PFRH‐MSPHDegreeProgram
2014‐15
Every PFRH MSPH student should have a fundamental understanding of life course, population health and or/methods, statistical methods and their application, epidemiology, research ethics, management, environmental health and a broad prospective about public health practice and/or research in addition to having expertise in a particular content focal area. During the program, students are required to: 
Successfully complete: two (2) core PFRH course requirements, including Life Course Perspectives on Health and either Principles of Population Change or Demographic Methods; three (3) focal area requirements; Principles of Epidemiology; 140.611‐612,Statistic Reasoning or 140.621‐623,Statistic Methods in Public Health ; three (3) units of Research Ethics as well as 550.860, Academic and Research Ethics; 
Achieve a grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing 
Successfully complete the MSPH Internship* 
Successfully complete the required culminating MSPH essay and presentation. 
Complete a minimum of 128 academic units, including 16 units minimum each term to be considered full‐time students. During the internship, students will earn 16 units in both the 5th and 6th terms of the program. PFRH Policy Regarding Academic Standards: Before students can undertake their internship, they must successfully complete the following requirements by the end of the 4th term: 
PFRH Core course requirements, and 
PFRH Focal Area requirements 
Achieve a minimum 2.75 GPA or higher in all course work The Director of the Masters’ Programs and Academic Coordinator reviews and credentials the academic progress of all Masters’ students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress is provided to the advisor and student immediately after the review. The Course Selection and Tracking Form notes if a student is not making satisfactory progress. If a student is not showing satisfactory progress, then the student and advisor are required to meet and provide a formal letter to the Director of the Masters’ Programs indicating how the student will meet the necessary academic standards. A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available). If an MSPH student cannot meet the academic standards, a formal letter requesting remediation will be submitted by the student and advisor to the Director of the Masters’ Programs. Judgment concerning dismissal from the program for students demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Chair of PFRH *Students currently cannot conduct externship activities in Kansas, Kentucky, Missouri, North Carolina, New Hampshire, Ohio, or Oregon. For more information, please contact a program representative. JHSPH externship activities include: Practicum, Internship, Field Placement, Administrative Residency, Research Project, Clinical Rotations, Research Hours, or Apprenticeship 1
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PFRH-MSPH Degree Program
2014-15
Course Requirements
The following tables list the core departmental and school-wide course requirements for all MSPH students
CORE DEPARTMENT REQUIREMENTS –
Students Must take Life Course and either Principles of Population Change or Demographic Methods for Public Health
Course Number
Course Name
Students must take the following
380.604 or
Life Course Perspectives on Health *
380.604.81
Choose 1
380.600 or
Principles of Population Change**
380.600.81
380.603 or
Demographic Methods for Public Health
380.603.81
Units
Term
4
1
4
2
4
4
2
3
*Fulfills School-wide social and behavioral sciences requirement
**380.600 will next be offered Academic Year 2015-16
*Please note that if you take Principles of Population Change to fulfill your Core Department requirement, it CANNOT also be
counted toward a focal area requirement
QUANTITATIVE REQUIREMENTSStudents must take 340.601 and choose a Statistics Series.
Course Number
Course Name
Units
Term
340.601 or
Principles of Epidemiology
5
1
340.601.81
5
3
Statistics-Choose either 140.611-612 or 140.621-623
140.611 or
Statistical Reasoning in Public Health I1
3
1
140.611.81
Statistical Reasoning in Public Health II
3
2
140.612 or
140.612.81
140.621
Statistical Methods in Public Health I2
4
1
140.622
Statistical Methods in Public Health II
4
2
140.623
Statistical Methods in Public Health III
4
3
140.624
Statistical Methods in Public Health IV*
4
4
1(Provides conceptual understanding of statistical ideas and methods; limited calculations.)
Students with a working knowledge of calculus and linear algebra may elect to take the 140.651-654 Methods in Biostatistics IIV series. This series presents statistical methods for advanced students and requires knowledge of calculus/linear algebra.
2Covers statistical concepts and calculations for data analysis; develops statistical computing skills; 621-624 is the minimum
required for doctoral programs in PFRH
*Optional
RESEARCH ETHICS REQUIREMENTSStudents are required to take a minimum of 3 units of Research Ethics as well as 550.860, Academic and Research Ethics
Course Number
Course Name
Units
Term
550.860.82
Academic and Research Ethics
0
1
306.665
Research, Ethics and Integrity: US and International Issues
3
3
Choose a minimum of 3 units
306.663
Legal and Ethical Issues in Health Services Management
3
4
221.616 or
Ethics of Public Health Practice in Developing Countries
2
4
212.616
306.655
Ethical Issues in Public Health
3
4
2
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PFRH-MSPH Degree Program
MANAGEMENT REQUIREMENTS –Choose 1 course
Course Number
Course Name
380.624 or
Maternal and Child Health Legislation and Programs
380.624.81
380.665
Family Planning Policies and Programs
2014-15
Units
4
Term
2
4
3
Although several courses offered in other departments may fulfill this requirement, you must petition the Masters Committee
with the consent of your advisor to take an alternative .;
*Please note that if you take MCH Legislation and Programs or Family Planning Policies and Programs to fulfill your
Management requirement, it CANNOT also be counted toward a focal area requirement
ENVIRONMENTAL HEALTH REQUIREMENTS-Choose 1 course
Course Number
Course Name
180.611
Global Environment and Public Health
180.601.81
Environmental Health (Internet)
180.629
Environmental and Occupational Health Law and Policy
180.660
Introductory Principle of Environmental Health
3
Units
4
5
4
3
Term
1
3
3
3
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PFRH-MSPH Degree Program
2014-15
PFRH Focal Area Requirements
Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling these
requirements must be taken in addition to any departmental or the school-wide course requirements. The current focal areas
for students include the following:

Adolescent Health

Child Health

Maternal, Fetal and perinatal health

Population and Health

Sexual and Reproductive Health

Women’s Health
If a student chooses to complete a secondary focal area, courses may be double counted across primary and secondary focal
areas, but they must complete three courses in their primary focal area. Students cannot double count courses for which are
taken for the management requirement. In addition to these courses, the department encourages students to select electives
from the focal areas to enhance their breadth and depth of a particular focal area. Focal areas are listed in alphabetical order.
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PFRH-MSPH Degree Program
ADOLESCENT HEALTH
Course Number
Course Name
2014-15
Units
Term
Principal Health Concerns (Choose 1)
380.623
Adolescent Health and Development
3
3
380.747
International Adolescent Health
3
4
Maternal and Child Health Legislation and Programs*
4
2
Family Planning Policies and Programs*
4
3
Attitudes, Programs and Policies for
Children with Special Healthcare Needs
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
3
3
380.725
3
4
Units
Term
3
4
4
4
2
4
3
4
3
3
3
4
4
3
3
3
3
3
4
2
3
4
3
4
3
4
4
3
3
4
3
3
4
3
3
4
Population Health Promotion and Health Services and Systems Delivery Strategies ( Choose 1)
380.624 or
380.624.81
380.665
380.625
The Social Context of Adolescent Health and Development
Electives:
Course Number
Course Name
Principal Health Concerns:
380.720
Masculinity, Sexual Behavior and Health: Adolescence And Beyond
380.762
HIV Infection in Women, Children and Adolescents
380.761 or
Sexually Transmitted Infections in Public Health Practice
380.761
Population Health Promotion and Health Services and Systems Delivery Strategies
380.747
International Adolescent Health
380.623
Adolescent Health and Development
380.771
Understanding International Reproductive Health Policy
380.761 or
Sexually Transmitted Infections in Public Health Practice
380.761
221.640
Children in Crisis
318.654
Adolescence Crime & Justice
410.626
Alcohol, Society and Health
410.657
Community Strategies for Sexual Risk Reduction
380.760
Clinical Aspects of Reproductive Health
380.665
Family Planning Policies and Programs
380.721
Schools and Health
380.625
Attitudes, Programs and Policies for
Children with Special Healthcare Needs
Frameworks for Evaluating Principal Health Concerns
380.749
Adolescent. Sexual and Reproductive Health
380.720
Masculinity, Sexual Behavior and Health: Adolescence And Beyond
3
2
318.654
Adolescence, Crime and Justice
3
3
221.640
Children in Crisis
3
4
*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You
must choose two separate courses; one to fulfill each requirement
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PFRH-MSPH Degree Program
Child Health
Course Number
Course Name
2014-15
Units
Term
Principal Health Concerns (Choose 1)
223.663
Infectious Diseases and Child Survival
3
3
380.625
Attitudes, Programs & Policies for Children with Special Health Care Needs
3
3
Maternal and Child Health Legislation and Programs*
4
2
3
3
3
2
380.661
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
Nutrition Programs, Policies, Politics in the United States: The Impact on
Maternal, Child and Family Health
Clinical Aspects of Maternal and Neonatal Health
3
3
380.742
Family Health, Public Health and Policy
3
4
Population Health Promotion and Health Services and Systems Delivery Strategies ( Choose 1)
380.624 or
380.624.81
221.627
380.740.81
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
380.642.81
Child Health and Development
3
2
380.641
Prenatal and Infant Growth and Development
4
1
Electives:
Course Number
Course Name
Units
Term
3
3
2
3
4
4
1
4
4
4
4
2
Principal Health Concerns
221.640.01
Children in Crisis
330.640.01
Childhood Victimization
380.744.81
Nutrition and Growth in Maternal and Child Health
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants, and
Children
380.762.81
HIV Infection in Women, Children & Adolescents
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
Population Health Promotion and Health Services and Systems Delivery Strategies
380.625
Attitudes, Programs & Policies for Children with Special Health Care Needs
3
3
380.740.81
3
2
380.742
Nutrition Programs, Policies, Politics in the United States: The Impact on
Maternal, Child and Family Health
Family Health, Public Health and Policy
3
4
380.762.81
HIV Infection in Women, Children and Adolescents
4
4
380.765
3
4
221.640.01
Preventing Infant Mortality and Promoting the Health of Women, Infants, and
Children
Children in Crisis
3
4
223.663
Infectious Diseases and Child Survival
3
3
330.640
Childhood Victimization
3
4
380.721
Schools and Health
2
4
380.665
Family Planning Policies and Programs
4
3
380.661
Clinical Aspects of Maternal and Neonatal Health
3
3
Frameworks for Evaluating Principal Health Concerns
221.640
Children in Crisis
380.623.81
Adolescent Health and Development
3
3
4
3
380.641
Prenatal and Infant Growth & Development
3
1
380.744.81
Nutrition and Growth in Maternal and Child Health
2
1
410.752
Children, Media and Health
3
3
6
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PFRH-MSPH Degree Program
2014-15
Maternal, Fetal and Perinatal Health
Course Number
Course Name
Units
Term
4
4
Maternal and Child Health Legislation and Programs*
4
2
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
Clinical Aspects of Maternal and Newborn Health
3
3
3
3
Principal Health Concerns (Select the following)
380.664
Reproductive and Perinatal Epidemiology
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 or
380.624.81
221.627
380.661
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.641
Prenatal and Infant Growth and Development
3
1
120.620
Fundamentals of Reproductive Biology
3
1
Course Name
Units
Term
Critiquing the Research Literature in Maternal, Neonatal, and Reproductive
Health
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
Population Health Promotion and Health Services and Systems Delivery Strategies
380.661
Clinical Aspects of Maternal and Newborn Health
4
2
3
4
3
3
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
Frameworks for Evaluating Principal Health Concerns
3
4
380.655
Social and Economic Aspects of Human Fertility
4
4
380.662
Critiquing the Research Literature in Maternal, Neonatal, and Reproductive
Health
4
2
Electives:
Course Number
Principal Health Concerns
380.662
*This course cannot be used to fulfill both the School-wide Management requirement and the
Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
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PFRH-MSPH Degree Program
2014-15
Population and Health
Course Number
Course Name
Principal Health Concerns ( Choose 1)
380.655
Social and Economic Aspects of Human Fertility
380.750
Migration & Health Concepts Rates and Relationships
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
Units
Term
4
3
4
3
380.665
221.627
Family Planning Policies and Programs*
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
Health Systems in Low and Middle Income Countries
Maternal and Child Health Legislation and Programs*
4
4
3
2
221.646
380.624 or
380.624.81
Frameworks for Evaluating Principal Health Concerns (Choose 1)
2
4
3
2
380.655
Social and Economic Aspects of Human Fertility
4
4
380.750
Migration & Health Concepts Rates and Relationships
3
3
380.600
Principles of Population Change*
4
2
380.756
Poverty, Economic Development and Health
4
2
Course Name
Units
Term
380.635
Introduction to Urban Health
3
4
380.664
Reproductive and Perinatal Epidemiology
4
4
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
Couples and Reproductive Health
3
4
3
1
4
2
2
3
Maternal and Child Health Legislation and Programs
4
2
Clinical Aspects of Reproductive Health
3
3
2
1
Electives:
Course Number
Principal Health Concerns
380.767
Population Health Promotion and Health Services and Systems Delivery Strategies
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
221.646
Health Systems in Low and Middle Income Countries
380.624 or
380.624.81
380.760
Frameworks for Evaluating Principal Health Concerns
380.767
Couples and Reproductive Health
*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You
must choose two separate courses; one to fulfill each requirement
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PFRH-MSPH Degree Program
2014-15
Sexual and Reproductive Health
Course Number
Course Name
Units
Term
4
4
Principal Health Concerns (Select the following)
380.664
Reproductive and Perinatal Epidemiology
Population Health Promotion and Health Services and Systems Delivery (Choose 1)
380.665
Family Planning Policies and Programs*
4
3
380.761 or
380.761.81
Sexually Transmitted Infections in Public Health Practice
4
3
4
4
380.771
Understanding International Reproductive Health Policy
4
4
380.760
Clinical Aspects of Reproductive Health
3
3
Frameworks for Evaluating Principal Health Concerns (Choose 1)
120.620
Fundamentals of Reproductive Biology
3
1
380.655.
Social and Economic Aspects of Human Fertility
4
4
Course Name
Units
Term
4
2
380.720
Critiquing the Research Literature in Maternal, Neonatal, and Reproductive
Health
Masculinity, Sexual Behavior & Health: Adolescence & Beyond
3
2
380.749
Adolescent Sexual and Reproductive Health
3
4
380.761 or
380.761.81
Sexually Transmitted Infections in Public Health Practice
4
4
3
4
380.762.81
380.760
HIV infection in women, children and adolescents
Clinical Aspects of reproductive health
4
3
4
3
380.623.81
Adolescent Health and Development
3
3
Electives:
Course Number
Principal Health Concerns
380.662
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 or
380.624.81
380.667
Maternal and Child Health Legislation and Programs
4
2
Women’s Health policy
3
4
380.768.81
Selected topics in women’s health and women’s health policy
4
1
410.657
Community Strategies for Sexual Risk Reduction
3
4
3
1
Frameworks for Evaluating Principal Health Concerns
380.767
Couples and Reproductive Health
*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You
must choose two separate courses; one to fulfill each requirement
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PFRH-MSPH Degree Program
2014-15
Women’s Health
Course Number
Units
Term
Principal Health Concerns (Choose 1)
380.666
Women’s Health
3
3
380.668
International Perspectives on Gender Women and Health*
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
3
3
380.667
3
4
3
3
3
1
Units
Term
380.760
Course Name
Women’s Health Policy
Clinical Aspects of Reproductive Health
Frameworks for Evaluating Principal Health Concerns ( Select the following)
120.620
Reproductive Biology
Electives:
Course Number
Course Name
Principal Health Concerns
380.664
Reproductive and Perinatal Epidemiology
4
4
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
HIV Infection in Women, Children & Adolescents
4
2
4
4
Maternal and Child Health Legislation and Programs
4
2
Family Planning Programs and Policies
4
3
380.762.81
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 or
380.624.81
380.665
Frameworks for Evaluating Principal Health Concerns
380.668
International Perspectives on Gender Women and Health*
3
3
380.666
Women’s Health
3
3
380.667
Women’s Health Policy
3
4
380.662
Critiquing the Research Literature in Maternal Neonatal and Reproductive
Health
4
2
*Not offered in Academic Year 2014-15
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PFRH-MSPH Degree Program
2014-15
Focal Areas Under Development:
There are new focal areas currently under development, two of which are shown below. Some courses in these areas are
available to students as electives during Academic Year 2014-15. Special studies options available to students in these and
other areas as faculty pilot new courses. The department encourages students to take courses from these areas. Updates will
be provided during the academic year.
Focal Area Urban Health
Course Number
Course Name
Units
Terms
380.635
Introduction to Urban Health
3
4
3
4
3
1
221.624.81
550.609
Urban Health in Developing Countries
Life & Death in Charm City
180.655
Baltimore Food Systems
4
3
380.605
Tapping into “The Wire”*
3
3
380.756
Poverty, Economic Development & Health
4
2
301.615
Seminar in Health Disparities
3
2
380.750
Migration & Health
3
3
*Not offered in Academic Year 2014-15
Focal Area Family Health
Course Number
Course Name
Units
Terms
380.665
Family Planning Policies and Programs
4
3
380.767
Couples and Reproductive Health
3
1
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PFRH-MSPH Degree Program
2014-15
Master’s Essay and Presentation Requirement
MSPH Internship
All Master’s students are required to successfully complete
a culminating Master’s Essay and Presentation. Specific
information and guidelines for each can be found on pages
8-14, and should be used as a guide for completing both.
Registration Requirements for Master’s Essay and
Presentation:
Special Studies and Research in PFRH:
Master’s Essay/Presentation
3-5 units – 7th Term*
3 units – 8th Term
*Students need to take a minimum of 3 units of special
studies
MSPH students are required to complete a two-term field
placement/internship experience; minimum of 4 months
full-time, or no less than 680 full time work hours.
Students must have met the MSPH academic standards in
order to proceed to the internship portion of the program.
The internship field placement may begin in the summer
immediately following the first year in the program.
380.840
Registration Requirement for the Internship:
380.810 PFRH Field Placement/Internship (16 credits/term
– 5th & 6th Terms)
Students who plan to collect or analyze data as part of their internship, should consult the student IRB handbook and the IRB
website and discuss related matters with their advisors.
Students are expected to be on campus in the 7th & 8th terms of their academic program when they take courses and complete
their culminating Master’s Essay and Presentation. Students who wish to extend their internship must petition the Masters
Committee for approval.
Petition to Extend Internship:
Under special circumstances, students wishing to extend their existing internship as a special studies course (380.810) may be
granted an extension by the Masters Committee. To be considered for this option, students must first write a formal petition to
the Masters Committee before the end of 2nd term of the second year. The petition must have the following points:


The specific objectives of the extension and the
skills that will be gained;

A statement of advisor support; and

A statement indicating the intention to return to
campus for Master’s Presentation and to
complete Master’s Essay in adherence with
MSPH’s program guidelines
A description about how the extension will
enable the student to attain his/her academic
objectives beyond coursework already completed;
Students can email the petition to, Academic Coordinator, with the student’s academic advisor copied on the email.
No petition will be approved if it is submitted after the end of the 2nd term.
Waivers
With approval of their academic advisor, students may request a waiver for PFRH core course or focal area specific
requirements if they can provide evidence regarding related work experience or prior coursework which duplicates course
offering. A course description and syllabus from the prior course should be submitted with the request. Students requesting a
course waiver should identify, in advance, the other course(s) that will be taken in lieu of the required course. The total
number of credits required for completion of the degree remains the same. For a full list of Department policies and waivers
refer to the General Information Handbook.
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PFRH-MSPH Degree Program
2014-15
Guidelines for the Master’s Essays and Presentations
Introduction
The Master’s Essay is a requirement in the Department of Population, Family, and Reproductive Health for students to
graduate. The essay is designed to allow students to explore a public health topic of interest related to their academic program.
The goal is for students to apply the skills and knowledge they have acquired during their academic program to the public
health problem or concern. Students should begin thinking about essay topics and format at the end of the first academic year,
and should have identified. In addition to the written essay, students each must give a 10-minute public presentation of their
essay.
Readers:
Students must have a minimum of two readers for their essay. To help select readers, the following guidelines must be
followed:




The student’s primary reader must be PRFH faculty.
The student’s advisor must be one of the readers.
The student’s second reader must be JHSPH faculty.
A third reader at the agency or organization where the internship took place is required if the student is using project
data or if the essay is used for project purposes.
Responsibilities of Students and Readers:
Primary reader: The primary reader has the overall responsibility of working with the student on the essay from the outline to
the final draft, and the actual presentation. The primary reader also has the option of nominating the student’s essay for a
distinction award (discussed on page 17) if the quality of the essay is deemed to be excellent. Students must ensure that they
submit outline and essay drafts to the primary reader by the following key dates to ensure timely feedback. These dates are the
following:

February 2nd, 2015 or February 1st, 2016 (receipt of student’s essay outline)

February 23rd, 2015 or February 22nd, 2016 (receipt of student’s first draft)

March 23rd, 2015 or March 22nd, 2016 (receipt of student’s final draft for final edits)

April 6th, 2015 or April 5th, 2016 (receipt of student’s final essay with incorporated edits)

April 13th, 2015 or April 12th, 2016 (approval form signed)
Secondary reader: The secondary reader provides additional comments to the student about essay drafts. Typically, secondary
readers provide their feedback on the second draft of the essay, once students have incorporated comments on the first draft
by the primary reader. The student is expected to incorporated feedback from both the primary and secondary reader for the
final draft of the essay. Secondary readers must also provide their approval for the final essay. Key dates for a secondary reader
are the following:

March 23rd, 2015 or March 22nd, 2016 (receipt of student’s final draft for final edits)

April 6th, 2015 or April 5th, 2016 (receipt of student’s final essay with incorporated edits)

April 13th, 2015 or April 12th, 2016 (approval form signed)
Third reader: The third reader may also provide comments on the essay at any stage. If the third reader is outside the
department, students are strongly advised to discuss the roles and responsibilities of a third reader. For the purposes of the
essay, they should be aware that they do not need to provide final approval for the essay. The essay must meet the standards
for the essay of faculty of the school. However, if the student is using data affiliated with the third reader or the third reader’s
agency, students should provide drafts of the essay to the third reader and discuss when feedback will be provided to the
student from the third reader.
Choosing a topic and format for the essay:
Many students link the essay topic to their internship experience. For example, students’ work on a literature review or a
research project as part of their internship may serve as a basis for developing the essay. Topics must focus on a public health
concern or problem but do not need to be within the student’s focal area
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2014-15
The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay Topic
Form); for example, students conducting a systematic literature review for their essay must have taken a related course or work
with a primary reader with methodological expertise in systematic reviews.
Steps Needed to Complete the Essay
Step 1: Identify Readers and Topic
Students should identify a primary reader whose research
interests and expertise are in the topic area and/or
methodology for the essay. Please note that academic
advisors must serve as a reader, but need not be the
primary reader. Advisors can serve as a useful resource for
discussing potential topics of interest and providing
referrals to other faculty members in the department
whose expertise better matches the proposed topic of the
essay. Other resources for identifying a potential primary
reader are the academic coordinators, Department’s
website, and school faculty directory.
Step 4: Submit the Essay Topic Form
After students have selected an essay topic and format,
the Essay Topic Form must be completed and signed by
the student, academic advisor, and primary reader (if
different from the advisor). This form will ensure that a
student has the needed skills and knowledge to complete
the essay. For example, if a student has decided to
conduct an evaluation of a project or a program for the
essay, he/she must have either taken the ‘Fundamentals
of Program Evaluation’ course or had prior experience
conducting an evaluation. Students also must indicate
whether IRB approval is needed for the essay.
Step 5: Register for 380.840 in PFRH
Step 2: Discuss roles and responsibilities with readers
Once readers have been identified, all students should
have a conversation with their readers so that each knows
what his/her responsibility is for the essay. This discussion
is especially important for readers who are outside our
department and especially for third readers. A timeline
should also be provided to the readers so that each is
aware of when feedback should be provided. In general,
readers should have at least a week to provide feedback to
the students. Additionally, while not required, the student
and readers should discuss whether the essay is published
and if so, the order of authors. Separate guidelines
regarding authorship will be provided to the students.
Register for 3 to 5 units of special studies with the
student’s academic advisor using course number 380.840
in the 7th term and a maximum of 3 units in the 8th term.
Step 6: Submit Outline of Essay to Primary Reader
Students must submit the outline of the essay to their
primary reader by the required deadline. The outline
should contain all major headings and sub-headings of the
particular essay format, with bulleted text on the content
of each section. Primary readers must have at least 1 week
to provide feedback to the student on the outline.
Step 7: Submit First Draft of Essay to Primary Reader*
Step 3: Determine Whether Essay Involves ‘Human
Subjects Research’
What is ‘human subjects research’?
“Human subjects research’ is broadly defined to include
any activity involving humans that seeks to test a
hypothesis or answer a scientific question. This activity can
include both secondary data analysis and research
involving direct contact with subjects. All students who
plan to undertake human subjects’ research must have IRB
approval before working with human data or samples
and/or before contacting human subjects. The JHBSPH IRB
Office (http://www.jhsph.edu/irb) is charged with assuring
that human subjects research studies conducted in the
school comply with internal school policies and external
regulations designed to protect human subjects.
For the purposes of the Essay, after students have
identified the data source(s) for their research, they
should complete the online IRB Worksheet to determine
the additional steps (if any) needed for securing IRB
approval for the essay, or documenting existing approval.
For additional questions about the IRB process, please
visit: http://www.jhsph.edu/offices-andservices/institutional-review-board/Student_Projects.html
14
Students must submit a complete draft of their essay to
the primary reader by the required deadline. The primary
reader should ensure that the draft contains all necessary
elements of the essay in the standardized formats. Primary
readers must provide feedback to the student within 2
weeks of receiving the draft essay.
Step 8: Submit Second Draft of Essay to Primary and
Secondary Readers
Second drafts must be reviewed by both the primary and
secondary readers for final edits and recommendations.
Both readers should provide feedback to the student
within 2 weeks of receiving the second draft.
*Students partnering with an organization that is expecting a
report may need to have two separate documents in order to
meet the expectations of the department’s essay.
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Step 9: Submit Final Draft of Paper to Primary and
Secondary Readers for Approval
2014-15
Step 10: Oral Presentation of Essay
Students must submit the final draft of their essay to both
primary and secondary readers for approval and
submission to the Academic Office. Both primary and
secondary readers must also submit their approval for the
essay directly to the Academic Office. Please note that if
the essay is not approved by both readers, students may
not participate in the oral presentation and may be in
jeopardy of not graduating.
Each student is required to present his/her essay in a 10
minute PowerPoint presentation at a public seminar
before the end of the 8th term. The student’s advisor is
expected to review draft presentations prior to a practice
session. The practice session will be scheduled
approximately one week prior to the public seminar. No
video clips are allowed in the presentation.
Deadlines
In preparation for the completion of the Master’s essay and presentation, students should contact their advisor and/or their
primary reader no later than the 6th term to discuss the essay format of interest to them. Master’s Essays are due early in the
8th Term. Therefore, students should begin to work on their paper no later than 7th term, preferably before the term begins,
and complete it early in the 8th term (see deadlines below). Students should begin to consider essay topics and format during
their internship. Essays will be presented at a seminar in May, prior to graduation.
Master’s Essay Deadlines
1 or 2 year Master’s Students
Tasks
2014-15 Deadlines
2015-16 Deadlines
January 26, 2015
January 25, 2016
January/early February
January/early February
If essay is a research report, work with JHBSPH faculty to
submit IRB application
February 2, 2015
February 1, 2016
Submit essay outline to 1st reader
February 2, 2015
February 1, 2016
Final outline of essay completed
February 9, 2015
February 8, 2016
Submit 1st draft of essay to 1st reader
February 23, 2015
February 22, 2016
March 23, 2015
March 22, 2016
Submit final copy (with 1st and 2nd reader’s revisions
incorporated) to both readers
April 6, 2015
April 5, 2016
Submit copy of essay approved by 1st and 2nd reader to
Academic Coordinator
April 13, 2015
April 12, 2016
Mid April through Early May
Mid April through Early May
Submit one page form to identify essay topic, format and
readers
Register for 380.840 SS/R in PFRH with primary reader
Submit copy of completed essay to 1st and 2nd reader for
final edits
Presentation of essay
These dates are not guidelines, they are deadlines.
Students should plan on being in frequent contact with their advisor and reader during this period of their academic
program.
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General Format for all Essays
1)
The essay should be between 15-20 pages in length including tables, but excluding the title page, acknowledgements,
references/bibliography, and appendices. (Note: longer papers will not be accepted.)
2)
All essays should have a Title page with: the title of the essay, student’s name, readers (identifying the advisor), and the
date. Please see template. You may include an acknowledgments page (does not count toward the total).
3)
Typing guidelines:

Standard letter size paper 8 ½ by 11

Double spaced/single sided (can single space block quotations)

Type size no smaller than 11 pt.

1 inch margins all around

Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively
through to the end of the paper;

Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.
References – APA or AMA Format
Resource material will be provided
Essay Formats
The following are the specific guidelines for each essay format. Please note that if a student prefers a format that is different
from those specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.
1)


Research Report: this format could be based on
secondary data analysis (more typical) or primary data
collection and analysis. Note that IRB approval is
needed for this format.





2)
Structured abstract (1 page maximum)
o Should include the following headings:
Background, Objective (s) of study,
Methods, Results, Conclusions
Introduction (1 to 3 pages)
o Why is the topic an important public
health concern/problem?
o What is the magnitude of problem and
population affected?
o What are the knowledge gaps and how
does the current study fill the gaps?
Methods (2 to 4 pages) *Please see detailed
information on page 17
o Study design
o Sample/participants
o Measures/Topics of interest [for
quantitative analyses, include variable
tables that specifies variables and how
they are operationalized (e.g., categorical,
ordinal, interval); for qualitative analyses,
include table with domains and sample
questions]
o Data analysis
Results (3 to 6 pages)
Discussion (3 to 5 pages)
16
References
Tables/figures
Analysis of a Public Health Problem or Legislation
Position Paper: both formats examine a public health
problem and recommend either a specific intervention
strategy or a policy/set of policies for addressing the
problem. The analysis of a public health problem
format, however, offers solutions and recommendations
related to intervention strategies, while a legislation
position paper offers solutions and recommendations
related to a policy or a set of policies.









Executive summary (2-3 pages) [Should include an
Introduction and overview of public health problem
and a brief discussion about how the problem could
be addressed.]
Statement of the problem (1 page)
Magnitude of problem (1-2 pages)
Causes/determinants of the problem (3 to 5 pages)
Potential solutions/remedies to address problem (3
to 5 pages)
Specific recommendations (2 to 4 pages)
Conclusions (1 page)
References
Tables/figures
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3)
Structured Literature Review: this format analyzes an
important public health problem by examining the
literature published on the problem







Structured abstract (1 page maximum)
o Should include the following headings:
Background, Objective (s) of review,
Methods, Results, Conclusions
Introduction (1 to 3 pages)
o Why is the topic an important public
health problem?
o What is the magnitude of problem and
population affected?
o What are the knowledge gaps and how
does the current literature review
contribute to field or fill the gaps?
Methods (1 to 3 pages)* Please detailed information
on page 14
o Databases used
o Search criteria
o Analytic tables describing literature cited
o
Results (3 to 6 pages)
Discussion (3 to 5 pages)
References
Tables/figures
4)
2014-15
Evaluation of a Program/Project: this format involves
evaluating/monitoring an existing public health
program/project and could include a process evaluation,
an outcome evaluation, or an impact evaluation







Introduction (1 to 2 pages)
Description of program/project (1 to 3 pages)
o Need (what is the public health problem the
program/project is trying to address?)
o Target audiences (what are the
groups/individuals who are targeted for the
program/project?)
o Outcomes
o Activities of program/project
Objectives of program/project (1 page)
Logic Model of program/project (1 page)
Evaluation Methodology (3 to 6 pages)*Please see
information below
o Type of evaluation
o Indicators
o Data collection methods
o Sample size
o Sampling strategy
o Data analysis
Anticipated use of results (2 to 5 pages)
Timetable (1 page)
Information Regarding Methods Section for Research Report, Structured Literature Review and Evaluation of a Program/Project
The information included in the Methods section should provide sufficient detail to the reader so that the quality of the study design,
sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been reported elsewhere. If the
maximum essay length of 20 pages does not permit this level of detail, then students are encouraged to include an appendix (no more
than 2 pages) describing additional details about the study methods. This appendix should supplement and not duplicate material already
found in the body of the essay. Referring the reader to previous publications about the methods is not adequate.
To view sample essays go to: https://my.jhsph.edu/sites/PFHS/handbook/pfrhessays/Documents/Forms/AllItems.aspx. Please note that
format requirements of essays may have evolved. The sample essays are intended to provide information regarding quality of content.
Evaluation Criteria for MSPH Essay Readers

The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe provided and
applying public health knowledge and skills.

The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the field of public
health.

The essay is suitable for publication either in a peer-reviewed journal or an organization/government report
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Honors
Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for an honorary
‘distinction’ award if submission deadline is met. Nominations will be accepted from the primary reader. Student essays that receive a
distinction award will be selected by the masters committee.
Resources/Support for Essays
Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected]) for
assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist
([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Information Services ([email protected]).
Additional resources for essay writing and preparing oral presentations may be found at: Welch Medical Library.
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ADDENDUM
Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health
MSPH Internship Guidelines
TABLE OF CONTENTS
Purpose of Internship
Selection of the Internship Site
Responsibilities
Structure of Internship
Forms Needed for Internship
Confirming Your Internship
Petition to Extend Internship
Work Agreement Form
Plan of Activities Form
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Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health
MSPH Internship Guidelines
The Purpose of the Internship
The internship is an integral part of the Master of Science in Public Health (MSPH) Program in the Department of Population,
Family and Reproductive Health. It provides an opportunity for the student to enhance his/her educational experience by
integrating the basic understanding of concepts, techniques, and programs developed during the first year of the MSPH
academic program with the experience of full time work in an appropriate practice setting, and to successfully complete a
specified activity and/or product stated in the field placement goals and objectives.
Selection of the Internship Site
The student can seek an internship in many different types of health and/or welfare organizations. These may include national
and state program offices, nonprofit voluntary organizations, or public as well as private agencies that serve the needs of the
population. The internship can be either domestic or international, or both. Internship opportunities can be found by
searching through the MSPH Internship site, which consists of all the possible and available internship opportunities.
https://my.jhsph.edu/sites/PFHS/mhsinternships/default.aspx?PageView=Shared
Currently, internships on the site are organized first by domestic and international locations, and within each of those
categories, are categorized by specific location. If a student has a clear sense of where he/she would like to do his/her
internship, he/she can click on the location and see all the various internships associated with that location. If students are less
clear about where they would like to be located for their internship(s), another possible starting point would be to look at the
Popular Internships list of previous internships that have received positive feedback from students. Feel free to click on these
internships to learn more about what students have done in the past.
Another way of finding an internship is to speak with faculty who share common interests. Some of our former students have
found internships by working on research projects with a faculty member from the School of Public Health or School of
Medicine. Getting advice and assistance from an academic advisor is another useful way of finding opportunities for
internships.
Regardless of how you find your internship, the following minimum criteria should be followed:



The preceptor has the time and inclination to supervise the student to facilitate a meaningful learning and work
experience.
The activities and final product are clearly defined.
Adequate support, supplies, and space are provided for the student.
Responsibilities
Student
The student is expected to take an active part in identifying potential internship opportunities. This is important, as it also
prepares students for acquiring skills needed to obtain a job after they graduate. Students should make sure they have resumes
and/or curriculum vitae updated; they may also have to write a cover letter to the organization and describe the skills they can
offer for a particular organization; and finally they should have a high level of professionalism when communicating with
potential preceptors and discussing the potential scopes of work for the internship. During the course of obtaining and working
on the internship, the student needs to be in regular contact with his/her faculty advisor. It would also be necessary to inform
both the Internship Coordinator and the MSPH Academic Coordinator (Jamie L. Haines) about the plans a student has for
securing an internship. Upon completion of the internship, each student shall prepare a brief, but concise, evaluation of the
internship. The student evaluation form can be found at the following website:
https://my.jhsph.edu/sites/PFHS/mhsinternships/Internship%20Documents/Internship_studentreport%202012_13.pdf
If a student plans to either analyze or collect data as part of the internship, please consult the Student IRB Handbook and
discuss related matters with their advisors.
Preceptor
The preceptor supervises the student’s progress in completing all goals, objectives, and associated activities throughout the
internship. In addition, the preceptor needs to be available to meet with the student on a regular basis and, when necessary,
advise the MSPH Program Director of any problems that arise. The preceptor is required to submit an evaluation of the
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student’s performance at the completion of the internship. A copy of the Preceptor Evaluation Form can be found on the
following website:
https://my.jhsph.edu/sites/PFHS/mhsinternships/Internship%20Documents/Preceptor%20Evaluation%202011_12.doc
Faculty Advisor
The faculty advisor may be the primary contact to help identify potential internship sites. Other faculty and the Academic
Coordinator are also available to consult on additional recommendations. The faculty advisor should approve the decision as to
the most appropriate internship experience for his/her advisee. The advisor confers as needed with both the student and the
preceptor during the internship.
PFRH Internship Coordinator
The PFRH Internship Coordinator, is available to discuss the type of internship the student is interested in attaining and to help
locate appropriate internship opportunities. Meeting with the internship coordinator is particularly important if the student’s
faculty advisor does not have the appropriate contacts within the student’s area of interest. In addition, the internship
coordinator can assist the student in completing the necessary paperwork and advise the student of outside funding sources
and deadlines.
Structure of the Internship
Timing and Hour
The internship usually begins after May of any given calendar year and should be completed on or before the end of the 2nd
term of the same year, however, the internship may extend beyond this date. The duration of the internship is expected to be
a minimum of four (4) months or 680 full time work hours. This time includes any holidays which are normally observed by the
internship sponsor. In order to comply with the School’s academic calendar, a four-month internship should begin no later than
August 1st. If the internship is outside the U.S., a “Graduate Student Study Release” form must be completed and submitted to
the Academic Coordinator. The form can be found at:
http://www.jhsph.edu/student_affairs/TravelAbroad.html
Compensation
The student is expected to function as a productive staff member throughout the internship. Therefore, it is considered to be
equitable for the student to be properly compensated for his/her contribution in the form of a salary, stipend, or other such
financial support. However, not all internships are paid positions.
Process
The process of arranging the internship will vary per student, however, the arrangements will be considered formalized when:

A Work Agreement has been completed and signed by the student and preceptor.

All arrangements associated with compensation have been agreed upon by all of the principals, and contracts
pursuant thereto have been completed and filed with the proper financial offices and officers involved.
Forms needed for internship
All of the forms that are required to do the internship can be found at:
https://my.jhsph.edu/sites/PFHS/mhsinternships/default.aspx?PageView=Shared.
These include:
Student forms:


Work agreement (need a signature from preceptor as well) (see end of this document)
Student report (this needs to be completed after each internship)
Preceptor form:

Preceptor evaluation
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The Work Agreement
The work agreement is the one form that is needed to confirm an internship. The work agreement consists of several important
pieces of information, such as the student’s contact information, the contact information of the preceptor, and a list of tasks
(referred to as ‘work objectives’) that the student is expected to perform as part of the internship. It is important that students
think carefully about what to put down as work objectives, keeping in mind feasibility and realistic expectations. The table
below illustrates examples of “good” work objectives and work objectives that may need to be rephrased:
“Good” work objectives
Assist in the development of field guides (20%)
Contribute to the writing of the baseline report (33%)
Assist in data analysis by entering and cleaning data (25%)
and performing univariate and bivariate analyses (40%)
“Bad” work objectives
Complete data collection activities (30%)
Write manuscripts based on analyzed data (30%)
Conduct all data analyses for the project (25%)
The “good” work objectives specify realistic objectives that are feasible within the time frame of a typical internship. They also
don’t over-commit students on a certain task, unlike those found under the ‘bad’ work objectives. Avoid using terms and
phrases such as ‘complete all’ or ‘conduct all’ – as these phrases may create unrealistic expectations, and if these expectations
aren’t met, it can also result in poor evaluations. It’s also important to make sure that the percentage of time on a given
objective is also realistic; under the “bad” work agreements, all of those tasks can be very time-consuming, and only having a
small portion of your time spent on those can also result in objectives not being able to be met.
To ensure the work agreement is realistic and feasible, students are expected to discuss their work agreements with their
advisors and/or the academic coordinators, as well as the Internship Coordinator.
Confirming Your Internship

If you are considering more than one opportunity, inform the contact person at each site as to when you will let them know
of your decision; there may be others waiting for the same opportunity.

After you have informed a project that you have decided not to work with them, send a letter thanking them for their
time. After all, if your first choice falls through for some reason, you may have another option.

Send a letter also to those with whom you will be working thanking them for their time, conveying your enthusiasm for
their internship offer, and indicating that you will speak with your advisor and will be in touch with them about the next
steps in setting up the internship.

After speaking with your advisor, send a letter to your preceptor reviewing the steps in finalizing the internship. The
next step is theirs. It is helpful to include the Plan of Activities form on which the contact person can list the work
objectives and the amount of time that you will spend on each. If you are very clear on these objectives, you may draft
them and indicate in the letter that you are sending a draft for their review and for suggesting any changes. If not, you
may send a sample form so they know what you are looking for. The objective here is not to cause the contact person a
lot of extra work, but to make sure both intern and preceptor have the same understanding. This up-front negotiation
with written confirmation avoids problems “down the road.” This kind of approach also demonstrates that you are a
person who is well organized, focused, and follows through on tasks.

This letter can include a draft of your objectives for the internship. Sharing these will avoid misunderstanding of what you
wish to contribute, and how you expect to benefit from this experience.

The letter should include a writing sample (if applicable), if you have not yet provided one, and a detailed description of
the MSPH Internship, including Preceptor Evaluation Guidelines for the MSPH internship.

In addition a Work Agreement form must be completed on which you and the preceptor will sign off on the plan
(sometimes called a “contract”). You will develop an official contract for payment purposes, as required by the project.
When the work objectives have been completed and agreed upon, prepare and sign 2 copies of the Work Agreement,
and send them to the preceptor for signature. The preceptor should retain one copy and the other copy must be sent to
Jamie L. Haines, via email, [email protected] or fax (410)-955-2303 for your file.

If you sign a contract with an organization, that is official documentation that you have agreed on the scope of work with
that organization, and, therefore, must abide with the terms of that contract. If you are not sure about signing such a
document, it is critical that you speak to either your academic advisor, the Director of the MSPH program, the MSPH
Academic Coordinator, or the Internship Coordinator for further assistance.
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During the internship

Maintain regular contact with your faculty advisor. He/she is a valuable resource for information, guidance and
“bugging” you on the progress of your paper.

Your advisor should also maintain contact with your preceptor to keep informed on project activities. Conference calls can
easily be arranged for short “update” meetings between you, your preceptor, and advisor.

If you are having difficulties with your internship it is important to express your concerns to either your faculty advisor or
internship coordinator, Dr. Kristin Mmari. This can help make your internship a successful and positive experience.

If you are offered an extension for your internship that would go past winter break you must petition the MSPH
Committee for an extension (see the Petition to Extend Internship Policy)
After the internship

Please share your experiences in identifying an internship and the actual work experience. It will be valuable
information for other students.

Complete an Internship Report
NOTE: MSPH internship forms and other information can be found at:
https://my.jhsph.edu/sites/PFHS/mhsinternships/default.aspx?PageView=Shared
For more information about the MSPH internship program, please contact:
Jamie L. Haines
Academic Program Coordinator
Department of Population, Family and Reproductive Health
Johns Hopkins Bloomberg School of Public Health
615 N. Wolfe Street, E4034
Baltimore, MD 21205
Phone: 410-955-1116
Fax: 410-955-2303
E-mail: [email protected]
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Petition to Extend Internship
Under special circumstances, students wishing to extend their existing internship as a special studies course (380.810) may be
granted an extension by the MSPH Committee. To be considered, students must first write a formal petition to the MSPH
committee by the last day of classes in 2nd term of the second year. The petition must have the following points:

A description about how the extension would enable the student to attain his/her academic objectives beyond
coursework already completed;

The specific objectives of the extension and the skills that will be gained;

An indication of advisor support; and

A statement indicating the intention to return to campus for MSPH Presentation and to complete MSPH Essay in
adherence with MSPH program guidelines
Students can email the petition to Jamie L. Haines ([email protected]) with the student’s academic advisor copied on the email.
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WORK AGREEMENT
MASTER OF SCIENCE IN PUBLIC HEALTH (MSPH) INTERNSHIP
DEPARTMENT OF POPULATION, FAMILY & REPRODUCTIVE HEALTH JOHNS HOPKINS BLOOMBERG SCHOOL OF
PUBLIC HEALTH
615 N. Wolfe Street, Baltimore, MD 21205
410-955-1116
Student’s Name:
Student’s Faculty Advisor:
Agency and Address:
Student’s Contact Information during Placement:
Telephone #:
E-Mail:
Fax #:
E-mail:
Fax #:
Primary Preceptor’s Name:
Preceptor’s Title and Contact Information:
Telephone #:
Inclusive Dates of Placement:
Student’s Weekly Work Schedule (days/hours):
Specific Work Objectives (preferably measurable):
Please Complete the Plan of Activities form and identify objectives and % of time for each
activity. Also, please attach job description as appropriate.
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COMPENSATION: ALL NEGOTIATIONS AND ARRANGEMENTS PERTAINING TO A MONETARY AWARD FOR THE STUDENT
INTERN MENTIONED ABOVE SHALL BE UNDERTAKEN BETWEEN THE STUDENT AND THE SPONSORING AGENCY WITH THE
CONSULTATION AND ADVICE OF THE FACULTY ADVISOR AND MSPH PROGRAM DIRECTOR. ANY AWARD IN THE FORM OF
FINANCIAL REMUNERATION IS DISCREET AND HELD IN CONFIDENCE BY THE AFOREMENTIONED PRINCIPALS.
A.
Statement of the Student: I have participated in negotiating and writing this work agreement and with my
signature certify that it is consistent with my field placement objectives. I will make every effort to fulfill these objectives
during my field placement.
___________________________________________
Student Signature/Date
B.
Statement of the Agency Preceptor:
I have participated in negotiating and writing this work agreement and
with my signature certify that it accurately represents my expectations of the student. I further agree to arrange space and
support services for the student, meet at least once every two weeks with the student, communicate with the faculty advisor
at least once a month, and submit a written evaluation of the student within two weeks after the placement ends.
____________________________________________
Preceptor Signature/Date
Please note that during the course of the placement, this agreement may be amended, in writing, with the prior approval of
the student, preceptor, and faculty advisor.
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9/19/14