johns hopkins phd admissions statistics

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A Johns Hopkins postdoc, Herbert Baxter Adams, brought the seminar method from Germany, where he earned a PhD in 1876. The idea: Students would learn more by doing than by listening to lectures and taking exams.

That spirit of inquiry , of challenging the way things are done, lives on today in our nine academic divisions, all of which offer full-time graduate programs.

School of Advanced International Studies

A global institution that gives students global perspectives on today’s critical issues, with programs in international affairs , international studies , international economics and finance , and international public policy .

Krieger School of Arts & Sciences

More than 50 full-time and part-time graduate programs spanning the arts , humanities , and natural and social sciences .

Carey Business School

Offers a full-time, STEM-designated MBA, an online Flexible MBA, and multiple specialized master’s programs, with an emphasis on  business analytics and risk management ,  finance ,  health care management ,  information systems ,  marketing , and  real estate and infrastructure .

School of Education

One of the nation’s top schools of education, according to U.S. News & World Report , with degree and certificate programs in teaching , special education , counseling , administration , and leadership

Whiting School of Engineering

Full-time, part-time, and online programs in fields of critical importance to the future, health, and safety of our world, including robotics , biomedical engineering , cybersecurity/security informatics , and systems engineering .

School of Medicine

Since 1893, Johns Hopkins Medicine has been dedicated to training the next generation of great medical leaders. It is widely regarded as one of the best medical schools and hospitals in the world, with top programs in internal medicine , women’s health , HIV/AIDS , geriatrics , drug/alcohol abuse , and pediatrics .

School of Nursing

The U.S. News & World Report top-ranked school prepares graduate level pre-licensure students and current BSN or advanced practice nurses to be health care leaders through a variety of MSN, DNP, and PhD programs. Students can focus on a wide range of advanced practice specialty areas – including health care organizational leadership , nurse anesthesiology , pediatric , adult/Gerontological , family , or critical care .

Peabody Institute

Founded in 1857, this renowned conservatory offers degrees in composition , computer music , conducting , performance , jazz , music education , music theory , and recording arts and sciences .

Bloomberg School of Public Health

The Bloomberg School, U.S. News & World Report ‘s top-ranked graduate school of public health, offers programs in health administration , health science , and public policy .

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A snapshot of the community, campus, and culture at the nation’s first research university

The vibrant nature of our community is intrinsically tied to the rich diversity of experiences, backgrounds, and perspectives our students bring to the table. Get to know more about the students who call Hopkins their home.

The numbers below share a snapshot of the undergraduate student body at our Homewood campus, which is home to the Krieger School of Arts & Sciences and the Whiting School of Engineering. For information that includes the Peabody Institute , visit oir.jhu.edu .

JUMP TO CATEGORY Class of 2027     Undergraduate Student Body     Academics & Research     Financial Aid     Student Life     Retention & Outcomes

Class of 2027 Learn More

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In the Top 10% of Their Class

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First-Generation College Students

Race/Ethnicity Breakdown

Undergraduate student body.

Undergraduates Currently Enrolled

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Academics & Research LEARN MORE

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Students Double Major or Minor

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Student Life Learn More

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Students Study Abroad, Conduct Research, or Do Service Learning in 50+ Countries

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PhD Program Admissions

Applying to our PhD Program

We’re thrilled that you are interested in our PhD program in computer science! This page provides an overview of the application process, some guidelines, and answers to specific questions. Please check our FAQ before emailing [email protected] with any questions not answered here.

Our program accepts a large number of applicants each year from a diverse range of backgrounds. Our applicants come directly from undergraduate or master’s programs, as well as industry positions, and from within United States and numerous countries around the world.

Visit the interactive PhD program statistics page   to view historical program data pertaining to admissions, enrollment, retention/attrition/completion, and time to degree conferral. (Select “ Computer Science” from the “Choose Program” drop-down menu.)

Ready to start your PhD application?

We’re ready for you. Click on the link below to start your application to become a PhD student at Johns Hopkins University

The Application: General Advice

The most important question we ask when reviewing applications is "Will this individual excel at research?" Every part of your application is helpful insofar as it answers this question. The three major components of an application are the statement, letters of recommendation, and grades.

This is one of the most important parts of your application; it lets us get to know you and creates a narrative of your academic career and future plans. Before you write your statement, start by thinking about what you want us to learn about you. Make a list of important achievements, perspectives, and goals. Build your statement around this list. We are looking for students who have made the most of the opportunities they have been presented with and who are smart, creative, and motivated. Keep in mind that we also have your CV and letters of recommendation, so we don’t necessarily need a list of all your accomplishments. However, your statement can fill in the narrative around what you did and, more specifically, why you did it. What motivates you? What are your research interests and why? These details aren’t found elsewhere in your application, so focus on them in your statement.

There are a few things we suggest not including in your statement. While it’s tempting to give a rationale for why you are applying to our program, don’t include it if it’s uninformed. Consider: “I want to apply to Johns Hopkins because it’s one of the premiere academic programs.” We know that already! If you do have specific reasons to be interested in our program (e.g. location, a specific project, a faculty member, etc.), be sure to mention them.

In terms of your motivation, be specific! Don’t write: “I’ve wanted to do a PhD in CS since I was six years old.” We don’t trust that six-year-olds make good career decisions. If you write “I have always found AREA X fascinating,” explain why.

Letters of Recommendation

The two most important factors of a recommendation letter are: 1) select someone who knows you well, and 2) select someone who knows how to write a letter.

First, it’s tempting to ask Professor X. to write a letter for you because they are a well-known person in the field. While we can better contextualize letters from people we know, it’s only helpful if the letter contains meaningful information. If Professor X. writes, “I’ve met the applicant a few times and they seem sharp,” that’s not useful information. It’s more important to select someone who knows you well and can discuss your achievements in detail.

Second, your letter writer should know how to write a letter. Academic research programs look for different things than a company. We often read letters from work supervisors that say nice things, but don’t speak to the qualities we find most important.

Of course, it’s a balance. You want someone who knows you well, but they still need to know how to write a good letter of recommendation.

We understand that three letters are a lot, especially for an undergraduate applying directly to a PhD program. We don’t expect each candidate to have three amazing letters. Your choices should be about balance: you want people who know you well, can write good academic letters, and know the research field. Use your choice of your three letter-writers to create this balance.

There isn’t much you can do about your grades—you have the grades you have. However, we do not use any grade cutoffs or thresholds in admissions. We want to see that you did well and excelled in whatever program you were in. Did you push yourself to take upper-level classes? Did you do well in the classes most directly related to your research area? If you have special circumstances that explain some of your grades, please include a description of them in your statement.

The Whiting School of Engineering does not require GRE General Test scores for applications to our PhD programs.

TOEFL or IELTS

Non-native English speakers must take the TOEFL or IELTS exams. Details on accepted exams, scores, and exceptions to this requirement can be found here .

Application Tips

There are many helpful guides for PhD applications. Here are a few we recommend:

• How to be a Successful PhD Student (co-authored by our own Mark Dredze )
• What Readers Look for in a Statement of Purpose
• Student Perspectives on Applying to NLP PhD Programs
• A Survival Guide to a PhD

Application Deadlines

Application Deadline:

The deadline for fall is December 15th. (No recruiting for spring admissions.)

The application will be available for submission on or around August 15.

Vivien Thomas Scholars

The Vivien Thomas Scholars Initiative (VTSI) is an endowed fellowship program at Johns Hopkins for PhD students in STEM fields. It provides full tuition, stipend, and benefits while also providing targeted mentoring, networking, community, and professional development opportunities. Students who have attended a historically black college and university or other minority serving institution for undergraduate study are eligible to apply. To be considered for the VTSI, all application and supplementary materials must be received by December 1, 2021.

Department of Chemistry

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Application materials include:

• Academic transcripts
• Three letters of recommendation
• Statement of Purpose
• We encourage (but do not require) applicants to report scores for the GRE general and GRE chemistry subject tests. Applicants who feel that GRE scores support their case are welcome to include them. Our application review process is holistic, and the Graduate Admissions Committee believes that standardized test scores represent only one piece of a candidate’s profile. Applicants for whom taking the GRE presents a burden or who feel it does not represent their skills are free to not include them.
• The application fee is  $75 . However, fee waivers may be requested for applicants that have documentation showing they are a part of SACNAS, MARCC, oSTEM and many other organizations. To access the full list to see if you qualify, go to the Krieger Graduate Admission and Enrollment page

Please submit all application materials (including letters of recommendation) by December 15, 2023 to receive full consideration. Those applying to the Vivien Thomas Scholars program must apply by December 1, 2023. Although additional materials submitted past this date will still be considered, the graduate admissions committee will commence reviewing applications on December 15th, 2023.

Assistance with the application process is available. Candidates with questions about the application process, or requests for a GRE General Test waiver (or on other matters related to the application) should contact the Admissions Committee’s Academic Affairs Administrator:

Academic Affairs Administrator Johns Hopkins University Department of Chemistry 3400 North Charles Street Baltimore, MD 21218 410-516-7427 Fax: 410-516-8420 [email protected]

There are no fixed requirements for admission. Undergraduate majors in chemistry, biology, earth sciences, mathematics, or physics may apply as well as all well-qualified individuals who will have received a BA degree before matriculation.

A select number of applicants will be invited to visit campus (virtually for international candidates and in-person for domestic candidates) to tour our facilities and interact with our faculty members and their lab members. The virtual tour is tentatively scheduled for February 23, 2024 while the in-person tour will take place on March 8-9, 2024.

• Apply online
• How to apply

Admissions Statistics

The Chemistry program is committed to transparency in admissions. To access the latest published data, please visit  the OIR statistics page , select ‘Division-Natural Sciences’, ‘Program-Chemistry’.

Visiting Campus

The JHU Department of Chemistry is located in Remsen Hall and the New Chemistry Building, located on the Homewood Campus in Baltimore, Maryland.  Plan a visit.

Financial Aid and Admissions

About 80 fellowships, research appointments, and teaching assistantships are available for graduate students.

Vivien Thomas PhD Scholars

The Vivien Thomas Scholars Initiative (VTSI ) is an endowed fellowship program at Johns Hopkins for STEM PhD students. It provides full tuition, stipend, benefits, targeted mentoring, and professional development. Students who have attended a historically black college and university or other minority serving institution for undergraduate study are eligible.

There is no additional application. To be considered for the VTSI, all components of the PhD application, including supplemental components, special VSTI questions, and letters of recommendation must be completed by December 1, 2023 , even if the program deadline is later.

Nathaniel Boggs Memorial Fellowship

The Nathaniel Boggs, Jr. Ph.D., Memorial Fellowship was established in 1999 by university trustee Paula Boggs, A&S ’81. It’s in memory of her father, who received Howard University’s first Ph.D. in biology. The fellowship provides a substantial stipend to the awardee.

Candidates for a fellowship must have an undergraduate degree from a historically black college or university, and pursue graduate work in select fields within the natural or physical sciences. Candidates will be selected on the basis of their academic performance, including GPA. 

Fields of study include biology, biophysics, chemistry, earth and planetary sciences, mathematics, and physics and astronomy. Interested candidates should contact their prospective department to inquire about the fellowship.

Kelly Miller Fellowship

Kelly Miller was the first African-American student to enroll at Johns Hopkins in 1887. He left the university before he completed his graduate degree, but later became a longtime professor of mathematics at Howard University, and a dean of arts and sciences. Students who have attended a historically black college and university or other minority serving institution for undergraduate study are eligible.

The fellowship provides a stipend for the first two years of the student’s program, and a research fund to be used in the course of the fellow’s graduate career. There are currently 10 fellowships available per year.

Relocation Funds for Incoming Graduate Students

We recognize that it can be financially burdensome to relocate to a new city to attend a Ph.D. program. Students who are accepted to Ph.D. programs at JHU can apply to receive a $1500 need-based grant to offset the costs of relocating to JHU.

These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their Ph.D. program.

This is not a merit-based grant. Applications will be evaluated solely based on financial need.

Department of Psychological & Brain Sciences

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Graduate Admissions

The graduate program in Psychological and Brain Sciences at Johns Hopkins University offers students the opportunity to earn a PhD while working at the cutting edge of research on the mind and brain. The primary goal of the program is the training of researchers who, through careers in academia, industry, and other arenas work to deepen our understanding of mental processes.

The PhD program in Psychological and Brain Sciences is not a clinical training or a counseling program; rather, our faculty and trainees work to understand fundamental processes involved in perception, memory, decision-making, learning, reasoning, and related abilities. In our five-year, full-time program, graduate students also fulfill the requirements for and earn an MA. We do not admit students into a terminal Master’s program, and our program is not available for online study.

All PhD students in good academic standing and making satisfactory progress can expect to be supported for five years.  As part of their graduate training, all PhD students typically complete four semesters of Teaching Assistantship.

Who Can Apply

We seek students who have demonstrated a commitment to psychological science. Most successful applicants have completed undergraduate degrees in Psychology, Cognitive Science, Philosophy, Biology, Behavioral Neuroscience, or Neuroscience, but other related majors can also provide the needed background.

We strongly encourage candidates from traditionally marginalized or underrepresented groups to apply.

When to Apply

Admitted students will matriculate in the Fall semester. The application deadline is December 1st of the year prior to starting the program (note that some special funding programs may have earlier deadlines).

All components of the PhD application, including VTSI supplemental components, must be completed by December 1, 2023 . All supplementary application material including letters of recommendation also must be received by December 1.

How to Apply

Our department requires the following application materials, with detailed information on each component available at Johns Hopkins University Graduate Admissions and Enrollment Office :

• Unofficial Transcripts*
• Statement of Purpose
• Writing Sample
• Personal Statement
• 3 Letters of Recommendation
• TOEFL/IELTS (international applicants only)
• Professional Credential Evaluation (recommended for international applicants only)**
• GRE General Test   For Fall 2024 admissions, the GRE test will be optional & not required for the appli cation

*Successful applicants who accept the offer of admission must supply an official transcript to the graduate admissions office before they can begin the PhD program at Johns Hopkins University. For students in the final year of their bachelor’s program, the official transcript must show completion of all coursework required for the degree.

**View additional information on applying to our graduate program as an international student . Note that the Psychological & Brain Sciences Department strongly recommends (but does not require) international students to submit a professional credential evaluation.

How Applications Are Considered

Various abilities and skills contribute to success in graduate school. Evidence of these skills may include:

• “objective” indicators, such as GRE scores and undergraduate GPA
• subjective information, such as a statement of purpose, a description of your background and experience
• 3 letters of recommendation that provide a personal assessment of your potential for graduate work by faculty mentors and advisors who know you well
• the ability to express ideas clearly, a curious and creative intellect, and mathematical and computational ability
• often, but not always: prior research experience

It is this wide scope of admissions considerations that helps build a community within Psychological and Brain Sciences that values intellectual and personal diversity. As a result of this comprehensive approach to the admissions process, guidelines like such as GRE scores or GPA (i.e., cut-offs) are not available.

Candidates for admission may be invited to visit the department so we can meet one another and discuss our mutual interests and goals.

Department of Mathematics

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Admission to the PhD program is based on primarily on academic records, letters of recommendation, and a personal statement. Application materials for the fall of 2024 must be received by December 15, 202`3. However, applicants who wish to be considered for the Vivien Thomas Scholars Initiative must submit their application by December 1, 2023. Preliminary admissions decisions will be made in January 2024. All applicants will be notified of the admissions committee’s decision by email.

The Department of Mathematics values diversity among its members, is committed to building a diverse intellectual community, and strongly encourages applications from all interested parties.

Via the online application , applicants should submit:

• A Statement of Purpose
• An optional Personal Statement
• Transcripts from all institutions attended
• Three letters of recommendation
• Official TOEFL scores (if English is not your first language)

Submission of GRE Math subject scores is optional. The department views GRE Math subject scores as useful information. For applications which do not include these scores, more weight will be placed on the other elements of the application. Applicants who choose to self-report a GRE Math Subject score need not send an official score report at time of application; we will request verification only if you are accepted to the program.

The required Statement of Purpose discusses your academic interests, objectives, and preparation. The optional Personal Statement describes your personal background, and helps us create a more holistic understanding of you as an applicant. If you wish you may also discuss your personal background in the Statement of Purpose (e.g. if you have already written a single essay addressing both topics), instead of submitting separate statements.

Application fee waivers are available based on financial need and/or participation in certain programs .

No application materials should be mailed to the department. All application materials are processed by the Graduate Admissions Office.

Senior Academic Program Coordinator 410-516-4178 [email protected]

Undergraduate Background

The following is an example of what the math department would consider a good background for a student coming out of a four-year undergraduate program at a college or university in the U.S. (assuming a semester system):

• Calculus in one variable (two semesters, or AP credits)
• Multivariable Calculus (one semester)
• Linear Algebra (one semester)
• Complex analysis (one semester)
• Real analysis (two semesters)
• Abstract algebra (two semesters)
• Point-set topology (one semester)

Many admitted students have taken upper-level undergraduate mathematics courses or graduate courses. Nevertheless, the department does admit very promising students whose preparation falls a little short of the above model. In such cases, we strongly recommend that the student start to close the gap over the summer, before arriving for the start of the fall semester.

Financial Support    

Students admitted to the PhD program receive full tuition fellowships and teaching assistantships. Teaching assistant salaries for the 2023–2024 academic year are $34,000. Students making satisfactory progress can expect to be supported for six years. Exceptional applicants are considered for supplementary fellowships of $6,000 each year for three years.

Students from underrepresented groups may be eligible for other university-wide supplemental fellowships . Summer teaching is available for students seeking extra income.

We recognize that it can be financially burdensome to relocate to a new city to attend a PhD program. Students who are accepted to PhD programs at JHU can apply to receive a $1,500 need-based grant to offset the costs of relocating to JHU. These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need. Find out how to apply for the grant .

Useful Links

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• Office of International Services  
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Additional Information for International Students

Student Visa Information:  The Office of International Services at Homewood  will assist admitted international students in obtaining a student visa.

English Proficiency: Johns Hopkins University requires students to have adequate English proficiency for their course of study. Students must be able to read, speak, and write English fluently upon their arrival at the university. Applicants whose native language is not English must submit proof of their proficiency in English before they can be offered admission and before a visa certificate can be issued. Proficiency can be demonstrated by submitting results from either the Test of English as a Foreign Language (TOEFL) or the IELTS . Johns Hopkins prefers a minimum score of 100 on the TOEFL or a Band Score of 7 on the IELTS. Results should be sent to Johns Hopkins directly by TOEFL or IELTS. Applicants taking the IELTS must additionally upload a copy of their score through the application system. However, do not send the student copy or a photocopy of the TOEFL.

Vivien Thomas PhD Scholars

The  Vivien Thomas Scholars Initiative (VTSI ) is an endowed fellowship program at Johns Hopkins for STEM PhD students. It provides full tuition, stipend, benefits, targeted mentoring, and professional development. Students who have attended a historically black college and university or other minority serving institution for undergraduate study are eligible.

There is no additional application. To be considered for the VTSI, all components of the PhD application, including supplemental components, special VSTI questions, and letters of recommendation must be completed by  December 1, 2023 , even if the program deadline is later.

University of Scranton

Game Recap: Women's Basketball | 3/8/2024 8:04:00 PM

ELITE EIGHT BOUND! Big Fourth Quarter Helps Lady Royals Topple Johns Hopkins in Sweet 16, 65-53

Postgame Press Conference NEW YORK, N.Y. – The University of Scranton women's basketball team (28-2) limited Johns Hopkins (26-4) to 28.6% shooting from the floor and outscored by the Blue Jays by an 18-11 margin in the fourth quarter en route to a 65-53 victory in NCAA Sweet 16 action on Friday evening at the Paulson Center in New York City.

With the victory, Scranton advances to the Elite Eight for the first time since 2019 and the 16 th time in program history. The Lady Royals will take on the winner of host NYU and Hardin-Simmons for a spot in the Final Four on Saturday at 6:30 p.m.

Senior Maddy Ryan (Malvern, Pa./Villa Maria Academy) sank a jumper to give Scranton a 51-44 edge with 7:54 to play and that score would hold for the next three plus minutes until fellow senior Maddie Hartnett (Chatham, N.J./Chatham)  buried a three at the 4:05 mark to make it a 54-44 game.

Johns Hopkins used a three-point play to cut the lead to five at 56-51 with 1:13 remaining, but the Lady Royals calmly sank 9-of-10 from the free throw line down the stretch to ice the victory.

Ryan scored the first six points of the game for Scranton who led 12-8 at the 2:29 mark of the first quarter and graduate student Hannah Angelini (Baldwin Place, N.Y./Somers) sank a jumper in the final minute of the period that helped make it a 16-12 edge after one. In the second quarter, the Lady Royals led 22-17 when Hartnett connected on a three to ignite a 12-5 run over the remainder of the period and freshman Katie Gorski (Pine Brook, N.J./Montville Township) capped the run with two free throws in the final minute for a 34-22 lead at the break.

Head coach Ben O'Brien 's team scored seven of the first nine points in the third quarter and Ryan's jumper extended the lead to 41-24 with 8:16 left in the third quarter. However, this was where the Blue Jays began to battle back and closed the stanza on an 18-6 run over the final eight plus minutes as Macie Feldman's jumper in the final minute cut the deficit to five at 47-42. After each team traded baskets in the first minute of the quarter and Ryan's afore-mentioned jumper made it 51-44 for the time being, the Lady Royals were able to hold on down the stretch and advance to the Elite Eight.

Ryan led all scorers with a season-high 20 points on 8-of-14 shooting and also added 10 rebounds for her third double-double of the season. Sophomore Kaci Kranson  (Scranton, Pa./Holy Cross)  contributed 15 points and nine boards, while Hartnett tallied 12 points, five rebounds, two blocks and two steals.

Hartnett has now scored in double figures in each of her last six games.

Elsewhere for Scranton, sophomore Kaeli Romanowski (Lake Ariel, Pa./Western Wayne) added five points, a season-high eight assists, five steals and three boards.

Michaela O'Neil had 13 points to pace Hopkins in the setback and the Lady Royals held leading scorer Elisabeth Peebles (12.1 ppg) to four points on 1-of-8 shooting.

The Lady Royals shot 38.1% (24-of-63) from the floor, 20.0% (3-of-15) from deep and 87.5% (14-of-16) at the charity stripe. They held the Blue Jays to 18-of-63 (28.6%) from the field and 3-of-16 (18.8%) from long range.

Scranton held a slight 44-40 edge on the glass behind Ryan's 10 boards and Kranson's nine.

Click the following links for live video and live stats of Saturday's game.

--LADY ROYALS--

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Biostatistics, PhD

Bloomberg school of public health, program overview.

The PhD program of the Johns Hopkins Department of Biostatistics provides training in biostatistical methodology and practice, grounded both in the theory of probability and statistics and in advanced data science. The program is unique in its broad emphasis spanning the foundations of statistical reasoning through data science and in providing rigorous training in both real analysis-based probability and statistics, equivalent to what is provided in most departments of mathematical statistics and in data science principles and practice.

The Department of Biostatistics PhD program prepares persons who have demonstrated excellence in mathematics, engineering, and the natural or social sciences to become research biostatisticians in academia, industry, or government. PhD graduates:

• Conduct and publish original research on the theory, methodology and practice of biostatistics and data science;
• Translate methodological advances into software and other tools by which to disseminate these into practice;
• Apply innovative theory and methods to the solution of public health problems;
• Serve as expert biostatisticians and data scientists on collaborative teams of investigators addressing key public health questions;
• Teach biostatistics and data science effectively to health professionals and scientists as well as to graduate students in biostatistics.

Program Requirements

Course location and modality is found on the BSPH website .

The core curriculum consists of the following components:

All PhD students are required to:

• Take at least 14 courses from the core course list above. The 14 courses should contain at least a one-year sequence of Methods (140.751-754), a one-year sequence of Theory (140.646-649 or 140.721-724 or 140.731-734), and a one-year sequence of Data Science (140.776/777/628/629 or 140.644/777/778/779). The 14 courses should contain no more than 4 introductory-level courses (140.646-649, 140.776/628/629).
• In addition to the 14 core courses, take 16 credits of advanced PhD elective courses.
• Take at least 18 credit units of formal coursework in courses outside the Department of Biostatistics. At least nine of these credits must be taken in the School of Public Health.
• Take Current Topics in Biostatistics Research (140.860), Academic & Research Ethics at BSPH (550.860), Responsible Conduct of Research (550.600), and Epidemiologic Inference in Public Health I (340.721).

Students who use the one-year sequence of introductory-level probability and statistical theory (140.646-649) to fulfill requirement (1) must also take the half-year sequence of advanced data science (140.711-712).

Students who use the one-year sequence of introductory-level data science (140.776/777/628/629) courses to fulfill requirement (1) must take at least two advanced-level probability (140.721-724) and two advanced-level statistical theory (140.731-734) courses.

Student Evaluations

The Department is committed to providing every opportunity for its students to successfully complete the academic program of their choice. To support students in progressing toward the degree and to further their educational experience, the Department offers a comprehensive written examination at the end of the first year and a practice oral exam, usually taken no later than six months after the end of the fourth term of the second year. See the Department of Biostatistics Student Handbook for more details about the first-year PhD comprehensive exam.

The main purpose of the practice examination is to evaluate students' ability to communicate statistical ideas and concepts. Students should prepare a paper/proposal related to their potential thesis topic. In addition, the University requires students to successfully complete a preliminary oral examination, typically taken at the beginning of the third year where a thesis proposal is presented and discussed, and an oral thesis defense, where the completed thesis is defended in a public forum.

Research and Teaching Assistantships

The Department of Biostatistics offers teaching and research assistantships to its PhD students on a competitive basis. All PhD applicants (US and international) are ranked based on their merits; top candidates are offered admission. All students who matriculate are provided with assistantships that last five years and include full tuition, health insurance, and a living stipend. Students in their second year and following are required to apprentice with faculty as research assistants for up to 19 hours per week and as teaching assistants for 5 hours per week during academic terms. Students find the teaching and research assistantships to be the most valuable part of their PhD experience. At AY22-23 rates, students who apprentice as described above and engage in 40 hour per week research assistantships during non-academic periods, allowing for one month of vacation, earn a stipend of $37,500 to $42,000, graduated by seniority, per year.  

The Department offers a weekly seminar program featuring recent work by outstanding statistical scientists from around the world. Attendance is required for all graduate students. One seminar per month may be designated to be part of the Biostatistics "Grand Rounds" series, which features statistical analyses addressing important public health questions.

In addition, first-year graduate students are required to complete the Current Topics in Biostatistics Research course ( 140.860 ), where faculty, postdoctoral fellows, and senior students from the Department present their research, with a focus on the public health and scientific questions driving the work, why the research makes a difference for the subject area and how to translate the research into practice. 

Recommended Curriculum

First-year phd students.

In addition to the core courses described in the program requirements, the following curriculum is recommended:

PH.260.600 Introduction to the Biomedical Sciences

"Cells to Society" modules, if applicable*

PH.550.860 Academic & Research Ethics at BSPH

PH.140.840 Special Studies and Research Biostatistics (credits as needed in order to get to at least 16 credits total)

PH.140.860 Current Topics in Biostatistics Research

Second Term

Fourth term, second-year phd students.

PH.340.721 Epidemiologic Inference in Public Health I (if not taken the first year)

PH.550.600 Living Science Ethics - Responsible Conduct of Research

PH.550.860 Academic & Research Ethics at BSPH (if not taken in a previous term)

PH.140.840 Special Studies and Research Biostatistics (Credits as needed in order to get to at least 16 credits total)

"Cell to Society" modules, if applicable*

Select one or both of the following:

PH.140.820 Thesis Research Biostatistics (credits as needed in order to get to at least 16 credits total)

Third-Year PhD Students

Coursework in scientific/statistical electives/special studies for a minimum of 16 credits per term

Fourth-Year PhD Students

* Students are required to take eight 552.xxx “Cells to Society” courses (552.601.81, 552.603.81, 552.607.81, 552.608.81, 552.609.81, 552.610.81, 552.611.81, 552.612.81) by the end of Year Two.

Doctoral Student Policies

Below covers policies regarding academic performance of doctoral students that are specific to the Department of Biostatistics. Students also must satisfy the academic standing requirements of the Johns Hopkins University and Bloomberg School of Public Health. 

For a full list of program policies, please visit the PhD in Biostatistics page where students can find a link to our PhD handbook.

Academic Standing and Exams

Doctoral students are expected to stay in good academic standing throughout their PhD studies.

Students are expected to maintain grades of B or higher in core classes. Any core class with a grade lower than a B will need to be retaken.

First year students maintaining B grades in core classes can sit for the first year Departmental exam. Students with any grades lower than a B in core classes must receive approval from the graduate committee to sit for the exams. In the event that students are denied, possible resolutions include postponing the exam for one year, switching to a master’s program or being required to leave the doctoral program based on a consideration by the faculty of overall academic performance.

In the event of a failure of the exam, students are allowed one retake. Student retakes typically occur in the following year, with exceptions occurring when mitigating circumstances are present, such as a leave of absence. In the event of a failure in the retake, the student will be asked to leave the doctoral program, typically with the option to join the master’s program. The exams, either a first take or retake, are only given once per year at the start of the summer break (typically in early June).

The grading of the Departmental exam is as follows. Passing scores are determined by exam writers after grading with examiners blinded from student names. Students who pass all sections of the exam pass the exam. Students failing one or more sections will be discussed by the faculty as a whole. This discussion will include exam and course performance. Possible resolutions include: declaring the student as passing the exam, declaring the student as having failed the exam, take-home remediation of sections of the exam or a full retake (only available if it is the student’s first attempt at the exam).

To maintain good academic standing, students must complete their school-wide preliminary oral exam by the end of their third academic year before the start of the first term of their fourth year (typically late August or early September depending on that year’s academic calendar).

Full funding for tuition and stipend is provided to PhD students for five years. Students are expected to finish their doctoral programs within this time. Students who do not finish within five years may continue in the program for up to two additional years. In these cases, a 75% departmental tuition scholarship is provided, but students are responsible for the remaining tuition, their own health insurance, and living expenses. Personal office space cannot be guaranteed for students beyond the five-year point. Common areas (Biostatistics Library, Genome Cafe) remain available for use by these students.

Program Changes from PhD to ScM or MHS

In the event that a doctoral student switches to the ScM or MHS programs, the following should be noted.

Funded doctoral students forfeit their funding in the event of a program switch.

Students have the option of switching to part-time status after switching programs. However, visa residency requirements for maintaining full-time student status typically prevent foreign students from being able to switch to part-time.

MHS and ScM students receive a 75% tuition reduction in their second year provided that they have taken 12 credits of courses outside of the Department (of which at least 6 credit hours must come from the School of Public Health courses) and have passed their Departmental exams. Doctoral students considering a program switch should appropriately plan their first year coursework to ensure eligibility for the tuition reduction in their second year. The 75% tuition remission is contingent on passing the first year exams at the master’s level. PhD students who take the doctoral exam and then elect or are asked to switch to a master’s program will be informed whether their performance on the doctoral exam constitutes a pass at the master’s level. Students who are deemed to have not passed at the master’s level will be asked to take the master’s Departmental exam in the subsequent year to fulfill the requirements of the master’s program and will not be eligible for the tuition reduction until the exam requirements have been met. Students will be allowed this one administration of the master’s exam in these circumstances.

Upon successful completion of the Doctor of Philosophy in Biostatistics, students will have mastered the following competencies:

• Apply quantitative methods to public health and scientific problems;
• Examine and apply foundational concepts of probability theory and statistical inference;
• Construct, fit and interpret different types of linear model (LM), generalized linear model (GLM), linear mixed model (LMM) and generalized linear mixed model (GLMM) in the context of scientific and public health applications, and conduct statistical inference in these models;
• Develop foundational insights for applying biostatistical theory and methodology to solve public health and scientific problems;
• Produce a complete data analysis to answer a targeted scientific or public health question.

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

Johns Hopkins University Athletics

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Men's Lacrosse 3/14/2024 9:15:00 AM Ernie Larossa - Director of Athletic Communications

Game Notes | It's Hopkins-Navy for the 93rd Time

Blue jays welcome midshipmen to homewood field.

The Game •  Johns Hopkins (5-2) returns to Homewood Field for the first time since February 17 as the Blue Jays welcome Navy (3-3) to Baltimore.  The game will air live on ESPN+ (7 pm).

When Last We Saw Them •  Johns Hopkins had its five-game winning streak snapped last Saturday night in Charlotte, North Carolina as the Blue Jays dropped a 14-13 decision to then ninth-ranked Syracuse. • Navy slipped to 3-3 overall and 1-1 in the Patriot League as the Midshipmen fell at Lehigh, 12-10, last Saturday.

The Facts •  This is the 137th season of Johns Hopkins men's lacrosse.  JHU first fielded a team in 1883. •  Johns Hopkins enters this week's game with an all-time record of 1,021-372-15 (.730). • Johns Hopkins is the only men's lacrosse program in the nation with 1,000 or more all-time victories.  The Blue Jays picked up the program's 1,000th victory with an 11-10 win over Loyola on February 19, 2022. •  JHU owns 44 national championships with nine NCAA titles, 29 USILA titles and six ILA crowns to its credit.

Poll Position • Johns Hopkins is ranked in the top 10 in the nation in both major national polls as the Blue Jays are tied for eighth in the USILA Coaches Poll and rank seventh in the Inside Lacrosse Media Poll this week. • Navy is not ranked this week by either the USILA or Inside Lacrosse.

Poll Notes of Interest • Including this week's poll, the USILA has issued 537 polls since the debut poll in 1973.  Johns Hopkins has appeared in the top 20 in 517 of those 537 polls and has been ranked in the top 10 in 439 of the 537. • The Johns Hopkins Athletic Communications office uses the USILA Poll to reflect JHU's official national ranking at the time of a game.  The poll dates to 1973 and is the longest-running, continuous men's lacrosse poll in the nation.

Series History • Johns Hopkins and Navy will be meeting for the 93rd time this week.  The series dates to a 6-1 Johns Hopkins victory in 1908 and the Blue Jays are 63-28-1 against the Midshipmen. • A complete look at the series history can be found on page 16.

Against the Patriot League •  This week's game against Navy will be the 259th all-time for Johns Hopkins against a team currently in the Patriot League. •  Johns Hopkins is 195-62-1 (.758) all-time against current Patriot League members. •  221 of the 258 games the Blue Jays have played against Patriot League members have come against Army (69), Loyola (60) and Navy (92).

On This Date • This week's game will be the eighth all-time for Johns Hopkins on March 15.  The Blue Jays are 3-4 all-time in games played on this date.

Showing Our Depth • The Blue Jay depth has been on display in the early season as 22 different players have appeared in all seven games and 25 have appeared in six of the seven. • In four of the five games that Johns Hopkins has played that have been decided by four goals or less, at least 26 players appeared for the Blue Jays (Denver-27, Georgetown-27, North Carolina-27, Syracuse-26), while 24 players appeared in the game at Virginia.

Attack Oriented •  Johns Hopkins has started the same three attackmen - Jacob Angelus , Garrett Degnon & Russell Melendez - in each of the first seven games of the season. • Through seven games, the trio has combined for 41 goals and 26 assists for 67 points.  Translated, they are averaging 5.86 goals and 3.71 assists for 9.57 points per game, which is a slight increase in their production from 2023. • Last season, the trio also started together on attack and combined for 95 goals and 65 assists in 17 games (each player missed one game).  Translated, they averaged 5.59 goals and 3.28 assists for 9.41 points per game in 2023.

Offensive Notes of Interest • Since the start of the 2022 season, the Blue Jays are 22-5 when they score 12 or more goals. • In 100 full quarters since the start of the 2023 season (does not include overtime periods), the Blue Jays have scored two or more goals in 81 quarters and four or more in 45 quarters. • Johns Hopkins is averaging 13.0 goals per game this season (T20th in the nation) with at least 11 goals scored in each outing thus far.  This is the first time since 1995 that JHU has scored 11+ goals in each of the first seven games of a season.  That year, JHU scored at least 11 goals in its first 13 games of the season. • In seven games, the Blue Jays have gotten goals from 15 different players and 19 different players have at least one point. • Johns Hopkins averaged 12.56 goals per game in 2023.  That output was the highest scoring average for the Blue Jays since 2015, when Hopkins averaged 13.0 goals per game.  The 12.56 goals per game are also the second-best mark at JHU since 2004. • As a team, Johns Hopkins shot 32.9% in 2023, a mark that ranked 14th in the nation.  The 32.9% shooting percentage was the highest for JHU since 2015 (.331).

37 Straight For Degnon •  Graduate student attackman Garrett Degnon will carry a school-record-tying 37-game goal-scoring streak into this week's game against Navy after he scored five goals in the game last week against Syracuse.  The streak is currently the longest active streak in the nation . • During his 37-game goal-scoring run, Degnon has scored 97 goals and has 30 multi-goal games and 23 games with 3+ goals to his credit. • Degnon's 37-game run is tied for the longest in school history.  Terry Riordan originally set the mark at 37 games from 1992-95 and Ryan Brown matched that with a 37-game run from 2013-16. • The 37-game goal-scoring runs for Degnon, Brown and Riordan are the only three streaks of 30+ games in Johns Hopkins history.

Collison, Peshko Net Four •  Senior Johnathan Peshko and sophomore Matt Collison both netted four goals (and one assist) in the recent 16-14 win at Virginia.  The four goals matched Peshko's career high and were a personal best for Collison. • Peshko and Collison are the first pair of Hopkins midfielders to score 4+ goals in the same game since March 27, 1999, when Conor Denihan (5) and Matt O'Kelly (4) turned the trick in a 16-15 win over, ironically, Virginia. • Since 1981, there have been just five instances where Johns Hopkins has had two midfielders score four or more goals in the same game.

Strength of Schedule • The Blue Jays' 13 regular season opponents are currently a combined 60-25 (.767), which ranks as the second-highest cumulative opponent winning percentage in the nation (does not include results against Johns Hopkins). • Using this week's USILA Poll as a gauge, the Blue Jays will play nine games against teams ranked in the top 20 in the nation.  The nine include Virginia (4th), Maryland (5th), Syracuse (6th), Denver (7th), Penn State (T8th), Georgetown (11th), North Carolina (17th), Michigan (18th) and Rutgers (19th).  In addition, Towson and Ohio State are listed as receiving votes.

Causing Trouble • In seven games thus far, the Blue Jays have 59 caused turnovers to their credit (8.43/game) with 10 coming in the 13-5 win against Towson, nine in the 11-9 win at Georgetown, 12 against Loyola and 11 at Virginia.  The 12 CTs against Loyola are tied for the second-most in program history, while the 11 at UVA marked the 22nd time in program history that the Blue Jays have been credited with 10 or more CTs in a game (CTs became an official stat in 2009). • The 135 CTs the Blue Jays amassed last season are a JHU single-season record, while the 7.50 CTs/game narrowly missed the school-record of 7.63 (2022).  Caused turnovers were first kept as an official statistic in 2009.

Jimmy Ayers are you serious? @jhumenslacrosse #SCTop10 Watch on ESPN+. https://t.co/57X3i1Yggu pic.twitter.com/jSOyMYJNHm — Inside Lacrosse (@Inside_Lacrosse) March 10, 2024

Defensive Notes of Interest • The Blue Jays have held their first seven opponents scoreless for a period of 10 minutes or longer a total of 13 times.  Six of those 13 streaks have been 12+ minutes in length. • In the last six games, the opposition has gone scoreless for a stretch of 10 minutes or longer 12 times with four of those coming against Towson and two each against Georgetown, Loyola and North Carolina. • Dating back to the start of the 2023 season, the Blue Jays have held their 25 opponents scoreless for a period of at least 10 minutes 37 different times - 28 of those have come in the last 18 games. • The five goals the Blue Jays allowed against Towson were the fewest JHU has surrendered since Hopkins topped Ohio State, 6-5, in the 2018 Big Ten Semifinals. • Including the recent 13-9 win at North Carolina, Johns Hopkins is 19-0 under head coach Peter Milliman and defensive coordinator Jamison Koesterer when holding the opposition to 10 goals or less. Additional Information Available in PDF Version Above

Players Mentioned

#23 Jacob Angelus

#16 Matt Collison

#40 Garrett Degnon

#31 Russell Melendez

#51 Johnathan Peshko

#4 Jimmy Ayers

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Meet the Women Behind the Power of Public Health

This month, we celebrate the heroines of public health.

Morgan Coulson

Women have long been integral to public health—though they haven’t always received recognition for their work.

Today, they make up 70% of the global health workforce and 90% of frontline health workers . In honor of Women’s History Month, we’re celebrating some of the women who have shaped the field of public health—the innovators and trailblazers who faced adversity, broke barriers, and made life-changing—and lifesaving—discoveries.

These leaders and experts were nominated by Bloomberg School faculty who were inspired by their transformative contributions across diverse public health fields and institutions. 

Anna Baetjer  

Anna Baetjer , ScD, was a strong-willed Baltimore native known for her independence, enthusiasm, and foresight, whose career at Hopkins spanned 60 years. An enthusiastic and devoted teacher, Baetjer was best known for her research into the health effects of industrial work on women and for her discovery of the carcinogenic properties of chromium. The safety standards she helped put in place—to protect workers from exposure to carcinogens and other toxins, and to mitigate the effects of stress, heat, humidity, and other hazards—helped prolong the lives of millions around the world.

“Anna devoted her lifetime career at Johns Hopkins to the improvement of worker health and safety across many industries, including the heavy industry that dominated Baltimore during the 20th century. She was a pioneer in many respects and the founder of our toxicology program,” says John Groopman , PhD, Edyth H. Schoenrich Professor of Preventive Medicine and professor in the Department of Environmental Health and Engineering .  "The thing that really impresses me is that if you look at the papers that she published in the ’20s and ’30s, they're every bit as relevant today as they were then. They're tackling issues that we still view as being critically important: air pollution, heat and humidity, and stress, for example."

Susan P. Baker

Susan P. Baker , MPH  ’68, dedicated her professional life to bringing awareness of the importance of injury prevention practices to the forefront of public health policymaking. An injury epidemiologist, she is known for defining the field of injury prevention as a public health discipline, and was the founding director of the School’s Center for Injury Research and Policy . Her research over six decades includes studies on transportation safety, occupational safety, and aviation safety, as well as suffocation, drowning, burns, and poisoning. Preventing injury to children has been a major focus. Her landmark study in the late 1970s on childhood motor vehicle deaths was a crucial factor in the passage of child passenger protection laws throughout the U.S., which required child seat belts and infant and child restraints. Baker developed the widely used Injury Severity Score and has been recognized with numerous honors for leadership in her field.

“She’s like the Johnny Appleseed of the science,” says Stephen Teret, JD, MPH ’79 , professor emeritus in Health Policy and Management . “She planted the seeds of injury prevention in the minds of so many people. … She goes from the initial discovery of a problem to formulating policies and then advocating for their enactment. There are very few people who do that, and there are very few people who can do that, because it requires very different skill sets.”

Lisa Coussens

Lisa Coussens , MD, PhD, is the deputy director for Basic and Translational Research at the Knight Cancer Institute at Oregon Health and Science University and chair of the Cell, Developmental, and Cancer Biology Department. An internationally renowned cancer biologist, her work describing the sequence of the cancer-causing gene HER2 was central to the development of the breast cancer drug Herceptin, which was FDA-approved in 1998 and is estimated to have saved more than 3 million lives to date. Coussens went on to make seminal contributions to cancer research, including some of the earliest studies to show a link between the immune system and the growth of cancer cells. 

“Dr. Coussens’ work laid the foundation for research labs like ours to deliver ‘precision medicine' for cancer patients in 2024. Her work led to a shift in the way we think of cancer, from a bunch of cells in isolation to considering how the surrounding microenvironment around the tumors can be exploited to develop better anti-cancer therapies. Her tireless contributions to improving the human condition over her decades as a cancer researcher are truly inspiring ,” says Utthara Nayar, PhD, assistant professor in Biochemistry and Molecular Biology . “Her career has several themes that should be galvanizing to all women scientists: letting her passions guide her career, seeking out mentors, embracing the new, and serving as a strong mentor in turn. She is a true public health heroine.”

Helene D. Gayle

Helene D. Gayle , MD, MPH  ’81, is the 11th president of Spelman College in Atlanta. Before joining the HBCU, she was president and CEO of The Chicago Community Trus t , with a primary focus on racial and ethnic equity in the Chicago area. She also served as the president and CEO of the international humanitarian organization CARE. As a public health physician, she spent two decades at the CDC with a focus  on HIV/AIDS. She has directed initiatives on HIV/AIDS at the Bill & Melinda Gates Foundation, and served as the AIDS coordinator and chief of the HIV/AIDS Division of USAID. Gayle was also the first director of the National Center on HIV, TB, and STD Prevention.

  “Dr. Gayle is a pioneer and leader in HIV prevention and public health. She recognizes the need to use multiple, tailored HIV prevention methods while simultaneously addressing structural factors such as racial/ethnic inequities and socioeconomic status,” says Liesl Nydegger , PhD, MPH , assistant professor in Health, Behavior and Society .  

Lillie Jewel Tyson Head

Lillie Jewel Tyson Head is the president of Voices for Our Fathers Legacy Foundation , an organization whose mission is to foster education, social justice, and medical research as a way of honoring the legacies of the 623 Black men, one of whom was her father, who were part of the Tuskegee Study of Untreated Syphilis in the Negro Male. The research, conducted from 1932 to 1972 by the U.S. Public Health Service, knowingly withheld treatment for syphilis to study the disease trajectory in Black men. The Foundation connects descendants across generations, provides annual scholarships to descendants, participates in the research project “The Untold Story,” and advises the Tuskegee University National Center for Bioethics in Research and Health Care. Previously, she was a health and physical education teacher in the Waterbury, Connecticut, public school system for 31 years.

“Mrs. Head was one of the keynote speakers for the Hopkins Center for Health Disparities Solutions’ 2023 Symposium and her message about structural racism, forgiveness, and acceptance was moving. She regularly speaks about a need for reconciliation and restorative justice in health care, which, from her perspective, is inspirational!” says Keshia Pollack Porter , PhD '06, MPH, professor and Bloomberg Centennial Chair of Health Policy and Management .

Nan M. Laird

Nan M. Laird , PhD, is the Harvey V. Fineberg Professor of Biostatistics (Emerita) at the Harvard T.H. Chan School of Public Health. During her more than 40 years on the faculty, she developed popular and widely used methods for meta-analysis, longitudinal data, and statistical genetics. Her work on the EM Algorithm is among the 100 most cited of all published articles in science. She was a co-recipient of the third International Prize in Statistics in 2021 for her work on longitudinal data. Her applications work includes childhood obesity, genetic studies in Alzheimer's disease, bipolar disorder, asthma, and lung disease. 

“Her research has had an impact on our Department's research focus on data integration methods and statistical genetics among other things,” says  Nilanjan Chatterjee, PhD, MS, Bloomberg Distinguished Professor in Biostatistics , Medicine, and Epidemiology . 

Isabel Morgan 

Isabel Morgan , PhD, was a pivotal figure in the race to develop a polio vaccine. After earning a doctorate in bacteriology, Morgan worked at the Rockefeller Institute for six years before being recruited by polio researcher David Bodian to the Johns Hopkins School of Medicine. With March of Dimes funding, her team sought to immunize monkeys against polio. Other preeminent virologists of the day believed a vaccine could only be achieved using a live virus, but Morgan thought otherwise. After five years of work, her team became the first to successfully create a killed-virus vaccine that was effective in animal models.

“Dr. Morgan was ahead of her time—a PhD-trained virologist in a very male-dominated field. If she had continued her work into human trials, we likely would have had a vaccine against polio even sooner,” says  Kawsar Talaat , MD, an associate professor in International Health .

“Isabel Morgan was truly a pioneer in the field of polio research and a brilliant scientist. What she was able to accomplish at that time and as a woman is just remarkable. In addition to her scientific accomplishments, she was an exceptionally kind and thoughtful person. My hope is that students here at the Bloomberg School—and people everywhere—take time to learn about her interesting and accomplished life, so that her legacy is uncovered,” says J. Marie Hardwick , PhD , vice chair of research and David Bodian Professor in Molecular Microbiology and Immunology .   

Edyth Schoenrich

Edyth Hull Schoenrich , MD, MPH ’71, was a trailblazer in preventive medicine, known for her work at the local and state levels to improve the quality and accessibility of care for the poorest and sickest chronic disease patients. In her 70-plus years with Johns Hopkins, she held faculty and leadership positions in the schools of Public Health and Medicine. In 1977, Dr. Schoenrich, one of only three female students in her medical school class, became the first female associate dean at Johns Hopkins University when the Bloomberg School named her associate dean for Academic Affairs.  She later directed the part-time professional programs and served as associate chair of the MPH Program from 1986 until 2018.

“Edyth was a pioneer in public health and for over 50 years was the impetus behind our now world-renowned part-time MPH program. As a mentor, scholar, and visionary she influenced the career trajectories of thousands of our faculty and students towards the betterment of public health,” says John Groopman, PhD .

“Edyth was, simply put, a force of nature,” says Ellen J. MacKenzie , PhD ’79, ScM ’75, dean of the Bloomberg School. “She embodied the mission of the School and committed her life to improving health and saving lives. Central to this commitment was the training of the next generation of public health professionals. She shaped so many lives in a very real and personal way—including my own.”

Ruth Westheimer

Ruth Westheimer, PhD, known as "Dr. Ruth," is an expert in sex education and therapy—and a celebrity. Beginning in the 1980s, she addressed the stigmatized and often awkward subject of sex and sexuality through her radio and television programs. With straight talk and facts, she enlightened her national audience on a broad range of sex-focused topics, particularly the importance of practicing safer sex. Now 95, Dr. Ruth has authored 45 books on sex and sexuality. Among her accolades is Planned Parenthood’s Margaret Sanger Award.

"Dr. Ruth has served as a beacon of inspiration for countless public health practitioners and researchers, myself included,” says Michelle Kaufman , PhD, MA, an associate professor in Health, Behavior and Society . “Her fearless approach to addressing stigmatized health issues has instilled confidence and curiosity within us all. Through her candid discussions on sex and sexuality, particularly as an older woman, she has shattered the barriers of stigma surrounding this vital aspect of human health. I vividly recall drawing inspiration from her as I embarked on my journey as a gender and sexuality researcher."

Morgan Coulson is an editorial associate in the Office of External Affairs at the Johns Hopkins Bloomberg School of Public Health.

• Black Public Health Heroes Who Made—And Are Making—History
• Breaking the XX Paradox
• Journey to the Dean's Office

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Johns Hopkins Bloomberg School of Public Health Summer Institutes: Registration open

By Hub staff report

The Bloomberg School will offer Summer Institutes courses both on the Baltimore campus and online, giving participants from around the world access to essential public health education without traveling. The Summer Institutes give working professionals the ability to complete credit or noncredit courses in a short period of time.

Choose from over 125 courses taught by world-renowned faculty to expedite your education. This year, to help you achieve your goals, there are 13 Summer Institutes to choose from.

From health care policy to epidemiological research to biostatistics and more—there's a course to match your interests.

JHU employees may benefit from tuition remission.

Register here . JHU employees may benefit from tuition remission.

The flexible course format offers participants:

• Credit or noncredit courses
• Condensed course formats from one day to two weeks
• Online and on-site courses.
• Bloomberg School faculty instruction
• Open admissions

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