SPPH Student Handbook

This handbook covers the 2026–2027 academic year for every degree program in the School of Public and Population Health. It sets out degree requirements, doctoral milestones, the academic calendar, and the policies that govern student conduct and academic standing. Keep it open as a reference and check with the Office of Academic and Student Affairs when a situation is not addressed here.

  Message from the Dean

I am delighted to welcome you to the School of Public and Population Health (SPPH) at the University of Texas Medical Branch (UTMB). I am deeply honored to serve as inaugural Dean of this school founded in 2022.

Public health training and practice at UTMB began its journey in the Department of Preventive Medicine and Population Health over 100 years ago in Texas’s first School of Medicine. The COVID-19 pandemic, along with climate change and rising rates of obesity and other chronic conditions on the Gulf Coast, highlighted the need for increased numbers of well-trained public health practitioners and researchers in our region. As a result, UTMB and the University of Texas System approved the establishment of the School of Public and Population Health. The SPPH received full accreditation from the Council on Education for Public Health in December of 2023.

Our school’s number one goal is to improve health through impactful research, scholarship, and practice, locally, regionally, and globally. Working together as a school, and with our network of collaborators across the region and beyond, we will achieve this by leading public health education, translational research, and evidence-informed practice and policy through authentic collaborations in the Gulf Coast region, Texas, and the world.

Our work focuses on the translation of research that addresses complicated public health issues through action. The school’s research expertise includes chronic and infectious disease epidemiology, disease prevention, aging, correctional health, climate impact, health services, and ethics. We have developed curriculum training for tomorrow’s public health workforce and researchers, focusing on collaborations that allow us to partner with local community members and practitioners and with faculty across the region, state, country, and world.

We welcome you in joining us in our efforts to achieve better health for all.

M. Kristen Peek, PhD
Senior Vice President and Dean, School of Public and Population Health

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  Mission and goals

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  SPPH Student Association

The SPPH Student Association represents the student body’s perspectives on all aspects of student life and works with school administration to bring about change. It serves as a bridge between SPPH students, administration, and the communities the school serves.

The Association organizes and facilitates public health projects sponsored or co-sponsored by SPPH, and it hosts student events, seminars, and social gatherings throughout the year.

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  Professional development

Professional development is the continuous process of building knowledge, skills, and competencies relevant to your future career or academic goals. SPPH provides programs, resources, and events to support you at every step toward your chosen career. Development takes many forms, including one-time events, writing workshops, mock interview sessions, individual development plans, and mentorship. These activities build on your degree program core competencies and help you move from academic life into professional practice.

SPPH professional development covers seven areas.

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  Foundational public health knowledge

Every SPPH graduate is grounded in foundational public health knowledge, measured by achievement of twelve learning objectives. On completing your degree you will be able to do the following.

1. Explain public health history, philosophy, and values.
2. Identify the core functions of public health and the 10 Essential Services.
3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health.
4. List major causes and trends of morbidity and mortality in the US or other communities relevant to the school or program, with attention to differences among populations.
5. Discuss the science of primary, secondary, and tertiary prevention in population health, including health promotion and screening.
6. Explain the critical importance of evidence in advancing public health knowledge.
7. Explain effects of environmental factors on a population’s health.
8. Explain biological and genetic factors that affect a population’s health.
9. Explain behavioral and psychological factors that affect a population’s health.
10. Explain the cultural, social, political, and economic determinants of health and how they relate to population health.
11. Explain how globalization affects global burdens of disease.
12. Explain an ecological perspective on the connections among human health, animal health, and ecosystem health, such as One Health.

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  Degree programs

SPPH offers seven degrees across three levels. Credit hour requirements, competencies, and curricular plans for each program are maintained on the SPPH curricula page.

Master of Arts in Bioethics and Health Humanities

Since 1988 the Institute for Bioethics and Health Humanities has fostered critical bioethics and health humanities research through its graduate degrees. Students engage an interdisciplinary course of study covering health care ethics, health law and policy, history of medicine, literature and narrative studies in health care, religion and health, medical anthropology, and social medicine.

The MA requires 30 credit hours, made up of four core courses, six electives, and a thesis. The core courses are Introduction to Health Humanities, Foundations in Bioethics, Interdisciplinary Methods, and Histories of Health and Bioethics.

A student plan created with the Program Director on enrollment guides activities and expectations throughout the program. A full-time load runs four 3-credit courses in fall, four in spring, two plus candidacy preparation in summer, and 9 credit hours of thesis research in the following spring. Students meet with the Program Director monthly. Thesis interests and supervision are discussed as a student nears 24 course credits, and students are paired with a supervisor and begin a proposal by the time they complete 30 course credits.

A thesis in Bioethics and Health Humanities must demonstrate knowledge, critical analysis, and application of key methodologies in a relevant subject.

Seminars and colloquia

Bioethics and Health Humanities holds regular seminars and colloquia open to all students and faculty. Seminars are monthly and are formal presentations by external speakers. Colloquia are weekly, more interactive, and feature work in progress. Presenters get 20 minutes to outline their work followed by 25 minutes of discussion. Slots fill quickly, so reserve early with the department Coordinator. Out-of-town visitors who can only present on a particular date receive scheduling priority. Students are expected to attend both seminars and colloquia regularly.

Master of Public Health

The MPH requires a minimum of 42 credit hours, including 14 credit hours of core courses, concentration courses, the Applied Practice Experience, and the Integrative Learning Experience. SPPH offers five concentrations.

• MPH Bioethics concentration
• MPH Biostatistics concentration
• MPH Epidemiology concentration
• MPH Public Health Practice concentration
• Public Health Leadership concentration, MD/MPH students only

Foundational competencies are listed on the MPH foundational competencies page. Concentration-specific competencies appear on each concentration page above.

Service hour requirement

Hours can be earned through group activities such as SPPH Student Association events or through opportunities you find yourself, and they can be completed anywhere. A list of local volunteer opportunities is posted on the SPPH website and in the MPH Class of 2028 Blackboard page. Submit all hours through the online form in that Blackboard page. If you have not submitted your hours by the end of the semester before you take SPPH 6070, a hold goes on your account until the form is complete. Questions about the requirement go to Austin Taylor at austaylo@utmb.edu.

Applied Practice Experience

MPH candidates complete SPPH 6070 Applied Practice Experience, a hands-on placement that lets students apply classroom knowledge in a real-world setting. Placements can be governmental, non-governmental, non-profit, or for-profit, and the activities should benefit both the student and the site.

Meet with the Director of Public Health Practice or the Public Health Practice Coordinator at least one semester before registering, so that an appropriate site, preceptor, and project are selected.

During the APE you create at least two products that benefit the site and demonstrate five selected MPH competencies. Products can include project plans, grant proposals, training manuals, lesson plans, surveys, memos, videos, podcasts, presentations, spreadsheets, websites, or annotated photos. Three of the five competencies must come from the CEPH foundational list; the remaining two can be additional foundational competencies or concentration competencies. Full detail is in Appendix A.

Integrative Learning Experience

MPH candidates also complete SPPH 6016 Integrative Learning Experience, a scholarly written product supervised by a faculty mentor. It synthesizes the competencies gained across the program and is the culminating experience of the degree.

Identify a faculty mentor the semester before you register, or before the intended block if you are a medical student. The ILE can take the form of a research study report, publication, scoping systematic review, community or organizational assessment, program plan, program evaluation, or policy analysis. Work with your mentor to select a minimum of four competencies, including at least two and no more than four foundational competencies plus at least one concentration competency. Full detail is in Appendix B, and in Appendix C for MD/MPH students.

Master of Science in Aerospace Medicine

Aerospace medicine has shaped flight and space exploration for more than 50 years. As aviation grows, commercial spaceflight expands, and missions target the Moon and Mars, demand for qualified experts continues to rise. The field depends on collaboration among physicians, engineers, nurses, researchers, dentists, audiologists, physiologists, and other specialists.

The degree offers two tracks, one for residents completing a UTMB ACGME-accredited Aerospace Medicine residency and one for multidisciplinary specialties. The MS requires a minimum of 32 credit hours.

The MS in Aerospace Medicine is required for physicians completing a UTMB Aerospace Medicine residency. It is also open to advanced practice nurses (MSN, DNP), audiologists (AuD), dentists (DDS, DMD), doctoral-level professionals (PhD, PsyD, and related fields), flight nurses (CFRN), optometrists (OD), paramedics (NRP, EMT-P), pharmacists (PharmD), physical therapists (DPT), physician assistants (MPAS), physicians (MD, DO), and US military members with a documented clinical or research need.

Aerospace Medicine MS students enroll in SPPH 6013 MS Capstone every semester of the degree. The capstone is longitudinal, with requirements completed in stages throughout the curriculum. Full detail is in Appendix D.

Master of Science in Biostatistics and Data Science

The MS in Biostatistics and Data Science requires a minimum of 36 credit hours covering coursework and a research practicum project. The curriculum is statistics-intensive, with multiple biostatistics courses and statistical consulting activities. Each course carries a rigorous assessment strategy. Statistical Consulting and the Research Practicum, generally taken in the fifth semester, integrate methods across the analysis courses into a coherent strategy for population health discovery and translation.

The curricular plan and competencies are on the MS in Biostatistics and Data Science program page.

Biostatistics MS students enroll in SPPH 6013 MS Capstone in their final semester, which is Fall 2 of the program. The capstone is a discovery-based project and paper. It resembles a master’s thesis in structure and deliverable, but it may answer a question of practical importance rather than contribute new knowledge to the field. Although the capstone is primarily completed during the semester of enrollment, start planning it early in your graduate education. Full detail is in Appendix E.

Doctor of Philosophy in Bioethics and Health Humanities

PhD students complete 45 credit hours, made up of four core courses and 11 electives. The core courses are Introduction to Health Humanities, Foundations in Bioethics, Interdisciplinary Methods, and Histories of Health and Bioethics.

A student plan created with the Program Director on enrollment guides activities and expectations. Students meet with the Program Director monthly to review progress. Near the end of coursework, students discuss topics of interest and potential supervisors for the qualifying exam and dissertation. The program follows SPPH policy requirements with these additional specifications, and students attend the same seminars and colloquia described under the MA.

Doctor of Philosophy in Population Health Sciences

The PhD in Population Health Sciences trains students in how biological, behavioral, social, environmental, clinical, and policy factors shape health outcomes. Students work with nationally and internationally recognized faculty on research in population aging, cancer epidemiology, environmental health, chronic and infectious disease, and pharmacoepidemiology. The program includes advanced coursework, qualifying examinations, and a dissertation based on original research.

Graduates of the program will be able to do the following.

• Evaluate the roles that social, behavioral, environmental, or biological factors play in contributing to population health.
• Develop and critically evaluate multidisciplinary theories, conceptual models, and research approaches used to examine population health research questions.
• Analyze and interpret population health data using quantitative or mixed methods approaches.
• Apply the highest ethical standards to population health research.
• Communicate the findings from population health research and its implications to academic and non-academic audiences.

Core requirements and competencies are on the SPPH curricula page.

Doctor of Philosophy in Rehabilitation and Health Services Research

This multidisciplinary PhD trains students in rehabilitation science, health services research, population health, and clinical and translational research. Students work with nationally and internationally recognized faculty on research in health care quality and outcomes, clinical and translational rehabilitation research, physical frailty and disability, traumatic brain injury, and health services delivery. The program includes advanced coursework, qualifying examinations, and a dissertation based on original research.

Graduates of the program will be able to do the following.

• Evaluate the roles that social, behavioral, environmental, healthcare systems, and biological factors play in contributing to functional independence.
• Develop and use conceptual models to examine rehabilitation science and health services research questions.
• Apply research concepts or approaches to address specific research questions in rehabilitation science and health services research.
• Describe the strengths and weaknesses of study designs for rehabilitation science and health services research.
• Communicate the methods, findings, and implications of rehabilitation science and health services research to scientific and lay audiences.
• Select methods to translate evidence from rehabilitation science and health services research into clinical, community, and policy-based interventions that promote functional independence.

Core requirements and competencies are on the Rehabilitation and Health Services Research page.

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  Doctoral milestones

Every PhD student moves through qualifying exams, candidacy, a dissertation committee, and a defended dissertation. The requirements below apply to all doctoral programs unless a section names a specific program.

Qualifying exams, Bioethics and Health Humanities

After completing 45 credit hours of coursework, BHH PhD students complete written and oral qualifying examinations within two semesters. The examination demonstrates sufficient knowledge and skills for the dissertation and addresses the student’s three principal research areas. The qualifying examination committee determines the specifics of these areas in consultation with the student. The student, advisor, and committee faculty develop three bibliographies of relevant readings, and the student must master this material. Full detail is in Appendix F.

Qualifying exams, Population Health Sciences and Rehabilitation and Health Services Research

All PhD students in these programs take qualifying exams before becoming eligible for candidacy, at two time points.

The first exam comes at the end of summer 1 in August. It consists of three integrative questions with interdisciplinary components covering biostatistics, epidemiology, research design, and elements of the student’s specific program. It evaluates command of key competencies in both the core and the program.

The second portion comes during summer 2 in the form of an NIH R03-style grant proposal that tests readiness for independent research. The student independently derives specific aims, hypotheses, significance, innovation, and research approach, and writes a complete proposal.

Full detail is in Appendix G.

Candidacy

To be admitted into candidacy, a student’s dissertation proposal goes to the committee chair and is circulated to the remaining committee members for review. PHS and RHSR students schedule a private defense of the proposal with their committee. Once the proposal is successfully defended and approved, the student submits the Application for Candidacy by the deadline in the academic calendar to advance for the following semester.

A student has a maximum of three academic terms after passing the phase 2 qualifying exam to form a dissertation committee, defend the proposal, and enter candidacy. Full detail is in Appendix H for BHH students and Appendix I for PHS and RHSR students.

Dissertation committee

After passing the phase 2 qualifying exam, students have one year, or three semesters, to form a dissertation committee and submit a defended dissertation proposal.

A PhD committee typically has five faculty members, four from UTMB and one faculty member or appointee from another institution. Of the UTMB members, at least three come from the School of Public and Population Health, one of whom is the faculty mentor who normally chairs the committee, and one holds an academic appointment in a different department from the faculty mentor. MD/PhD students may need one additional member and should consult the MD/PhD program.

Completing the dissertation

To complete the dissertation portion of the program, follow these steps in order.

1. Complete the final draft of the dissertation.
2. Set an oral defense date with the committee chair and members, and submit a Request for Final Oral Exam form to the SPPH Education Office at least two weeks before the defense date. All forms are on the SPPH student forms page.
3. On the day of the defense, have committee members sign the dissertation signature page and a Report of Final Oral Exam form. Chairs often withhold their signature until required edits are complete.
4. Make the committee’s required changes, obtain final signatures, then email the dissertation to your Program Director as an electronic Word document. The Program Director runs the final version through iThenticate and completes the associated form.
5. Submit the approved final dissertation to the SPPH Associate Dean for Student Affairs.
6. Wait for the Associate Dean’s review. A student cannot upload a dissertation to the Electronic Thesis and Dissertation site without that approval.
7. Complete the graduation checklist and return it to the Education Program Manager.

Dissertation formatting requirements are in Appendix J.

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  Academic calendar

Dates below cover the 2026–2027 academic year. The SPPH academic calendar page carries any updates made after this handbook was published.

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  Tuition refund schedule

A student who officially withdraws during a fall or spring semester, or a summer term of ten weeks or more, receives a refund of tuition and certain fees on the schedule below. Enrollment Services determines the schedule, and the percentages were current when this handbook was published.

A student who drops a single course before census day, or before the fourth class day of a six-week summer term, but stays enrolled in other courses receives a full refund of tuition and fees for the dropped course.

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  Institutional policies and offices

Title IX

UTMB maintains a learning and working environment free from discrimination based on sex. Sexual harassment, sexual assault, relationship violence, stalking, and retaliation subvert the mission of UTMB. The Title IX Office works to ensure all university members have a safe place to learn and serve. Any student, faculty member, or staff member who believes discriminatory practices based on gender have occurred may discuss their concerns and file an informal or formal complaint with the UTMB Title IX Coordinator.

Family Educational Rights and Privacy Act

FERPA (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law protecting the privacy of student education records. It applies to all schools receiving funds under an applicable program of the U.S. Department of Education. See the UTMB FERPA page for how it works at UTMB.

Students with disabilities

The Institutional ADA Office ensures that students with disabilities are afforded reasonable accommodations, in compliance with the Americans with Disabilities Act as Amended of 2008 and Section 504 of the Rehabilitation Act of 1973. The office engages proactively in the interactive process and maintains the highest level of confidentiality. IHOP 7.1.1 Students with Disabilities carries the full policy, and the UTMB students with disabilities page explains how to request accommodations.

Student Ombudsman

Every member of the university commits to personal and academic integrity, to treating others with dignity and respect, and to honoring the rights and property of others. When issues arise that fall short of that commitment, the Office of Student Ombudsman facilitates communication and helps students reach workable resolutions.

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  Mistreatment and unprofessional behavior

SPPH does not tolerate discrimination, mistreatment, or harassment of any kind. Mistreatment includes the following.

• Public belittlement or humiliation
• Physical harm or the threat of physical harm
• Requests to perform personal services
• Offensive or sexist remarks, or unwanted sexual advances, whether physical or verbal
• Denial of training opportunities or rewards, or lower evaluations or grades, based solely on gender, ethnicity, or sexual orientation
• Racially or ethnically offensive remarks
• Offensive remarks about a person’s sexual orientation
• Verbal or emotional harassment through neglect or creation of a hostile environment
• Inappropriate comments about appearance
• Use of foul language
• Retaliation, or threats of retaliation, against any student who reports mistreatment or unprofessional behavior in good faith

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  Student concerns and grievances

SPPH recognizes that students may take issue with, express concern about, or file a grievance related to their course of study. Concerns commonly involve grades, difficulty communicating with a mentor, advisor, or chair, or questions about meeting degree requirements.

Some concerns fall under specific UTMB institutional policies. Report those to an SPPH faculty member, SPPH leadership, or the appropriate UTMB employee promptly, as required by the relevant policy.

• IHOP 03.02.01, Nondiscrimination and Equal Opportunity
• IHOP 07.01.01, Students with Disabilities
• IHOP 03.02.04, Sexual Misconduct
• IHOP 03.02.05, Consensual Relationships
• IHOP 08.01.04, Workplace Violence
• IHOP 07.01.03, Student Conduct and Discipline
• IHOP 07.01.09, Student Pregnancy and Parenting Nondiscrimination Policy
• UTMB Title IX Office

For concerns not covered by those policies, seek an informal resolution first. Start with your course director, mentor, chair, or advisor. If that is not applicable or does not resolve the issue, contact your Program Director or the SPPH Associate Dean for Student Affairs, who is always available to help. The UTMB Office of the Student Ombudsman is also available.

Informal measures resolve most concerns, but where they do not, a student may file a formal grievance under UTMB’s formal grievance mechanism, set out in IHOP 07.01.13, Student General Grievance Procedures. There are no recriminations against students who file a formal grievance. Even so, discuss the matter with the Associate Dean for Student Affairs before filing.

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  Grades and academic standing

SPPH computes grade point average using A, B, C, F, and S/U. The grade point average is calculated on the 4.0 system. A grade is given for each course taken in every term and is based solely on performance in that term. When a student retakes a course, both grades count toward the overall grade point average.

A student who receives a final grade of F, WF, or U may be required by their program to retake the course and earn a B or S or better, subject to the restrictions in section 6.2 of the SPPH Academic Policies. No grade may be expunged from a transcript except WF, and only when the student retakes the same course.

Grade appeals

Submit any appeal for a grading change to the course director responsible for grading within five business days of being notified about a graded assessment. The course director reports any grade changes to the Associate Dean of Academic Affairs.

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  Advising and mentorship

SPPH faculty advise and monitor the progress of graduate students throughout their time in the school. A faculty advisor introduces and orients students to the program and advises on course registration. Advising also covers career goals and activities outside regular coursework, including the applied practice experience, integrative learning experience, and research rotations.

You may change your faculty mentor at any time during your program, and SPPH must be notified of the change. Your Program Director will help you find a new mentor. SPPH does not fund research costs related to graduate training when a student changes mentors.

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  Course load, registration, and leave

Course load

A full-time load for a graduate student is nine credit hours per term. Students with graduate assistantships must be enrolled full time to remain eligible, though six hours is sufficient in some situations. The maximum load is fifteen credit hours per term. Under exceptional circumstances a student may register for more, with the consent of the graduate Program Director and the Associate Dean for Academic and Student Affairs.

Adding and dropping courses

Courses may be added or dropped with approval from the course director, Program Director, and Associate Dean for Academic and Student Affairs. Full-term courses may be dropped or added before the official census date, the twelfth class day. Shorter-term courses may be dropped or added through the seventh class day. Students are billed the additional tuition and fees for each course added.

Course waivers and substitutions

Waivers and substitutions require approval from the course director for the course being substituted or waived, the Program Director, and the Associate Dean of Academic and Student Affairs. Make the request to your Program Director before registering for the course.

Incomplete grades

A student who does not finish all required work by the end of a term may receive an incomplete for a class graded A through F, with the instructor’s permission. An incomplete is valid for no more than one term. By the end of that term the student must have completed the required work and a proper grade must have been reported to the Associate Dean of Academic Affairs, or the incomplete may be changed to an F.

Time limits on degrees

All requirements for the MA, MPH, and MS degrees must be completed within six years of first admission as a regular graduate student. Work requiring longer than six years needs permission from the Program Director and the Dean of SPPH or their designee.

Doctoral degrees carry three separate time limits.

1. After completing required coursework, students may register for Research (6097). After passing the qualifying exam, a student has a maximum of three terms to enter candidacy. Failure to be admitted to candidacy by the end of the third term may be grounds for dismissal from SPPH.
2. All requirements for the doctoral degree must be completed within five years after admission to candidacy. A student who fails to finish within that window may be required to reapply for admission to candidacy.
3. A final, approved copy of the dissertation and all related forms must reach the Program Director within 90 days of a successful defense.

Leave of absence

A leave of absence may be requested for medical, voluntary, emergency, or administrative reasons. A student may be placed on administrative leave when required by the Program Director and the Assistant or Associate Dean for Student Affairs. The SPPH Academic Policies carry additional detail.

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  Graduate student expectations

Expectations for student conduct and discipline appear in UTMB IHOP 07.01.03, Student Conduct and Discipline (PDF) and in the SPPH Academic Policies and Procedures.

Academic integrity

Academic dishonesty in any form is strictly prohibited. Anyone found cheating or helping someone else cheat is referred directly to the Associate Dean for Student Affairs for disciplinary action. Penalties are severe and may include dismissal from the university. Academic dishonesty includes citing someone else’s work as your own. If you are unsure whether a planned action counts as academic dishonesty, ask your instructor. Writing assignments may be checked for originality using iThenticate.

Plagiarism and cheating

Plagiarism is the intentional or unintentional use of someone else’s work without properly acknowledging the original source. It is academic dishonesty and carries serious consequences.

Collusion with others on individual assignments also counts as cheating. That includes having someone write sections of your work, having someone answer questions on your behalf in tests or quizzes, and purchasing written material from online vendors or assignment contractors.

Practical guidance for staying on the right side of the line follows.

• Do your own work. Ask for help when you need guidance on an assignment.
• Cite all referenced material in a consistent format throughout your coursework.
• Use EndNote, available through Moody Medical Library, to manage citations.
• Check your work against the plagiarism resources and checkers the library provides. See the Moody Medical Library plagiarism guide.
• Read the LBJ School guide to avoiding plagiarism (PDF) for rules, forms of plagiarism, and an overview of citation styles.

Tools such as ChatGPT and Microsoft 365 plug-ins can source relevant material and reformat documents. Use them to aid preparation, not as writing tools. Never put text created by a third-party tool into your own work.

Use of artificial intelligence

Generative AI tools can support learning and enhance educational experiences. Some faculty encourage their use to support creativity and critical thinking; others do not allow them under any circumstances; still others permit them only on specific assignments. If you have questions about AI use in a class, ask the course instructor about allowable use on assignments and projects. Understand the limitations of generative AI and recognize that its use may interfere with your learning outcomes.

Unethical use includes anything that gives a student an unfair advantage, such as copying and pasting generated text. When generative AI assists your academic work, uphold academic integrity standards and clearly indicate the contributions of AI-generated content in line with academic citation guidelines. You remain responsible for the accuracy of AI-generated content. A sample citation reads: OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Consider the wider ethical questions as well. The direct and indirect environmental impacts of AI and machine learning platforms are significant, and several companies’ models rest on contested use of intellectual property (Rogers, 2024; Ren and Wierman, 2024; Chesterman, 2024). As a developing scholar, part of your professional work is researching the practices behind the tools you use, deciding whether they align with your values and goals, and being able to justify and stand by your choices.

Generative AI use must also be consistent with IHOP 07.01.03, Student Conduct and Discipline.

Attendance and punctuality

Attending all scheduled classes is required. Being present and on time demonstrates respect for your course director and peers, avoids disrupted learning, and lets you engage fully with the material.

Obtain excused absences in advance, as soon as you know about the absence, by contacting the course director before class begins. When an absence is excused, the course director may provide make-up work at their discretion. Course directors must notify the Associate Dean of Academic and Student Affairs once a student misses two days of an 8-week offering or three days of a 15-week offering. Arriving fifteen minutes or more late three times in a semester without notifying the course director results in a referral to the Program Director and the Associate Dean of Academic and Student Affairs. Course directors may reduce a student’s overall course grade for absences and tardiness.

Engaging with graduate coursework

Graduate school involves active participation, not just attendance. Stay on top of readings and assignments so you can take part in class discussions and activities. Expect a challenge. Material that does not seem immediately applicable to you is not therefore irrelevant. Treat graduate school as an opportunity to immerse yourself in topics and experiences that interest you.

Personal presentation

Graduate students follow institutional policies on personal appearance and dress appropriately for their role within UTMB Health. Students working in clinical or other UTMB Health areas follow that area’s guidelines.

Email and communication

Check your UTMB email at least once a day. Staff have been instructed to communicate with students only through UTMB email, never personal addresses, and email is the tool faculty and staff use most to send you important information.

• Respond to questions within 24 to 48 hours.
• Allow faculty and staff 24 to 48 hours to reply before following up.
• When emailing multiple staff or faculty about the same issue, keep everyone on one chain.
• Address professors, staff, and other students professionally.
• Use complete sentences and be concise.
• Avoid text abbreviations and shorthand.

Laptops and phones in class

Technology is useful in some classes. Silence or put away electronic devices during class unless you are using them for notes or an in-class activity, which means no social media, streaming, or personal and professional email. Professors can tell when you are not paying attention. If you have a family emergency or are expecting an important call, tell your professor before class starts.

Scheduling meetings with faculty and staff

Schedule meetings before showing up at an office, preferably 48 hours in advance, so that the person can set the time aside and help you properly. Let them know as soon as possible if you are running late or need to reschedule, and come to meetings prepared.

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  Course evaluations

Complete the end-of-semester course evaluations. They collect student feedback and remain a critical component of course improvement and accreditation within the school. Evaluations are completely anonymous, and aggregate results reach instructors only after final grades are posted. SPPH uses the feedback to improve courses, programs, and the overall student experience.

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  Compliance training

Graduate students complete a range of training and health activities alongside other UTMB Health employees, as part of a program protecting the health and safety of employees, students, and patients. Expect to complete a series of online annual training courses by the deadline set by the Office of Compliance, plus other activities as requested.

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  Graduation

Degrees are awarded at the end of the fall, spring, and summer terms, but the formal public ceremony happens once a year at spring commencement. You must be enrolled during the term your degree is awarded. Degrees are conferred on the last day of class, and diplomas take six to eight weeks to arrive by mail.

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  Other resources and contacts

• UTMB student links and resources on iUTMB
• New student welcome guide
• Students with disabilities services
• UTMB Title IX Office
• UTMB Student Ombudsman
• FERPA at UTMB
• UTMB Institutional Review Board

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  Appendices

The appendices reproduce the operational detail from program syllabi. Where an appendix and a syllabus disagree, the syllabus in Blackboard governs.

Appendix A

MPH APE (information from syllabus)

Service Hour Requirement

Before enrolling in the APE course, each MPH student is required to complete 20 service hours. These service hours can be completed as part of a group activity (through events organized by the SPPH Student Association, for example) or opportunities that you seek on your own. Service hours can be completed anywhere, but a list of local volunteer opportunities is available on the SPPH website and in the MPH Class of 2028 Blackboard page. All hours must be submitted via the online form posted in the Class of 2028 Blackboard page. If you do not submit your service hours by the end of the semester before you take the APE course (SPPH 6070), a hold will be placed on your account, and you will be unable to enroll in SPPH 6070 until you complete and submit the form to verify that you have completed the required hours. If you have any questions about the service hour requirement, please contact Austin Taylor (austaylo@utmb.edu).

Assessments

1. Proposal

This form (available through UTMB WebForms; link in Blackboard) should be completed after a student has identified the agency or organization where they will complete the planned APE project. In this form, students are required to identify their site and site preceptor, as well as describe their planned deliverables and competencies.

Once a student has completed the required fields and submitted the form, the form will automatically go to their identified preceptor (using the email the student inputted into the proposal). The preceptor will review it and sign off before it comes to the Course Director for final approval.

2. Final Reflection

Each student is required to complete a reflection paper about their APE experience. The paper has specific required sections and word count limits, but the paper allows students to reflect on the contributions of their project to their site, how their site contributes to the overall the public health system, and how the APE contributed to their development as a public health professional. Full instructions are available in Blackboard.

3. Preceptor Evaluation

This form (available through UTMB WebForms; link in Blackboard) is completed towards the end of the APE. Each student will identify their five selected competencies and describe how they achieved them, by describing the specific experiences and tasks performed and how those are evident in the submitted deliverables. Students will also describe their deliverables and attach them as files to the form.

Once a student has completed the required fields and submitted the form, the form will automatically go to their identified preceptor so they can complete their evaluation (including evaluation of competency attainment, attitudes, and deliverables), before it comes to the Course Director.

4. Instructor Evaluation

After the preceptor evaluation form is submitted, each student is required to upload their deliverables to the Blackboard page for the course. Each student must upload at least two deliverables, but more may be uploaded, if needed. The Course Director will use a rubric to evaluate each student's deliverables and competency attainment.

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Appendix B

MPH ILE (information from syllabus)

ILE Planning

• Each student will meet with their MPH advisor every semester to discuss their ILE.
• Students should begin planning and preparing for the ILE well before they plan on registering for the course.
• Students are encouraged to be creative and to align their ILE with their professional goals and/or their Applied Practice Experience (APE). NOTE: if ILE is aligning with APE, the student must communicate with both the MPH Program Director (who is the course director of the ILE) and the Director of Practice, course director of the APE.
• Students will meet with their MPH advisor to identify or refine their professional goals and interests to determine an ILE project.
• During the semester that the student is registered for the ILE, each MPH student will need to have a UTMB faculty member that aligns with their professional goals and interests for the ILE.
• Although it is not required, the ILE may be developed and delivered in a manner that is useful to a community partner. If the product is developed with and delivered to an external stakeholder, the stakeholder should serve as the student’s co-chair.
• NOTE: the ILE must be completed during the last year of the MPH program. If a product or publication was completed during the first year of the MPH program, that cannot be used as the ILE, rather the ILE can build from this project. If the student has questions about this, contact the MPH Program Director.
• NOTE 2: if the student is submitting a traditional manuscript, it is acceptable to have co-authors; HOWEVER, THE STUDENT MUST BE THE ONLY WRITER OF THE WHOLE ILE. The student can receive feedback from co-authors, but the writing cannot be divided amongst co-authors to count towards the ILE.

ILE Proposal

• Each student will meet with the chosen faculty member and develop a proposal outlining the ILE plan.
• The ILE Proposal will be due at the beginning of the registered semester.
• The proposal should include:
  • Description of the ILE project (including objectives or purpose, activities, timeline, and proposed final product)
  • All ILE’s must have gone through UTMB IRB approval BEFORE starting your project. Please visit the Institutional Review Board (IRB) Resource page for more information. Please provide proof that the proposal has been reviewed by the UTMB IRB. Note: some projects may not require IRB approval. If you are not sure, please contact the MPH Program Director
  • Identification of foundational and track competencies the ILE project will help you attain:
    • Foundational Competencies: Select at least two foundational competencies but no more than four. Select the competencies the project/paper will best address.
    • Concentration Competencies: Select at least one concentration competency. Select only the competencies the project/paper will best address.

ILE Final Product

• The ILE will culminate in a high-quality written product, which can include a research paper, a manuscript, a rapid review, a policy paper, a program evaluation report, a program plan, a data analysis project with accompanying report, or other comparable products.
• NOTE: the ILE must be completed during the last year of the MPH program. If a product or publication was completed during the first year of the MPH program, that cannot be used as the ILE, rather the ILE can build off of this project. If the student has questions about this, contact the MPH Program Director.
• The final product must be double spaced, Arial or Times New Roman, 12-point font.
• Citation style: AMA or APA and must be consistent throughout the paper and reference section.
• Students will submit their final product to their faculty mentor, the course director, and external stakeholder (if applicable).
• The faculty mentor (and external stakeholder, if applicable) will evaluate the student’s performance and abilities using the ILE Rubric.
• At the end of the ILE final project, the student must list competencies and how they met them:
  • Foundational Competencies: Select at least two foundational competencies but no more than four. Select the competencies the project/paper will best address. Concentration Competencies: Select at least one concentration competency. Select only the competencies the project/paper will best address. Note: If the competencies have changed since the ILE proposal, because the paper/project changed, that’s okay.
• At the end of the ILE final project, the student must include an “Implications for policy/practice” section:
  • This additional section should be a paragraph or two (or more if appropriate) describing how the ILE informs policy and/or practice in public health.

Presentation

MPH students are required to present a poster at the Annual Public Health Symposium (or a national conference). Students have the option to present their ILE or Applied Public Health Practice Experience (APE) project

SUGGESTED ILE TIMELINE

Faculty have numerous responsibilities outside of teaching and mentorship. Please work with your faculty mentor on a plan so you are able to complete your ILE in a timely manner.

ADVANCED PREPARATION

Students must complete all foundational coursework prior to enrolling in ILE. Students must receive permission from the instructor to enroll.

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Appendix C

MD/MPH ILE (information from syllabus)

ILE Planning

• Each student will provide their ILE topic and mentor prior to the registered (BSHS) period.
  • Students should begin planning and preparing for the ILE well before they plan to register for the course.
  • Students are encouraged to be creative and to align their ILE with their professional goals and/or their Applied Practice Experience (APE). NOTE: if ILE is aligning with APE, you must communicate with both the Program Director and the Director of Practice.
  • Students will identify or refine their professional goals and interests to determine an ILE project.
• Each MPH student will need to have a faculty member within UTMB that aligns with their professional goals and interests for the ILE.
  • Student must check in with Program Director about the chosen ILE topic and UTMB faculty mentor.
• Although it is not required, the ILE may be developed and delivered in a manner that is useful to a community partner. If the product is developed with and delivered to an external stakeholder, the stakeholder should serve as the student’s co-chair.
• NOTE: the ILE must be completed during the last 2 years of your MD/MPH program. If a product or publication was completed during the first 2 years of the MD/PH program, that cannot be used as the ILE, rather the ILE can build from this project. If you have questions about this, contact the Course Director and the MD/MPH program director.
• NOTE 2: if you are submitting a traditional manuscript, it is acceptable to have co-authors; HOWEVER, YOU MUST BE THE ONLY WRITER OF THE WHOLE ILE. You can receive feedback from co-authors, but the writing cannot be divided amongst co-authors to count towards the ILE.

ILE Proposal

• Each student will meet with the chosen faculty member and develop a proposal outlining the ILE plan. The proposal should include:
  • Description of the ILE project (including objectives or purpose, activities, timeline, and proposed final product)
  • All ILE’s must have gone through and determine whether UTMB IRB approval is needed BEFORE starting your project. Please visit the Institutional Review Board (IRB) Resource page for more information. For those needing IRB approval, you will need to provide proof that your proposal has been reviewed by the UTMB IRB. For those in which IRB determined that it does not need further review as it is a program evaluation or quality improvement/assurance project, please include this letter for proof.
  • Identification of foundational and track competencies your ILE project will help you attain:
    • Foundational Competencies: Select at least two foundational competencies but no more than four. Select the competencies your project/paper will best address.
    • Concentration Competencies: Select at least one Generalist concentration competency. Select only the competencies your project/paper will best address.

ILE Final Product

• The ILE will culminate in a high-quality written product, which can include a research paper, a manuscript submitted to a peer-review journal, a rapid review, a policy paper, a program evaluation report, a program plan, a data analysis project with accompanying report, or other comparable products.
  • NOTE: the ILE must be completed during the last 2 years of your MD/MPH program. If a product or publication was completed during the first 2 years of the MD/PH program, that cannot be used as the ILE, rather the ILE can build from this project. If you have questions about this, contact the Program Director.
• The ILE will be counting for another medical school requirement (BSHS); therefore, the final product must be a minimum of ten pages, double spaced, Arial or Times New Roman font.
• Citation style: AMA or APA and must be consistent throughout the paper and reference section.
• Students will submit their final product to their faculty mentor, the course director, and external stakeholder, when applicable.
• The faculty mentor (and external stakeholder, if applicable) will evaluate the student’s performance and abilities using the ILE Rubric.
• At the end of the ILE final project, the student must list competencies and how they met them:
  • Foundational Competencies: Select at least two foundational competencies but no more than four. Select the competencies your project/paper will best address.
  • Generalist Concentration Competencies: Select at least one concentration competency. Select only the competencies your project/paper will best address.
  • Note: If your competencies have changed since your ILE proposal, because your paper/project changed, that is okay.
• At the end of the ILE final project, the student must include an “Implications for policy/practice” section:
  • This additional section should be a paragraph or two (or more if appropriate) describing how your ILE informs policy and or practice in public health.

Presentation

MPH students are required to present a poster at the Annual Public Health Symposium (or a national/state/regional conference—contact MD/MPH Program Director & Program Coordinator for approval). Students have the option to present their ILE or Public Health Practice Experience project.

SUGGESTED ILE TIMELINE

Faculty have numerous responsibilities outside of teaching and mentorship. Please work with your faculty mentor on a plan so you are able to complete your ILE in a timely manner.

ADVANCED PREPARATION

Students must complete all foundational coursework prior to enrolling in ILE. Students must receive permission of the instructor to enroll.

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Appendix D

MS Capstone (ASM)

Introduction to Capstone

The research preparation process begins with many steps as outlined below. Students should begin planning and preparing for their capstone project immediately after beginning the MS, if not before. It is important to begin talking to your program director or faculty mentor early in your graduate program to ensure you are completing the appropriate steps to be successful in completing your final project.

There are several resources available to students through UTMB and the SPPH. More information can be found in the ‘Student Resources’ section at the end of this guide.

Capstone Planning

• Requirements to begin
  • Students must complete all foundational coursework prior to enrolling in the capstone course.
• Timing
  • Capstone courses are self-directed. For Biostatistics MS students, the course occurs during the student’s last semester in the program (Fall 2 for Biostatistics students).
  • For Aerospace Medicine MS students, capstone courses will occur every semester of the MS degree.
• Finding a mentor
  • Students should begin to discuss potential research topics and research goals with their faculty advisor or Program Director early in their program. Based on student research interests, program directors may be able to help identify a faculty advisor.
  • Each student will select or be matched with a faculty mentor that aligns with their academic and professional goals and interests for the project.
• Selecting a topic
  • The faculty mentor will work with the MS student to identify an appropriate topic.
• Registering for credits
  • Biostatistics MS Students should enroll in SPPH 6013 MS Capstone for their final semester.
  • Aerospace Medicine MS Students should enroll in SPPH 6013 MS Capstone every semester.

Capstone Proposal

• Developing your proposal
  • Preparation of the capstone proposal is an interactive process that requires students to work closely with their faculty mentor to develop a project plan.
• Review of proposal
  • Students should work with their faculty mentor to establish how they will review drafts of the proposal. Students should update the proposal based on their mentor’s suggestions and comments.
• Approval of proposal
  • Students must receive approval for their final proposal from their faculty mentor.
  • Students must complete and submit the Capstone Proposal Completion Form on the SPPH forms page
  • Students may be required to submit a UTMB Institutional Review Board (IRB)* application or an application to the appropriate IRB for the agency overseeing the work. It is the responsibility of the student and their faculty mentor to determine which approvals are required, to apply for, obtain, and maintain all such approvals.

* Research that involves human subjects must be conducted in compliance with UTMB’s Institutional Research Board policies to protect the rights of human subjects. If the study includes human subjects, the student must collaborate with his/her faculty mentor to apply for IRB approval before any research activities are conducted. You may visit the UTMB Institutional Review Board home page for more information. Some projects may be non-regulatory activities.

Capstone Deliverable

• Complete proposed work
  • The requirements for this step vary considerably from project to project. The successful and timely completion of any project requires communication, organization, and time management. It is essential that students meet with their faculty mentor to develop a work plan and timeline.
• Capstone manuscript format
  • The capstone format should be a paper with an abstract, introduction, methods, results, discussion, and conclusion.
  • An alternative format may be used with approval of the program director and faculty mentor.
• Prepare the document(s)
• Final written deliverable requirements
  • Students will submit their final product to their faculty mentor (and Capstone Director, for ASM MS)
  • The faculty mentor (and ASM MS Capstone Director) will evaluate the student’s performance and abilities using the capstone rubric.
  • Students are required to present their capstone project at an appropriate forum, including a UTMB symposia, external conference, or audience of faculty and peers.
• Assessment [rubrics, self-assessments, etc.]

For MS in Aerospace Medicine please obtain additional Capstone instructions from Program Director.

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Appendix E

MS Capstone (BIOS)

Introduction to Capstone

The research preparation process begins with many steps as outlined below. Students should begin planning and preparing for their capstone project well before they plan to register for the course. It is important to begin talking to your program director or faculty mentor early in your graduate program to ensure you are completing the appropriate steps to be successful in completing your final project.

There are several resources available to students through UTMB and the SPPH. More information can be found in the ‘Student Resources’ section at the end of this guide.

Capstone Planning

• Requirements to begin
  • Students must complete all foundational coursework prior to enrolling in the capstone course.
• Timing
  • Capstone courses are self-directed and occur during the student’s last semester in the program (Spring 1 for ASM residents; Fall 2 for Biostatistics students).
• Finding a mentor
  • Students should begin to discuss potential research topics and research goals with their faculty advisor or Program Director early in your program. Based on your research interests, your program director may be able to help identify a faculty advisor.
  • Each student will select or be matched with a faculty mentor that aligns with their academic and professional goals and interests for the project.
• Selecting a topic
  • The faculty mentor will work with the MS student to identify an appropriate topic.
• Registering for credits
  • Students should enroll in SPPH 6013 Capstone for their final semester.

Capstone Proposal

• Developing your proposal
  • Preparation of the capstone proposal is an interactive process that requires students to work closely with their faculty mentor to develop a project plan.
• Review of proposal
  • Students should work with their faculty mentor to establish how they will review drafts of the proposal. Students should update the proposal based on their mentor’s suggestions and comments.
• Approval of proposal
  • Students must receive approval for their final proposal from their faculty mentor.
  • Students must complete and submit the Capstone Proposal Completion Form on the SPPH forms page
  • Students may be required to submit a UTMB Institutional Review Board (IRB)* application or an application to the appropriate IRB for the agency overseeing the work. It is the responsibility of the student and their faculty mentor to determine which approvals are required, to apply for, obtain, and maintain all such approvals.

* Research that involves human subjects must be conducted in compliance with UTMB’s Institutional Research Board policies to protect the rights of human subjects. If the study includes human subjects, the student must collaborate with his/her faculty mentor to apply for IRB approval before any research activities are conducted. You may visit the UTMB Institutional Review Board home page for more information. Some projects may be non-regulatory activities.

Capstone Deliverable

• Complete proposed work
  • The requirements for this step vary considerably from project to project. The successful and timely completion of any project requires communication, organization, and time management. It is essential that students meet with their faculty mentor to develop a work plan and timeline.
• Capstone format
  • The capstone format should be a paper with an abstract, introduction, methods, results, discussion, and conclusion.
  • An alternative format may be used with approval of the program director and faculty mentor.
• Prepare the document(s)
• Final written deliverable requirements
  • Students will submit their final product to their faculty mentor.
  • The faculty mentor will evaluate the student’s performance and abilities using the capstone rubric.
  • Students are required to present their capstone project at an appropriate forum, including a UTMB symposia, external conference, or audience of faculty and peers.
• Assessment [rubrics, self-assessments, etc.]

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Appendix F

Qualifying Exam BHH

The goal of our program is to train interdisciplinary scholars in broad knowledge and applied skills that they can use in the diverse career settings they choose post-graduation. To that end, the stages of the PhD program—coursework, qualifying exams, research proposal and dissertation—moves from the broad to the specific and from skill learning to skill application. The qualifying exam represents the transition from coursework to research work. It should prepare students for the focused work required for their dissertation. The qualifying exam will reflect that the format of dissertations may differ based on a student’s intended academic or practice-based career path.

This document provides guidance for Qualifying Exam (QE) preparations and outlines the timeline for completing the exams. This timeline is a guide for those aiming to complete the PhD in four years and may look different for students enrolled part-time or student with external funding.

Qualifying Exam Preparations

1) Qualifying Exam Committee

A QE Committee consists of one Chair and two additional faculty members. PhD students should begin planning for their exam prior to the end of their coursework and discuss Chair selection with the Program Director. Once a QE Chair is secured, the Chair will work with the student to determine three suitable areas for the qualifying exams. The Chair and PhD student will identify two additional faculty members to complete the committee. The Graduate Program Director and Department Chair must approve the committee composition.

2) Mentor team collaboration and expectations

The QE Chair will coordinate with other faculty committee members regarding expectations, communication, and workflow for the reading lists. This process can vary and is not prescribed. It may involve all committee members working together on all three lists with the student, or may involve faculty committee members working with the student separately. It is generally expected that the Chair will meet with the student 2–4 times during their preparations to check in on their progress and to discuss readings. This is a minimum expectation; Chairs may elect to meet more often, in addition to communication by email.

Similarly, the minimum expectation for committee members is that they should at least meet 1–2 times to set the list and discuss readings. Committee members may choose to meet more often, in addition to communication by email.

To maintain a clear focus for the exam, non-Chair committee members should raise any concern regarding the direction or content of the dissertation with the Chair directly.

3) Reading Lists

The goal of the reading lists is to give students a preliminary grounding in reading required for their dissertation research and allow them to demonstrate the ability to synthesize and analyze a range of work on a specific topic in written and oral form. Lists should include relevant texts that will support their dissertation research. Reading lists may be centered around a foundational topic to the work to be done in a dissertation, or maybe aligned directly with a chapter, especially for those completing Dissertations by Publication. This will vary depending on the goals of the student, the nature of the dissertation and what is most useful.

The QE Chair and PhD student should determine a timeline for developing and completing the reading lists. Lists should be created collaboratively between faculty and students. The QE Chair will be responsible for oversight of the creation of coherent lists and monitoring timely student progress.

List lengths will vary by the nature of the topic and the mix of sources (books, articles, or other media), ratio of previously covered texts to new texts, among other considerations. As a general guideline, a single list will have 10–15 texts at the lower end (where these are more likely to be books) and 30–50 texts at the higher end (where the proportion of articles is greater). The total of readings across all three lists should not be less than 30 or exceed 150; any exceptions to this range must be approved by the Graduate Program Director. Lists may start longer and be cut as work progresses; emphasis should be placed on completing prioritized readings within the qualifying exam timeline.

7) Question Setting

The exam process described below begins when the student formally submits at least three questions for each research area to the QE Chair. The questions should demonstrate their ability to synthesize learning and engage in critical analysis in the given area. The Chair should encourage the student to begin thinking about possible exam questions throughout the reading process and as they refine their thinking over time. Chairs may encourage students to have individual conversations with each committee member regarding the question for their topic, or discuss the questions as group. The PhD student should discuss and collaboratively negotiate the questions with the Chair prior to the formal submission of the questions.

The QE committee may choose to further refine or edit questions initially provided by the student, for example if they think the questions do not sufficiently challenge the student or do not invite the student to go beyond rehearsing information. The QE Chair is ultimately responsible for setting questions.

8) Exam process

The QE Chair will be responsible for the communication, meeting arrangement, and overall management of the exam process, keeping the Graduate Program Director informed throughout. Students have two weeks to complete the written exam. All members of the QE Committee will read the student’s exam responses and will determine if the student can progress to the oral examination. At the oral examination, all committee members can ask students questions about their exam responses. The oral exam is typically 60–90 minutes. On completion of the oral exam, the committee confirms its decision of pass or fail. The Chair will relay the outcome to the student and submit a written evaluation form to the Graduate Program Director and Graduate Program Coordinator.

The interactions, lists, and questions, and examinations for each individual student and committee are likely to differ based on area of interest, dissertation plans, committee dynamics, learning styles, career goals, among other factors. Any questions regarding this process may be directed to the Graduate Program Director.

Timeline

1. Week 1: Student submits draft exam questions to their QE Committee by email. (Students are advised to begin the process on a Monday for ease of time-keeping.)
2. Weeks 2-3: QE committee has two weeks to finalize questions and send the exam questions to the Graduate Program Director and Graduate Program Coordinator.
3. Week 4: The Graduate Program Coordinator will send the student the three questions by email.
4. Week 4-5: Student has two weeks to submit answers by email to the Graduate Program Coordinator.
5. Week 6-8: QE Committee has three weeks to determine if written answers are satisfactory for proceeding to the oral exam.
6. Week 9: If satisfactory, QE Chair on behalf of committee will set a date for the oral examination at a mutually convenient time.
7. Week 10: 60–90-minute oral exam. QE Committee will deliberate and assign a grade of pass or fail.
8. Week 10: Immediately following the oral exam, the QE Chair will relay outcome to the student and submit a written evaluation form to the Graduate Program Director and Graduate Program Coordinator.

QUALIFYING EXAMINATION REQUIREMENTS

Following the completion of coursework, BHH PhD students are expected to complete written and oral qualifying examinations within two semesters. The goal of the qualifying examination is to demonstrate sufficient knowledge and skills to write the dissertation. As such, the examination addresses the student’s three principal research areas for the dissertation. The specifics of the test areas will be determined by the student’s qualifying examination committee in consultation with the student. To prepare for the examination, the student, advisor, and committee faculty will develop three bibliographies of relevant readings. The student must master this material.

Written Examination

The written portion of the examination consists of three questions related to the student’s dissertation topic. The student will develop and submit at least three proposed questions for each research area and the faculty may use these as a jumping off point for the written examination questions; faculty have two weeks to solidify questions after submission.

The QE chair will send the finalized three questions to the Graduate Program Director and Graduate Program Coordinator, who will send the exam to the student by email. The student has 2 weeks to submit three answers to the Graduate Program Coordinator. Each written exam answer should be between 3,000–5,000 words, plus a bibliography. Any concerns regarding clarification of the exam or the procedures must be directed to the QE Chair, the Graduate Program Director, or the Graduate Program Coordinator. In taking this examination, each student is expected to comply with UTMB’s Honor Pledge and academic integrity policies. Students may neither seek nor receive help from anyone on any aspect of answering the questions or writing the exam. However, students may use their notes, books, and internet-based references. Generative AI, or other automated text-generating tools, may not be used to produce text included in the written qualifying exam. Additionally, AI may not be used to produce a summary or critique of a read or unread publication or for the inclusion of AI-generated bibliographic references that the student has not directly consulted.

The student’s examination committee will review the student’s answers and, within three weeks, determine if they are satisfactory. As part of the deliberation, each committee member must complete and submit a written evaluation to the QE Chair. The committee will deliberate and determine if the written responses are satisfactory for progressing on to the oral part of the examination. Students whose written responses are unsatisfactory will be given one more opportunity to take the written qualifying examination comprised of the same readings but with different questions. The timeline for this will be discussed between student and QE committee, and confirmed by the Graduate Program Director.

Oral Examination

If the student’s performance on the written examination is deemed satisfactory by the committee, the advisor will schedule the oral examination. The goal of the oral exam is to demonstrate command of the field of study and confirm readiness to begin the dissertation.

Following the oral examination, each committee member must complete and submit a written evaluation to the Graduate Program Director and Graduate Program Coordinator. The committee will deliberate and assign a grade of pass or fail. Students who receive a grade of fail will be given one more opportunity to take the oral qualifying examination again with different questions based on their written exam.

PROGRAM TIMELINE

• Year 1: Fall, Spring, and Summer semester – three 3-credit classes
• Year 2: Fall and Spring semester three 3-credit classes; Summer semester prep for QE
• Year 3: Fall semester, take QE; Spring semester enter Candidacy; Summer semester start dissertation
• Year 4: Fall, Spring, and Summer semester work on dissertation, defend and graduate

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Appendix G

Qualifying Exam PHS/RHSR

The qualifying examination for doctoral students in the PHS and RHSR programs is designed to meet the academic standards of the graduate faculty, address students' educational needs, and comply with the University of Texas Medical Branch (UTMB) School of Public and Population Health (SPPH) requirements for doctoral-level examinations.

The Qualifying Exam Oversight Committee (QEOC) develops the exam, and the Program Director oversees the process of administering and grading the exam.

Students complete the PHS/RHSR qualifying exam in two phases. Each phase includes a written and oral component. Students have two attempts to pass each component of the Phase I and Phase II qualifying exams.

Phase I Qualifying Exam

Eligibility

Students are eligible to take the Phase I qualifying exam after completing and passing the first year of the core curriculum.

Applying for the Qualifying Exam

The student will complete and submit a Phase I qualifying exam application, which requires the student to identify a chair and co-chair for the qualifying exam committee. The student’s primary research mentor will serve as the committee chair and assist the student in identifying a co-chair. If the student does not have a primary research mentor, then the Program Director will designate a committee chair.

Phase I Written Examination

The written component is a take-home examination, and the student is given one “work” week (e.g., Monday 8:00 AM through Friday at 5:00 PM) to complete the examination. There will be three questions, each to be answered in 10 double-spaced pages (unless otherwise specified on the actual examination). The first and second questions will assess the student’s ability to apply and integrate fundamental concepts and methods in epidemiology, research design, and biostatistics. The third question will be to critically evaluate a scientific manuscript. All questions will be vetted and approved by the QEOC.

The written exam is administered via email as open-book and open-source. Students are not allowed to speak to anyone about the content of the exam before, during, or after taking it. If students have questions about the exam, they may ask the Program Director (or their designee) only. If any issues, problems, or personal difficulties arise during the written exam that may affect the student’s performance, the student should immediately notify the Program Director (or their designee).

The written exam is graded by the QEOC and other appointed faculty members, with each question assigned to two graders (primary and secondary). Each grader will independently evaluate the student’s response to the question and then meet to reach a consensus score. Written feedback from both graders will be synthesized and summarized. The resulting score and summarized feedback will be forwarded by the primary grader to the Program Director. Once scores for the three questions are received and the final score is calculated, the Program Director provides the result of the written component and accompanying feedback to the student. The Program Director will notify the student in writing of the outcome and details on the scoring for each question within 2 weeks of the student submitting their written exam.

Grade Determination for the Phase I written exam

The Phase I written exam is graded as Pass/Fail/Conditional Pass and is determined as a function of the total points achieved and the number of points awarded for each question, as detailed below:

• 33 points possible for Q1 & Q3 and 34 points for Q2.
• Pass = 25 or more on each and overall 70 or more.
• Fail = overall below 70, or 2 or more under 25.
• Conditional Pass = points equal or over 70 cumulative, but less than 25 on one question.

A student cannot advance to the oral examination until they have passed the written exam. The student will have two attempts to pass the Phase I written exam. If a student fails the first attempt of the written component, then the student must complete a semester-long remediation plan before retaking the entire written exam. A student must PASS the second attempt of the written exam to advance to the oral exam. Any students who are retaking the Phase I written exam must submit a new Qualifying Exam Application for the second exam date, the deadlines and dates of which will all be determined by the QEOC as needed.

Phase I Oral Exam

The purpose of the oral exam is to assess the student’s ability to respond to questions in an oral format, their ability to engage with colleagues in a professional and scholarly manner, identify possible weaknesses in the student’s skills and knowledge not revealed by the written examination, and further explore the student’s knowledge, skills, and preparation to conduct mentored research.

Following receipt of scores and feedback on the written component, students will be encouraged to meet with each grader to further debrief on their progress. The oral component of the exam should take place within 2 weeks of receiving feedback from their written component.

The oral exam should be completed in-person. A grader (either primary or secondary) of each question will also be expected to be present at the oral examination. Any requests by the student or primary graders for the oral exam to be completed in a virtual (e.g., Zoom, Teams) or hybrid format must be approved by the Program Director. The oral exam should not last more than 2 hours.

Grade Determination for the Phase I oral exam

The Phase I oral exam is graded as Pass/Fail. Students will be examined by addressing concerns or questions related to the written component on a question-by-question basis and may also be asked follow-up questions.

The student will have two attempts to pass the Phase I oral exam. Students who fail the first attempt of the oral exam must complete a remediation plan before retaking the oral exam.

Progression Through the Phase I Qualifying Exam

A student can make two attempts to pass each component of the Phase I qualifying exam. The written component must be passed before attempting the oral component.

• If a student passes the written component, they then proceed to the oral exam within 2 weeks of receiving their score. If the oral component is passed, then the student has passed the Phase I qualifying exam.
• If a student passes the written component but fails the oral component, they must complete a remediation plan and retake the oral component by the end of the semester. If the student passes the second attempt of the oral component, then they have passed the Phase I qualifying exam.
• If a student conditionally passes the first attempt of the written component, they must complete a remediation plan and rewrite a new version of the question they scored less than 25 points on within 3 weeks. If the student scores 25 points or higher on the new question, they advance to the oral exam. If the student scores less than 25 points on the rewritten question, then they have failed the first attempt of the written component.
• If a student fails the first attempt of the written component, then the student must complete a semester-long remediation plan before retaking the entire written exam. A student must PASS the second attempt of the written exam to advance to the oral exam.

Students may take the written and oral components of the Phase I qualifying exam a maximum of two times each. If a student does not pass the written component after two attempts or the oral component after two attempts, then they can no longer proceed with the PhD program. The student will be required to meet with their Program Director and the Associate Dean for Academic and Student Affairs to discuss potential alternatives.

Phase II Qualifying Exam

Eligibility for Phase II

Students are eligible to take the Phase II qualifying exam after completing and passing the second year of the core curriculum.

Applying for the Phase II Qualifying Exam

The student will complete and submit a Phase II qualifying exam application, which requires the student to identify a chair and two other UTMB faculty members to serve on the review committee. The student’s primary research mentor will serve as committee chair and assist the student in identifying two other committee members. If the student does not have a primary research mentor, then the Program Director will designate a committee chair.

Phase II Written Examination

The written component is a take-home examination, and the student is given two months to write an R03-style research proposal. The student cannot use or paraphrase a previously funded proposal and must independently derive the specific aims and hypotheses, plan the research approach, and write the proposal. The originality of the submitted version will be confirmed with the student’s mentor(s). The rules concerning plagiarism and generative Artificial Intelligence outlined in the UTMB/SPPH policies will be strictly followed.

During the Phase II qualifying exam, the student cannot ask for scientific input or critiques from their mentors. However, students are allowed to consult with a UTMB biostatistician for conducting a statistical power analysis. If any issues, problems, or personal difficulties arise during the qualifying exam written component that may affect the student’s performance on the exam, the student should immediately notify the Program Director (or their designee).

The research proposal must have the following sections. The page limits for each section are based on an NIH R03 application, described on the NIH application page limits page.

• Project summary (30 lines): This section is a succinct and accurate description of the proposed work. State the application's broad, long-term objectives and specific aims, referring to the health relatedness of the project. Describe concisely the research design and methods for achieving the stated goals. This section should be informative to other persons working in the same or related fields and understandable to a scientifically or technically literate reader.
• Narrative (3 sentences): Describe the relevance of this research to public health. Be succinct and use plain language that a general, lay audience can understand.
• Specific Aims (1 page): State concisely the goals of the proposed research and summarize the expected outcome(s), including the impact that the proposed research results will have on the research field(s) involved. List succinctly the specific objectives of the research proposed.
• Research Strategy (6 pages): Include sufficient information to evaluate the project, independent of any other document. Be specific and informative and avoid redundancies. While preliminary data are not required, you may include it/them in the research strategy section. If your hypothesis and proposal are based on preliminary data from other member/s of your mentor’s research team, or other publications, this should be clearly stated (or cited).
  • Significance and Innovation (1 ½ - 2 pages): The purpose of these subsections is to justify the need for what will be proposed. The significance subsection explains the positive effect of your research on public health and furthering scientific knowledge. The innovation subsection explains the new and substantially different ways you hypothesize your research topic and how your approach innovates science.
  • Approach (4 pages): Organize your Approach section to address the research design for each specific aim. 1) What do you intend to do? 2) Why is the work important? 3) What has already been done? 4) How are you going to do the work? 5) What are the expected outcomes, the potential problems, and what alternative approaches are you considering? 6) What data will be used to complete the research and appropriate methods will be used to analyze the data.

Each committee member will review the written exam and provide a summary of the exam’s strengths and weaknesses. The committee must reach a consensus on whether the student passes or fails the written exam. The committee will have one month from when the student submits their exam to review the proposal and reach a consensus on the outcome. The Program Director will notify the student via email as to whether they passed or failed the written component of the Phase II exam.

Grade Determination for the Phase II written exam

The Phase II written exam is worth 100 points. The exam is graded as Pass/Fail. A score of 70 points or higher is required to receive a passing grade.

The total score is based on the following components:

• Title and narrative (5 points)
• Project summary (10 points)
• Specific aims page (25 points)
• Research strategy (50 points)
• Writing clarity and proposal organization (10 points)

A student cannot advance to the oral examination until they have passed the written exam. The student will have two attempts to pass the Phase II written exam. If a student fails the first attempt of the written component, then they must complete a remediation plan with their primary mentor to address weaknesses in their proposal. The student will revise their proposal and submit it to their committee for review and grading. A student must pass the second attempt of the written exam to advance to the oral exam. Any students who are retaking the Phase II written exam must submit a new Qualifying Exam Application for the second exam date, the deadlines and dates of which will all be determined by the QEOC as needed.

Phase II Oral Exam

The purpose of the oral exam is to assess the student’s ability to respond to questions in an oral format, their ability to engage with colleagues in a professional and scholarly manner, identify possible weaknesses in the student’s skills and knowledge not revealed by the written examination, and further explore the student’s knowledge, skills, and preparation to conduct independent dissertation research.

Following receipt of the score and feedback on the written component of the Phase II exam, the student will meet with their committee chair to review the committee’s feedback. Students will be encouraged to meet with the other committee members to further debrief on their written exam. The oral component of the exam should take place within 2 weeks of the student receiving feedback from their written component.

The oral exam should be completed in-person. All committee members will also be expected to be present at the oral examination. Any requests by the student or committee members for the oral exam to be completed in a virtual (e.g., Zoom, Teams) or hybrid format must be approved by the Program Director. The oral exam should not last more than 2 hours.

Grade Determination for the Phase II oral exam

The Phase II oral exam is graded as Pass/Fail. Students will be examined by addressing concerns or questions related to the written component on a question-by-question basis and may also be asked follow-up questions.

The student will have two attempts to pass the Phase II oral exam. Students who fail the first attempt of the oral exam must complete a remediation plan and should retake the oral exam within three weeks.

Progression Through the Phase II Qualifying Exam

A student can make two attempts to pass each component of the Phase II qualifying exam. The written component must be passed before attempting the oral component.

• If a student passes the written component, they then proceed to the oral exam within 2 weeks of receiving their score. If the oral component is passed, then the student has passed the Phase II qualifying exam.
• If a student passes the written component but fails the oral component, they must complete a remediation plan and retake the oral exam by the end of the semester. If the student passes the second attempt of the oral component, then they have passed the Phase II qualifying exam.
• If a student fails the first attempt of the written component, then they must complete a remediation plan with their primary mentor to address weaknesses in their proposal. The student will revise their proposal and submit it to their committee for review and grading. A student must pass the second attempt of the written exam to advance to the oral exam.

Students may take the written and oral components of the Phase II qualifying exam a maximum of two times. If a student does not pass the written component after two attempts or the oral component after two attempts, then they can no longer proceed with the PhD program. The student will be required to meet with their Program Director and the Associate Dean for Academic and Student Affairs to discuss potential alternatives.

Academic Integrity

Academic dishonesty in any form is strictly prohibited. Academic dishonesty includes citing someone else's work as your own. If you are unsure whether your planned action constitutes academic dishonesty, seek clarification from your program director. Any student found to be cheating or helping someone else cheat on the Phase I or Phase II qualifying exams will be referred directly to the Associate Dean of Student Affairs for disciplinary action. Penalties are severe and may include dismissal from the University. The written components of the Phase I and Phase II qualifying exams can be checked for originality using the iThenticate software. The institutional policy on academic dishonesty can be read in its entirety in UTMB IHOP 07.01.03, Student Conduct and Discipline (PDF).

Use of Artificial Intelligence (AI)

The unethical use of any AI tool in the completion of the written components of the Phase I or Phase II qualifying exams is prohibited. The unethical use of generative AI tools includes uses that give a student an unfair advantage on an assignment (e.g., copying and pasting text). The use of AI-based grammatical tools (e.g., Grammarly) is allowed when completing the written components of the Phase I or Phase II qualifying exams. Unethical use and policy violations will be reported to the SPPH Associate Dean for Student Affairs and may result in academic sanctions, probation, suspension, or expulsion.

Academic Accommodations

UTMB is committed to equal opportunity for students with disabilities. If a student has a documented disability or would like to obtain information regarding services for students with disabilities at UTMB, please contact the Student ADA Coordinator (SADAC) at Lee Hage Jamail Student Center, Suite 2.126 (409-747-4818). This information will be confidential; it will be shared only those individuals responsible for assuring reasonable accommodations.

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Appendix H

Candidacy BHH

After PhD students have successfully completed the qualifying exam, they have one year (three semesters) to form their dissertation committee and submit a dissertation proposal. Students apply for candidacy on completion of their coursework and qualifying exam and with an approved research proposal. The Department of Bioethics and Health Humanities provides a research proposal template that will be completed with your supervisor. A PhD committee typically has five faculty members: four UTMB graduate faculty members and one faculty member or appointee from another institution. Of the UTMB members, at least three will be from the student’s program (one being the faculty mentor), and one whose primary area of expertise is different from that of the faculty mentor. Students must be in good academic standing to advance to candidacy.

Dissertation Proposal Format

PhD students need to complete a research proposal with their primary supervisor to enter candidacy (administrative details regarding candidacy are available in the Student Handbook). To do this they should provide a completed research proposal to the Graduate Program Director. After approval students are expected to present their proposal in a BHH WIP session.

A student and supervisor will work together on the research proposal. A research proposal should contain the following:

• A description of the proposed work in a one-page format decided in conversation with your committee chair. Formats can include:
  • an NSF Project Summary (BHH Sub Appendix 1)
  • an NIH Specific Aims page (BHH Sub Appendix 2)
  • an NEH one page summary (BHH Sub Appendix 3)
  • another suggested format discussed and approved by the Graduate Program Director.

These descriptions should make clear what is novel about the work, what contribution to the literature is intended, and what is going to be achieved. Supervisors and students should discuss which is more suitable for their work. These templates are intended to aid the project’s organization in a succinct and clear format but are not an indication that seeking funding is expected, nor that the project particularly fits with a particular funder’s current funding mechanisms.

A chapter outline with a listing of each chapter and 200–300 words describing what it will cover. Chapters may change over the course of the work, but it is important to set out with a plan.

• Traditional Dissertation Outlines: These will likely include an introduction chapter, a literature review chapter, 2–3 chapters covering the work (i.e. methods and results, or conceptual and critical analysis over multiple chapters, etc.) and a discussion chapter.
  • Chapters in the traditional dissertation should be around 7,000 words (individual chapters may be longer or shorter, but should use this figure as an average).
• Dissertation by Publication: These require an introduction chapter, three manuscript chapters, and a discussion chapter.
  • An Introductory Chapter situates the work and ties the three manuscript chapters together and a Discussion Chapter critically analyzes what the work adds, its limitations, and what future work is needed. Each of these chapters should be around 5,000–7,000 words long.
  • Each of the three manuscript chapter descriptions in the proposal should mention the journal to be targeted (if not already submitted) and the article type, where original research is the norm, although a formal narrative or scoping literature review may also be included. Manuscripts may have been written before the dissertation phase, but cannot be work done before PhD enrolment. Manuscripts should be either single-authored or the candidate should be the primary author with a statement about what work was done on the manuscripts by each author included in an accompanying document and confirmed by co-authors.

Exceptions to these will require justification and approval from the Graduate Program Director.

The following details should be provided on a final page:

• Supervisory Team
• Timeline (preferably in a Gantt chart)
• Does your work require funding?
  • If yes, funding plan
• Does your work require IRB approval?
  • If yes, what is the timeline for achieving this (include specific steps, re training, submission, etc.)
• What if any contingency plans do you have in place in case issues arise in the funding, logistical, or scholarly aspects of your work.
• What preliminary publishing/conference plans do you have to showcase your work?

BHH Sub Appendix 1

To draft an NSF Project summary:

Describe the research and/or activities that will be conducted during your project. Base your Project Summary off your Project Description. Some samples

• What is the knowledge gap?
• What are the overall objectives, specific objectives and the proposed research approach?
• What is the research goal?
• How is your proposal creative & original?
• What is the education goal of the proposed project and how does this goal fit with the PI’s long-term educational goals?
• What is the educational approach?
• How are the research and education components integrated?

Intellectual Merit

Provide a statement of intellectual merit.

• What is the current state of knowledge in the field, and where is it headed?
• What will your research contribute to the state of knowledge and advance the field?
• Why will your contribution be transformative?
• What will your research do to enhance or enable other research in this field?
• Why is your research important for the advancement of the field?

Broader Impacts

Provide a statement of the broader impacts.

• What are the desired societal outcomes and how will those benefit the society at large?
• How will activities result in advancement?
• What are the possible applications of your research, why would the general public care?
  • Does it have any economic, environmental, social benefits?
  • Does it help with the involvement of underrepresented groups in research and education activities?
• How will your proposal benefit your organization?

(Adapted from: Texas A&M Corpus Christi – Research and Innovation Office materials)

BHH Sub Appendix 2

Thinking of what problems/solutions can be broadly in the fields of bioethics and health humanities, a proposal using this template would follow something akin to this format (adapted for the area):

The “Problem” Paragraph

• Hook: What is the problem being addressed and why is it important? (1–2 sentences)
• The Known: What do we currently know about the hook problem? (2–5 sentences)
• The Unknown (Gap): What do we still need to learn or accomplish to (further) resolve the hook problem? (1–2 sentences)
• What’s Needed: What would have to be done to bridge the knowledge gap? (1–2 sentences)

The “Solution” Paragraph

• Objective: What are you are seeking to accomplish to bridge the gap (overarching goal/objective)? (1 sentence)
• Rationale: What is the key assumption(s) (overarching hypothesis/thesis) and how did you arrive at it (premise) that recommends this objective as a means of bridging the gap? (2–4 sentences)
• Qualifications: What makes you as an investigator and this environment uniquely suited to obtain this objective? (1–2 sentences)

The “Aims” (mini-)Paragraph(s) (one for each aim)

• Title: What will this part of your project address? (one sentence)
• Hypothesis: How do you think things actually operate with reference to this Aim? (1 sentence)
• Approach: How will you test this hypothesis (method)? (1–2 sentences)
• Expected Outcome: What result from this test would serve to confirm your hypothesis (“prediction”)? (1 sentence)

The “Impact” Paragraph

Assuming your research aims are met, what important things will become possible that are not currently; i.e., how will it impact the field with specific reference to the hook problem. For Ks, how will the work impact you as a candidate? (1–3 sentences).

(Adapted from Matt Kushner, 2017)

BHH Sub Appendix 3

To draft an NEH Summary, you should cover the following elements:

• Significance and contribution
• Organization, concepts, and methods
• Competencies, skills, and access
• Final product and dissemination

Examples of NEH Narratives can be found in the NEH sample grant application narratives under the heading “Division of Research Programs” and then “Fellowship.” These are generally three pages long including the workplan. For the BHH proposal you need only write one page (as part of the workplan is covered in other elements of the proposal document).

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Appendix I

Candidacy PHS/RHSR

Students must submit an application for admission to candidacy and an approved dissertation research proposal. Students must be in good academic standing in all courses to be eligible to enter into candidacy. After PhD students have successfully completed their coursework and Phase I and II qualifying exams, they have one year (three semesters) to form their dissertation committee, submit a dissertation proposal, and present their proposal to the committee.

Proposal Format

A formal written proposal is required for a dissertation or thesis. The proposal should address the following questions:

1. What do you intend to do?
2. Why is the work important?
3. What has been done already?
4. How are you going to do the work?

The program director will provide a research proposal template that the student will complete with their primary mentor. This proposal should be typed single-spaced.

Title Sheet

Title of the research project followed by your name and a 200-word summary of the proposed thesis/dissertation research. One page

Research Plan

• Specific Aims or Problem Statement: State concisely and realistically what the research described in the proposal is intended to accomplish. What hypothesis is to be tested or what question is to be addressed? Do not exceed one page.
• Significance: Briefly sketch the background (or literature review) to your thesis/dissertation proposal, critically evaluate existing knowledge, and specifically identify the gaps which the proposal is intending to fill. State concisely the importance of the research described in the proposal by relating the specific aims to longer term objectives. Do not exceed three pages.
• Research Accomplishments to Date: If you have conducted any research pertinent to your thesis/dissertation proposal, briefly describe your results. Also, list relevant courses or other experiences which enhance your competence to perform the proposed research. Do not exceed four pages of written text. (Additional pages may be used for figures, graphs, tables, etc.)
• Methods: Briefly discuss the research design and procedures to be used to accomplish the specific aims of the proposal. If any new methodology is being used, describe its advantage over existing methodology. Include the kinds of data to be gathered (when applicable) and the means by which the data will be analyzed and interpreted. The discussion should provide sufficient evidence that the specific aims are attainable. It is not necessary to include detailed methodological/technical protocols. Do not exceed ten pages.
• Literature Cited: Cite the pertinent literature in the text and provide the complete reference list in the Literature Cited section. Each citation must include the names of all authors, the name of the book or journal, volume number, page numbers, and year of publication. Although no page limitation is specified for this part of the proposal, make every attempt to be judicious in compiling the biography. It should be relevant and current. It need not be exhaustive.
• Supervision and Facilities: Name the person(s) proposed to be immediately responsible for supervising your thesis/dissertation research and laboratory (or other facilities) where most of your proposed research will take place. If the proposed project involves collaboration with another institution, give evidence that the collaborator(s) agrees to participate.
• Human Subjects: Include all human research-related instruments to be used in this study, sample of subject consent form(s), and instructions to subjects as appropriate.
• GANTT: All research proposals submitted as part of the candidacy packet must include a section giving the expected timeline of the proposed project. That section must include a GANTT chart giving duration and completion targets for all major aspects of the research, including all aims and sub-aims.

Oral Defense of the Dissertation Proposal

Once a student has written their dissertation proposal, they will send it to their committee members for review. The student must then give an oral presentation summarizing the proposed research to their committee members. This presentation assesses a student’s ability to discuss the relevant literature, justify the importance of their research, describe the methods and techniques they will use, and answer the committee members’ questions. After the student’s presentation, the committee members will discuss whether the student successfully defended their proposal and whether any revisions are necessary before entering candidacy.

Dissertation Committee

A PhD committee must have a minimum of 5 faculty members: four UTMB graduate faculty members and one faculty member or appointee from another institution. Of the UTMB members, at least three will be from the student’s program (one being the faculty mentor who serves as the committee chair), and one whose academic appointment is in a different department.

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Appendix J

Dissertation Format (All PhD Students)

Traditional Format

The traditional dissertation format typically includes five chapters, including Introduction/ Background/ Significance, Literature Review, Methods, Findings, and Discussion/ Conclusion. The template can be found in the SPPH dissertation template (Word).

Students earning the PhD degree in Bioethics and Health Humanities (BHH), Population Health Sciences (PHS), or Rehabilitation & Health Services Research (RHSR) must meet the Dissertation requirements of the SPPH. Students may select a three-paper (publication) dissertation option. Students must receive approval of this option from the Dissertation Supervisory Committee Chair. The following must be met for the three-paper dissertation option:

• The student must be first author and primary researcher and writer;
• The three articles must be thematically related, as determined by the Dissertation Supervisory Committee;
• The three articles must be formatted as significant manuscripts:
  • For PHS/RHSR, this would include the student’s original research, systematic review, or meta-analysis, and
  • For BHH, this could include the student’s original research paper(s) and one scoping review, or narrative review;
• For PHS/RHSR there must be three chapters linking the three papers: 1) an introduction, background, significance chapter, 2) a brief description of methods and 3) a discussion/conclusion chapter;
  • For BHH students, two linking chapters are required: 1) an introduction chapter that includes a background and significance of the work and a summary/rationale of subsequent chapters, and 2) a discussion chapter providing an in depth linking of the work and overall analysis as well as conclusion.
  • The student must have worked on all papers as a matriculant in the PhD program (work conducted prior to matriculation shall not count towards the dissertation);
• The student must have worked on all papers with the Dissertation Supervisory Committee chair or other faculty mentor, as approved by the Dissertation Supervisory Committee chair;
• The three papers and additional chapters must be approved by the student’s Dissertation Supervisory Committee;
• At least one paper needs to be submitted for publication in a peer-reviewed journal; and
• Authorship credit should be extended to Supervisory Committee Members as appropriate based on committee member contributions and standard practices for attribution of authorship within the field.

Regardless of format, any SPPH student seeking the PhD degree must write and publicly defend a dissertation based on independent research. The dissertation must represent an original and significant contribution to scientific knowledge.

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