpret, and evaluate toxicological reports and research articles pertaining to occupational and environmental risk factors.
• Synthesize complex data sources about occupational and environmental hazards to make inferences about human risk.

Occupational & Environmental Medicine Track

Upon receiving an M.P.H. degree in the Advanced Professional M.P.H. Program, with a concentration in Occupational and Environmental Medicine, the student will be able to:

• Evaluate the scientific merit and feasibility of occupational and environmental health study designs.
• Describe and apply alternative strategies for assessment of occupational and environmental exposures.
• Design and conduct an occupational/environmental health study, with minimal supervision.
• Evaluate work, home, and other environments for potential hazardous exposures.
• Utilize industrial hygiene principles to develop a plan to evaluate and control workplace hazards.
• Communicate occupational and environmental health information to employers, workers, professional audiences, and the general public, orally and in writing.

B.A.-B.S./M.P.H. Select Program

The Select Program in Public Health gives Yale College students interested in the field of public health the opportunity to earn a bachelor’s degree from Yale College and an M.P.H. degree from the Yale School of Public Health in a five-year joint program.

A total of 18 course units is required for the M.P.H. degree. Students in the B.A.-B.S./M.P.H. program affiliate with one of seven departments or programs at the School of Public Health. Their primary adviser comes from this department/program, and their specific requirements within the five-year program are defined by this affiliation. Several course requirements can be taken while a senior at Yale College, with the remaining requirements satisfied during the one-year enrollment at the School of Public Health.

In their four years of Yale College enrollment, students complete a standard Yale College major, which consists of at least 36 course credits, 32 of which must be Yale College undergraduate approved courses credits. Two of those Yale College courses may be counted as electives toward the M.P.H. degree requirements. These electives must be on the School of Public Health’s list of approved courses.

The remaining 4 course credits of the 36 required for a Yale College degree are typically taken at YSPH in order to fulfill the M.P.H. degree requirements. Students may take additional YSPH courses while at Yale College, as long as they complete the required 32 undergraduate courses.

Students accepted into the B.A.-B.S./M.P.H. program typically take four or more of the following YSPH courses during their senior year:

EPH 505a, Biostatistics in Public Health

EPH 507a, Social Justice and Health Equity

EPH 508a, Foundations of Epidemiology and Public Health

EPH 510a, Health Policy and Health Care Systems

EPH 513b, Social, Environmental, and Biological Determinants of Major Health Threats

EPH 515a, Ethics and Public Health: An Introduction

Students who follow this pattern will take 6 course units per term during their fifth year. However, most students are able to reduce the course load in the fifth year by receiving credit for additional course units while they are at Yale College. There are several ways they may be able to do this:

• Take additional YSPH courses. Students may have received advance placement credit or have satisfied most of the requirements for their Yale College major, and consequently may have more flexibility in their schedule. As mentioned, Yale College students may take additional YSPH courses while at Yale College, as long as they complete the required 32 undergraduate courses. They simply will not get credit on their Yale College transcript if they have already taken four graduate-level courses. They should work with their college dean on any logistics surrounding this.
• Take cross-listed courses. YSPH cross-lists several courses with Yale College. A student taking a cross-listed course should register for the Yale College course number. That way it will not count as one of the student’s graduate and professional school courses, but YSPH can count it as a YSPH course and give the student an additional Yale College elective.
• Take Yale College courses as Global Health Concentration (GHC) electives. Like any M.P.H. student, Yale College students are eligible to take courses from the approved list of Global Health electives. (See the Global Health Concentration curriculum guidelines.) Many of these courses are taught on the central campus.

Before beginning their fifth year at YSPH, students complete a public health internship during the summer between the fourth and fifth years of the B.A.-B.S./M.P.H. program. Information about the summer internship is available at http://publichealth.yale.edu/internship .

Students are in full-time residence at the School of Public Health during their fifth year in the program, during which time they complete the remaining required courses and the master’s thesis. In order to complete the program and fulfill YSPH’s residency requirements, students must take at least 10 course units during their fifth year in the program. Information on each department’s degree requirements is available at http://publichealth.yale.edu/admissions/programs/mph .

Yale College students may apply to YSPH for the joint program in the fall term of their junior year. Candidates for admission must present evidence of a commitment to public health, as well as quantitative skills. In addition, a year of college-level mathematics and a year of science and social science are strongly preferred, although some of these expectations can be completed after applying to the program. Additional expectations may apply to particular departments or programs. Applicants must complete YSPH application forms and submit transcripts, SAT scores, two letters of recommendation (at least one from an instructor in a Yale course), and a personal statement. Approval by the dean of the student’s residential college is also required.

Financial aid, if provided during the fifth year, will come from YSPH. The School cannot guarantee that the financial aid award in the fifth year will be equivalent to previous awards.

Further information about this program may be obtained from the Office of Student Affairs, 47 College St., Suite 108, New Haven CT 06510, 203.785.6260, or online at http://publichealth.yale.edu/admissions/programs/mph/select .

Shanghai Jiao Tong B.S./M.P.H. Dual-Degree Program

The Shanghai Jiao Tong B.S./M.P.H. Dual-Degree Program in public health gives undergraduate students interested in the field of public health the opportunity to earn a B.S. degree from the Shanghai Jiao Tong University (SJTU) and an M.P.H. degree from the Yale School of Public Health (YSPH) in a five-year joint program.

As participants in the dual-degree program, students will complete their first three academic years at SJTU (including potential study-abroad opportunities that are part of the regular SJTU curriculum). The fourth and fifth academic years of the program will take place at YSPH. After the successful completion of all SJTU requirements (including all requirements for course credits and graduation thesis), students will receive a B.S. degree from SJTU at the end of their fourth academic year; and after successful completion of all program requirements at Yale, students will receive an M.P.H. degree from Yale at the end of their fifth academic year.

SJTU students wishing to apply to the dual-degree program will become eligible to do so in the third year of their academic program at SJTU. Applicants must be in the top of their student cohort (e.g., the third-year class of which they are a member) at SJTU. SJTU students may apply to the dual-degree program between October 1 and November 1 of the third year of their academic program. Students must notify the registry at SJTU of their intent to apply to the program. A committee at SJTU will preselect at most twenty of the most qualified applicants and notify Yale of the intent of those students to apply. Applications must be submitted to the YSPH via its online application system. The registry at SJTU must also be notified of the intent to apply. Students may apply for a concentration in Biostatistics, Chronic Disease Epidemiology, Environmental Health Sciences, Epidemiology of Microbial Diseases, Health Care Management, Health Policy, or Social and Behavioral Sciences.

SJTU students admitted to the program will spend the entire fourth and fifth years of the program in residence at YSPH taking prescribed classes. A total of 20 course units is required for the Yale M.P.H. degree. Students admitted to the program will also participate in a public health-related internship during the summer between the end of the fourth academic year and the start of the fifth academic year. The internship must be approved by the YSPH Office of Public Health Practice.

Further information about this program may be obtained from the Office of Student Affairs, 47 College St., Suite 108, New Haven CT 06510, 203.785.6260, or online at http://publichealth.yale.edu .

Yale-NUS College Concurrent-Degree Program

The Yale-NUS College Concurrent-Degree Program in public health gives undergraduate students interested in the field of public health the opportunity to earn a bachelor’s degree from Yale-NUS College (Yale-NUS) and an M.P.H. degree from the Yale School of Public Health (YSPH) in a five-year joint program.

As part of the concurrent-degree program, students will complete their first three academic years at Yale-NUS (including potential study-abroad opportunities that are part of the regular Yale-NUS curriculum). The first term of the fourth academic year will then take place at YSPH. In order to satisfy each student’s bachelor’s degree requirements, the second term of the fourth academic year will take place at Yale-NUS in Singapore. The entire fifth academic year will take place at YSPH. After successful completion of both programs’ requirements, students will receive a B.A. or B.S. degree from Yale-NUS and an M.P.H. degree from the Yale School of Public Health.

Yale-NUS students wishing to apply to the concurrent-degree program will become eligible to do so in the third year of their academic program at Yale-NUS. Applicants must be among the top students in their cohort (e.g., the third-year class of which they are a member) at Yale-NUS. Yale-NUS students may apply to the concurrent-degree program between October 1 and November 1 of the third year of their academic program at Yale-NUS. Applications must be submitted to YSPH via its online application system. The registry at Yale-NUS must also be notified of the intent to apply. Students must apply for a concentration in Biostatistics, Chronic Disease Epidemiology, Environmental Health Sciences, Epidemiology of Microbial Diseases, Health Policy, or Social and Behavioral Sciences. Yale-NUS students admitted to the concurrent-degree program will not be eligible to apply for a concentration in Health Care Management.

The first term of the fourth academic year will be spent at YSPH taking 4 credits and beginning work on a capstone project (e.g., senior thesis). The second term of the fourth academic year will be spent at Yale-NUS, where the student will complete a capstone project, take two approved public health-related modules at Yale-NUS or the National University of Singapore, and take one elective/major module. The entire fifth year of the program will be spent in residence at YSPH taking prescribed classes. A total of 18 course units is required for the M.P.H. degree. Students may, with prior approval, count two courses in their major (e.g., Life Sciences, Mathematics, Computer Science, etc.) or selective electives at Yale-NUS toward the M.P.H. degree requirements of the concurrent-degree program.

As part of the program, Yale-NUS students admitted to the concurrent-degree program will participate in a public health-related internship during the summer between the end of the fourth academic year and the start of the fifth academic year. The internship must be approved by the YSPH Office of Public Health Practice. Students who are not U.S. citizens must complete the internship outside of the United States.

Zhejiang University B.S./M.P.H. Dual-Degree Program

The Zhejiang University B.S./M.P.H. Dual-Degree Program in public health gives undergraduate students interested in the field of public health the opportunity to earn a B.S. degree from Zhejiang University (ZJU) and an M.P.H. degree from the Yale School of Public Health (YSPH) in a five-year joint program.

As participants in the dual-degree program, students will complete their first three academic years at ZJU (including potential study-abroad opportunities that are part of the regular ZJU curriculum). The fourth and fifth academic years of the program will take place at YSPH. After the successful completion of all ZJU requirements (including all requirements for course credits and graduation thesis), students will receive a B.S. degree from ZJU at the end of their fourth academic year; and after successful completion of all program requirements at Yale, students will receive an M.P.H. degree from Yale at the end of their fifth academic year.

ZJU students wishing to apply to the dual-degree program will become eligible to do so in the third year of their academic program at ZJU. Applicants must be in the top of their student cohort (e.g., the third-year class of which they are a member) at ZJU. ZJU students may apply to the dual-degree program before December 15 of the third year of their academic program. Students must notify the registry at ZJU of their intent to apply to the program. A committee at ZJU will preselect at most twenty of the most qualified applicants and notify Yale of the intent of those students to apply. Applications must be submitted to the YSPH via its online application system. The registry at ZJU must also be notified of the intent to apply. Students may apply for a concentration in Biostatistics, Chronic Disease Epidemiology, Environmental Health Sciences, Epidemiology of Microbial Diseases, Health Care Management, Health Policy, or Social and Behavioral Sciences.

ZJU students admitted to the program will spend the entire fourth and fifth years of the program in residence at YSPH taking prescribed classes. A total of 20 course units is required for the Yale M.P.H. degree. Students admitted to the program will also participate in a public health-related internship during the summer between the end of the fourth academic year and the start of the fifth academic year. The internship must be approved by the YSPH Office of Public Health Practice.

Accelerated M.B.A./M.P.H. Program in Health Care Management

The Accelerated M.B.A./M.P.H. Program in Health Care Management enables students to earn an M.B.A. degree from the Yale School of Management (SOM) and an M.P.H. degree from the Yale School of Public Health (YSPH) in a twenty-two-month integrated program. The program is designed to provide future health care leaders with the interdisciplinary training and perspective needed to address complex and multidimensional industry challenges.

Students begin the program with an intensive summer session at YSPH, where they complete M.P.H. core courses in Biostatistics, Epidemiology, and Social and Behavioral Sciences. The first year is spent at SOM, and students take courses at both schools during the final year.

Curriculum for the Accelerated M.B.A./M.P.H. in Health Care Management

In this program, students complete a minimum of 14 course units at YSPH and 52 course units at SOM, which include 33 units of core requirements and 19 elective course units. The 14 course units completed at YSPH can be applied to the 19 elective course units required at SOM.

Yale School of Public Health

Health care management requirements.

One of the following global health courses:†

*Students may replace the second year of HPM 699a and b with an elective at YSPH.

†Students may select an alternative global health course from the Global Health Concentration course list.

Yale School of Management

Competencies for the accelerated m.b.a./m.p.h. in health care management.

Upon receiving an M.P.H. degree in the Accelerated M.B.A./M.P.H. Program in Health Care Management, the student will be able to:

• Conduct economic analyses, including cost-effectiveness analysis, to inform health management decision-making.
• Apply the principles of marketing analysis and planning to public health programs and health service organizations.
• Demonstrate written communication skills to effectively communicate in health policy, management, and community settings.
• Demonstrate oral communication and presentation skills to effectively communicate in health policy, management, and community settings.
• Utilize advocacy, persuasion, and negotiation skills to influence health policy and management decision-making.
• Perform strategic analysis and planning for health care organizations.
• Demonstrate leadership, team-based collaboration, and conflict management skills.
• Coach and provide constructive feedback to colleagues.
• Work with and incorporate perspectives of culturally diverse groups.

Other Joint-Degree Programs

In addition to the joint-degree programs previously discussed, the Yale School of Public Health offers the following joint-degree programs in collaboration with the Yale Graduate School of Arts and Sciences and other Yale professional schools:

Divinity M.Div./M.P.H. and M.A.R./M.P.H.

Forestry & Environmental Studies M.F./M.P.H., M.F.S./M.P.H., M.E.Sc./M.P.H., M.E.M./M.P.H.

Graduate School of Arts and Sciences M.A./M.P.H. with the Jackson Institute for Global Affairs; International and Development Economics; and the MacMillan Center for International and Area Studies

Law J.D./M.P.H.

Management M.B.A./M.P.H.

Medicine M.D./M.P.H. (please see the Advanced Professional M.P.H.) and M.M.Sc./M.P.H. with the Physician Associate Program

Nursing M.S.N./M.P.H.

Joint-degree candidates must apply to and be accepted by each school. Students should contact admissions offices at both schools to learn about admission requirements and deadlines. Joint-degree students must fulfill degree requirements for both programs. YSPH students are typically required to complete a minimum of 15 course units toward the M.P.H. degree. Advisers from the respective schools will assist students with mapping curriculum. For specific degree requirement information, students should contact the YSPH registrar.

New Student Health Requirements

Welcome to Yale Health and Yale University!

Please note: If you are enrolled in a program with an early start date (May 27, 2024 to July 15, 2024), such as, First Year Scholars (FSY), Yale Summer Sessions (YSS), School of Management EMBA, or School of Medicine START, etc, please visit: Early Start Student Forms , to learn more about completing your health requirements one month in advance of your program start date.

Please review the documents below for information about your health services, requirements, and deadlines for submission. 

We strongly recommend that you schedule your appointment with your healthcare provider NOW . Many providers are busy during the summer months and wait times may be long.

These requirements are mandated by Yale University policy and Connecticut State regulations. If you do not complete health requirements before your established deadline, you may be blocked from registering for classes in the future.  

Beginning in late June , you'll need to upload all your necessary health information for processing, review, and storage. Students will receive an email communication from Campus Health regarding this matter with further details. The portal for health requirements is called Health On Track and will open for students in late June. 

Student Health Requirements Packet (All Incoming Students)

Compliance Deadlines:

• Fall Term: August 1 st
• Spring Term: December 15 th
• Download and print this form now and take it to your provider to complete.
• Log-into Health On Track when the portal opens (currently scheduled in late June ).
• Submit documents as instructed.

Supplemental Forms for Certain Groups

• The deadline to waive for the Fall term or full year is September 15th.
• The deadline to waive for the Spring term is January 31st.
• Student Enrollment/Change Application  (for dependents and Affiliate plan)
• Authorization for Medical Care and Treatment for Minors (only for students aged 17 and under at the time of enrollment)
• Student Allergy Medical Treatment Plan  (only for students requiring ongoing treatment by an allergist)
• Designation of Patient Spokesperson
• Varsity Athlete Required Forms
• Harvest Medical Form
• FOOT Medical Form

Exemptions from Required Vaccinations

• Student Vaccine Medical Exemption Form
• Medical exemptions : Medical exemptions may be requested by completing the form available above. Documentation from a healthcare provider is required and will be reviewed by Student Health for appropriateness.
• Religious exemptions:  In accordance with CT state statute, Yale  does not  offer religious exemptions for required vaccinations except for flu and COVID (required for healthcare students only). Under Public Act 21-6 passed by the Connecticut legislature,  no new religious exemptions are allowed after April 27, 2021 . The law outlines an exception for those with a valid religious exemption established by midnight April 27, 2021, for students  enrolled at Yale  on or before April 28, 2021. Religious exemptions from outside of Connecticut OR exemptions from K-12 schools will not transfer to Yale. Requests for religious exemption for COVID vaccination are available on Health On Track.

Effective May 15, 2023, COVID-19 vaccination for incoming (matriculating) students is strongly encouraged but not required. Students are required to submit documentation of prior any primary series vaccinations or bivalent boosters that they have received.

Information for Review

Consent to treatment.

In order to receive care from Yale Health, your consent to treatment is required.  By presenting to the Yale Health Center for care, you implicitly consent to and/or acknowledge the following: (i) you consent to treatment as a patient of Yale Health for the purpose of receiving medical care and treatment and/or diagnostic procedures as determined to be necessary or advisable in your care; (ii) you consent to admission to the Yale Health Infirmary when indicated by your medical condition; (iii) if you are an undergraduate student, you consent to the performance of one or more tests to determine your blood alcohol breath level if you present to Yale Health and appear to be intoxicated, in connection with which you may be admitted to the Yale Health Infirmary or transferred to the Yale-New Haven Hospital emergency department; (iv) you acknowledge that Yale Health may use telehealth tools in your care including, but not limited to, video visits, e-consults with specialists, and audio and/or video monitoring in acute and inpatient departments; (v) you acknowledge that as part of your medical care and treatment, you may be tested for HIV and this testing is voluntary; you will notify your Yale Health care provider if you do not agree to HIV testing; and (vi) you acknowledge that photographic images, videotaped images or other images may be made of you for purposes of medical documentation or education as Yale Health deems appropriate, and that the use or release of such images will be in accordance with Yale Health’s Notice of Privacy Practices. You acknowledge that discussion of the risks, benefits, and alternatives to each procedure, treatment, or test is available to you so that you can make informed decisions about your care.

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Yale College Programs of Study 2024–2025

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• Public Health

Current Edition: YCPS Archive . Click to change.

School of public health.

For information about Yale College course offerings related to health, see Global Health Studies .

The five-year B.A.–B.S./M.P.H. degree program  The B.A.–B.S./M.P.H. degree program in Public Health offers Yale College students interested in the field of public health the opportunity to earn a bachelor's degree from Yale College and an M.P.H. degree from the Yale School of Public Health (YSPH) in a five-year joint program.

Undergraduate requirements  During four years of Yale College enrollment, students complete any standard major. Four of the thirty-six course credits required for the bachelor's degree are typically taken at YSPH in partial fulfillment of the M.P.H. degree requirements. Students may take additional YSPH courses while enrolled in Yale College, but no more than four course credits earned in the professional schools may be applied toward the bachelor's degree. Two Yale College courses selected from an approved list  may be counted as electives toward the M.P.H. degree requirements.

Students accepted into the B.A.–B.S./M.P.H. program typically take the following courses at the School of Public Health while enrolled in Yale College: EPH 505 , Biostatistics in Public Health; EPH 507 , Social Justice and Health Equity; EPH 508 , Foundations of Epidemiology and Public Health; EPH 510 , Health Policy and Health Care Systems; and EPH 513 , Major Health Threats: Ethics and Practice.

During the summer between the fourth and fifth years, students complete a public health internship.

Master’s program requirements  Students accepted into the program affiliate with one of seven departments or programs at the School of Public Health; this affiliation determines the primary adviser and the specific requirements for the five-year program. During the fifth year, students are in full-time residence at the School of Public Health to complete their remaining coursework and master's thesis.

Admission requirements  Students apply to the B.A.–B.S./M.P.H. program in the fall term of the junior year. Successful candidates present a verified commitment to improving the health of the public and evidence of quantitative skills. Two terms each of college-level mathematics, science, and social science courses are recommended, although some of these courses can be completed after applying to the program. Additional qualifications may be required by particular departments or programs. Applications are submitted through the School of Public Health's application service, SOPHAS Express , and include transcripts, SAT scores, two letters of recommendation (at least one from an instructor of a Yale course), and a personal statement. Questions about admissions should be directed to Mary Keefe .

Further information about the program may be viewed on the YSPH website.

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Candidates for Degrees

School of Public Health

• EMMANUEL AGYAPONG
• MHD YASSIN AL MOUSLMANI
• JAY YOSEPH AL-HASHIMI
• JOSIANE MUMUKUNDE ALIX
• VICTOR MFON AMANA
• DANIEL ANDERSEN
• LADY ANDERSON
• NICHOLAS ISAAC ARLEDGE
• MICHAELA MARIE BARKER
• BARRIE REBECCA BERGER
• JEFFREY JOSEPH BOATENG
• CARLA ISABEL BORRE
• ELLIE CRAGAN BOURGIKOS
• RODRIGO BRAVO
• JUSTYNA BREULER
• DEVIN TRÉVION BROWN
• JENNA L. BUTNER
• NATHAN CARROLL
• JENNY CHANG
• REBECCA CHAUSSE
• JIAWEN CHEN
• ABIGAIL BELLE CHEUNG
• LARISSA CHIA YI XUAN
• DIDIER CHOUKROUN
• KAMALI CLORA
• KENNETH ANTONIO COLON
• GABRIELLA MARIA CRIVELLI
• NICOLA DAVIS
• KIMBERLY JO DAVISCOURT
• SHIVANI DAYAL
• HELEN DE FOER
• WYATT AUSTIN DEIHL
• NICOLE DEL CASTILLO
• TEJASWINI DHARMAPURI VACHASPATHI
• RACHEL DIAZ
• LAUREN DIBENEDETTO
• YUNXIAO DUAN
• JOAN DUGGAN
• SOPHIE ELIZABETH EDELSTEIN
• ELIZA ELLIOT
• JULIA DANIELLE ELLMAN
• NANCY EZEDIARO-EFOBI
• HAZEL ANN FAJARDO
• TIANYU FENG
• LAURA ANNE FITCH
• DANIEL FITZGERALD
• CAROLINE ELIZABETH FJERMEDAL
• JONATHAN JAMES FRANZ
• OMOTOLA MICHAEL GBADAMOSI
• VADIM GELMAN
• SOPHIE A. GENIGEORGIS
• JINZY M. GEORGE
• ROHINI GHOSH
• AMANDA LAUREN GLATTER
• DARA ELIZABETH GLEESON
• ALEXIS AITANA GODOY
• PIA GABRIELLE CUMAGUN GORME
• OISHI GOSWAMI
• OLIVIA DAWN GOTTE
• ASHLEY MICHELLE GREY
• ANDREEA OANA GROZA
• OMAR GUERRERO
• CAROLINE CORD GUIOT
• TARINI MUKUL GUPTA
• KATHERINE ELIZABETH HALL
• LAEBAH HAMID HASAN
• KYLE JEFFREY HAMPSON
• RIENA SUZANNE HARKER
• JENNIFER ELISABETH HAUSER
• CAROLYN SAVANNAH HENRY
• HALEY ELIZABETH HENRY
• JOSE MARCO ANTONIO HERNANDEZ
• SARAH A. HINDERSTEIN
• ANDREW HONG
• JILLIAN HORNBECK
• HUIHUI HUANG
• WANYI HUANG
• THOMAS EDGAR HUTSON
• MOHAMMED BAMMAMI ISA
• TOSHINARI ISHIKAWA
• HANNAH JAMES
• JANNA JANSEN
• WENXIN JIANG
• SYDNEY MARIE JONES
• MATTHEW KASPY
• JUDSON KATZ
• JOSEPH KOFI SELASE KEKREBESI
• MANSOORAH KERMANI
• HYUN JIN ASHLEY KIM
• PARUL KODAN
• PRIYA KOSANA
• KATELYN KOSTAKIS
• KRITI KRISHNAN
• SANDHYA KUNNATHU KUMAR
• JAMES LAWRENCE
• SARADA CHALLAH LEAVENWORTH
• JULIANNE JIWOO LEE
• QIANQIAN LI
• REBECCA YINBEI LI
• SOPHIE ZIXIA LICOSTIE
• ERIC SCOTT LINH
• WEIXINGZI LIU
• CLARE WYLIE LOUGHLIN
• AMELEA LOWERY
• CAROLINA ELIZABETH LUCEY
• AIME MBAYA LUFULWABO
• CAMILLA LUKER
• ELYSE LYNCH
• ZACHARY LYNCH
• LINSHUOSHUO LYU
• KAITLYN GABRIELE MAURAIS
• VICTORIA McCLARE
• DALLAS PAUL McCULLOCH
• ABIGAIL McDONALD
• KELLEN McDONALD
• JULIANNA H. McVEIGH
• TATSIANA MELLO
• GABRIELA MENDOZA CUEVA
• HANNAH GOLDIE MESTEL
• MUSTAFA MERT METIN
• CYNTHIA JOGIE MILES
• CHARLES MINICUCCI
• MARLA JOY MINKOFF
• ANNA CLAIRE MOON
• ADRIANA MORALES MIRANDA
• EMILY JANE MORRISON
• MARIAM MUBARAK-GABRIAN
• SHAYNA NARANJO
• NITHYA NARAYANAN
• ELLERY NEIDERER
• NGOC HONG NGUYEN
• VANESSA A. NUNEZ
• LUKAS PADRAIG O'BRIEN
• OYINLOLA OBATOLU
• IYANUOLUWA PRISCILLA ODOLE
• EZINWA OSUOHA
• CLAUDIA PAGNOZZI-SCHWAM
• EUNICE PARK
• MATTHEW CHARLES PARKER
• TARA PARKER-POPE
• SHAWN PATTERSON
• ERYN L. PAWLUK
• SYDNEY MARIE PERLOTTO
• CAROLYN ROSE PERRY
• STEPHEN HARRIS PIANIN
• SAIRA PRASANTH
• KILEY ANNE COGSWELL PRATT
• CHANRAVY PICHANDA PROEUNG
• SOPHIA MARA PTACEK
• HAOCHEN QIAO
• MUFTI MUSHFIQUR RAHMAN
• SHRIYA RAJASHEKAR
• BHARGAV RAMESH
• ANA KARINA RAYGOZA CORTEZ
• ASHLEY NICOLE REYNOLDS MARSHALL
• JAMES MICHAEL RILEY
• BLAKE EDWARD ROBERTSON
• JOSE DANIEL RODRIGUEZ
• MICHELLE RODRIGUEZ AGUAYO
• KATE SUSANNAH ROGERS
• ALIYAH ROXANNA ROMERO
• NATALIA ROVELO VELAZQUEZ
• SADIA REHMAN SAFWI
• CHARLOTTE SAGAN
• AMRIT KAUR SANDHU
• LISA SANDUSKY
• GUYANIA GLORIA SARAZIN
• HALEIGH SCHULTZ
• HANNAH JEAN SCOTT
• KAILEY ROSE SEILER
• SARANYA SETHURAMAN
• RABEEA SHAIKH
• JUNCONG SHI
• AILEEN ELIZABETH SHIRLEY
• OLUWATOBI SHITTA-BEY
• ANTHONY SILVESTRONE
• SASHA DERPY SIONI
• NICOLE-KRISTINE LIMLINGAN SMITH
• KAITLIN MICAELA SODEN
• MADELEINE SORENSON
• PERI AVIYA SOSENSKY
• THEJAL SRIKUMAR
• CHRISTOPHER STEVENSON
• HANNAH MARIE STILES
• ANNA CAROL FAITH STOUFFER
• CAROLINE ELISE SUTTON
• YOME TAWALDEMEDHEN
• SYLVIA TAWIAH-ESHUN
• KARENNA KINSELLA THOMAS
• PAIGE CHUN LAI TOOP
• DOLMA TSERING
• SAMUEL CHINONSO UBECHU
• NAOMI LEE VERNE
• AUDRI VILLALON
• MAFALDA VON ALVENSLEBEN
• RUIXIAO WANG
• WENXING WANG
• YAZMEEN WARDMAN
• ELISABETH WARNE
• GRAYSON EVANGELOS WARRICK
• HARLEY BRIANNA WEBLEY
• CATHERINE WENGER
• LEAH CHRISTINE WERNER
• MENGFEI YANG
• JIANGNAN YI
• LINGXIAO ZHANG
• MINYANG ZHANG
• WILLIAM ZHANG
• XIAOQING ZHANG
• YUANYUAN ZOU

Degrees Conferred Earlier in the 2023-2024 Academic Year

• HALEY ANN ALLCROFT
• ADWOA DIFIE ANTWI
• ERIDIAN YOLANDA ESTRADA RAMOS
• KENNETH CHEAK KWAN LAM
• SEAN McMILLAN
• AMINA MUTALIB
• THEODORE MAC REUTTER
• HENGCHAO ZHU

Data Leadership at the School of Public Health

A gift from Indra Nooyi ’80 MPPM and Raj Nooyi will help train tomorrow’s public health leaders by creating an endowed fund and supporting a collaborative program with the School of Management.

Public health researchers are always seeking reliable data to help promote better health for all people. Collecting and analyzing novel data leads to robust conclusions and innovations that save lives, from identifying new cancer treatments to creating guidelines reducing pollution’s health impact. That’s why the Yale School of Public Health (YSPH) has long emphasized both data science and data-driven health leadership.

A new two-part gift to YSPH builds on this data focus, while supporting an ongoing, collaborative educational program with the Yale School of Management. The gift, from former PepsiCo CEO Indra Nooyi ’80 MPPM and her husband Raj Nooyi, will advance the school’s efforts to train students as leaders in data-driven improvement of people’s wellbeing at local, national, and global scales. The Nooyis have previously supported YSPH with an endowed professorship.

“I am so grateful to Indra and Raj for their strategic, farsighted support of these two important programs,” says Megan Ranney, dean of the Yale School of Public Health. “We can’t be great public health data science leaders without investment—or without partnerships.”

Leading the Way with Data

“The Yale School of Public Health has a long track record of doing data-driven, impactful research on everything from COVID-19 to gun violence, and in educating informed leaders who can tackle the most pressing public health issues of today,” says Indra Nooyi. “That track record was a significant factor in our decision to support the school.”

The Nooyis’ gift creates an endowed data science resource fund that can be used to advance teaching and research. Recent data science studies at YSPH developed new frameworks for evaluating the effectiveness of large scale public health interventions and showed that RSV vaccines would decrease illness and death if deployed like flu shots. In April, the school held an international gathering to improve equity in accessing and using high-quality health data. But as sources of data explode and artificial intelligence becomes more powerful, YSPH must do more to stay a leader in the field.

Dean Ranney notes that the gift has already had an impact, enabling Yale to recruit one of the globe’s most influential public health data scientists. “Dr. Bhramar Mukherjee works at the cutting edge of public health data collection and analysis, with an eye towards global data equity,” Ranney says. “Her recruitment advances our goal of leading the future of public health data science.”

A Collaborative Degree

A portion of the Nooyis’ gift supports the continued success of the Health Care Management Program, run by YSPH and the Yale School of Management (SOM). Students take classes at both schools, earning a master of public health (MPH) degree in healthcare management and sometimes also an MBA. Graduates of the program have gone on to be leaders of hospitals, public health systems, and health startups.

Howard Forman, a professor at both schools and a practicing clinician at Yale New Haven Hospital, directs the program. “Our program is the best in the country, but needs support to remain financially affordable to students,” notes Forman. One of its marquee activities is a yearly conference that brings over 500 people working in public health and healthcare to SOM, including many current students and alumni of the Health Care Management Program; it just celebrated its twentieth year. “The conference draws on academic rigor but emphasizes practice,” says Forman. “It’s a place where alumni and students can learn from each other.”

Ranney notes that YSPH is Yale’s newest independent school; it has recently transitioned from being a department of the Yale School of Medicine. “That means gifts like these have an outsize impact. Indra and Raj’s gift allows our school to continue to grow as a world leader of public health.”

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Educational technology, commonly known as EdTech, refers to tools that facilitate active learning through collaboration, allowing educators to create interactive digital textbooks, gamify lessons, and more. Digital devices have increased education’s reach, enabling learning in remote areas and continuity through disruptions like pandemics.

Learn more about Ed Tech industry

• Check out EdSurge , the Ed Tech industry news source
• Overview of Education Technology
• Stanford Report: How technology is reinventing education?
• TED talks by Luis von Ahn (Duolingo’s CEO)

Key Career Opportunities

• Career Development in Education Technology, ISTE
• Job Board -EdSurge

Get Involved and Gain Experience

• Teaching Online at Yale-Poorvu Center for Teaching and Learning
• Participate in Tsai CITY programs to learn skills in innovation and entrepreneurship
• Digital Humanities Lab
• Go on information interviews with Yale alumni

Office of Career Strategy

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INFORMATION FOR

• Prospective Students
• Incoming Students
• myYSPH Members

Focus: Spring 2024

Climate change is the most serious public health challenge of our time. This handbook seeks to inform with rigorous, world-class science from YSPH experts. Plus, actions you can take for a healthy planet.

• Features The Tremendous Public Health Opportunity of Climate Action The Unwavering Voice of Youth Climate Change and Mental Health: Thinking Beyond Disasters Improving Climate Change Communication in the Global South Gas Stoves and Public Health States Address Climate Change Beyond Heatwaves: How Rising Temperatures Affect Our Health Air Pollution, Global Warming and Cognition Connecticut Builds Climate and Health Resiliency Learn About the Yale Center on Climate Change and Health, and Create Your Action Plan
• Dean’s Message Dean's Message from Megan L. Ranney - Spring 2024
• Voices Yale Climate Experts Speak Out About Climate Change

The Tremendous Public Health Opportunity of Climate Action

The unwavering voice of youth, climate change and mental health: thinking beyond disasters, improving climate change communication in the global south, gas stoves and public health, states address climate change, beyond heatwaves: how rising temperatures affect our health, air pollution, global warming and cognition, connecticut builds climate and health resiliency, learn about the yale center on climate change and health, and create your action plan, dean’s message, dean's message from megan l. ranney - spring 2024, yale climate experts speak out about climate change.