You are cordially invited to submit your audition for our next RSGA epi rep event – Epi’s Got Talent!
This event will be in-person on Friday October 1st from 4:00 – 5:00pm in the Rollins Auditorium. At the event, we will have 5 selected finalist acts performing where, similar to America’s Got Talent, three surprise guest judges will provide commentary and vote for the winner of this year’s top talent of epi! Curious as to who our surprise judges are? Watch the @rollinsepilife instagram account next week to see some clues and have your chance to guess their identities.
Due to COVID regulations, participants will be limited to 150 people with RSVPs being required on a first-come first-served basis. In order to RSVP and check-in at the event, please follow these steps:
Hit the back button in the top left-hand corner to access your dashboard.
The “EventPass” will have your individual QR Code. This event pass will be used for all check-ins at student organization events.
This process will not only ensure that we can have future in-person events (assuming the university COVID status remains the same), but also will facilitate contact tracing if it needs to occur.
As an accredited public health department, we’re seeking a highly qualified candidates for the position of Epidemiologist II – Alzheimer’s Registryto join the Division of Health Protection, Epidemiology Section, Alzheimer Unit. Won’t you join us?
Job Responsibilities
Maintains the Georgia Alzheimer’s disease and related dementia registry (ADRD).
Performs ongoing quality control checks on registry data.
Standardizes data format from multiple data sources and upload data into the ADRD registry database.
Designs and leads epidemiologic projects related to ADRD.
Analyzes, prepares and disseminates epidemiologic products (scientific manuscripts, abstracts, reports, fact sheets and info graphics).
Presents findings to stakeholders and at scientific conferences.
Coordinates meetings with stakeholders including the Division of Aging Services and the Alzheimer’s Association of Georgia.
Writes data use agreements (DUA) with both federal and state partners.
Engage with other stakeholders for Alzheimer’s awareness and early diagnosis campaign across the state.
Prepares annual Alzheimer’s disease and related dementia epidemiologic report.
Minimum Qualifications
Master’s degree in Public Health or a closely related field from an accredited college or university AND Two years of experience performing epidemiologic work or work in a closely related field OR Bachelor’s degree in any field from an accredited college or university AND Three years of experience performing epidemiologic work or work in a closely related field OR Two years at the lower level (HCP180) or position equivalent.
Preferred Qualifications:
Advanced skills in the use of SAS software for performing data analysis.
Team player – ability to work well with people with different background and skill set.
Possess people skill to collaborate and engage with several partners across the state.
Experience in using large administrative datasets.
The GRASP ORISE Fellowship Program is hosted by the Geospatial Research Analysis, and Services Program (GRASP), Agency for Toxic Substances and Disease Registry (ATSDR) / Centers for Disease Control and Prevention (CDC), in partnership with Oak Ridge Institute for Science and Education (ORISE).
Fellowship Details: Rapid Response and Emergency Preparedness
The ORISE Fellowship is a one-year, full time fellowship. The Fellow will:
· Collaborate with the multidisciplinary GRASP staff, contribute to spatial public health projects, and have opportunities to access GRASP training.
· Expand their knowledge in the use of GIS and public health methods, software, tools, and data.
· Produce maps, develop GIS analyses, and contribute to research that enables CDC/ATSDR to better understand geospatial factors relevant to public health emergency responses as part of the Rapid Response and Emergency Preparedness Support (RREPS) Team within GRASP.
Possible project areas:
· Domestic: projects supporting COVID-19 response, hurricane response, etc.
· International: projects supporting the Global Polio Eradication Initiative, Ebola response, COVID-19 response, etc.
Qualification & Application Details
Eligibility:
Recent graduates or current undergraduate-, master-, or doctoral-level students with less than 4 years since graduation date.
Qualifications:
Education – degree or coursework in geography, GIS, public health, or computer science.
Required Skills – experience or competency with ArcGIS Pro or Desktop.
Preferred Skills – experience or competency with one or more of the following: ArcGIS Online, QGIS, R, Python, Tableau, PowerBI, SQL.
Preferred Qualifications – foreign language proficiency, professional or academic experience with one or more of the following: public health, emergency response, international work.
To apply: If interested, please email Adonica Scott (RWQ1 [at] cdc [dot] gov) using “GRASP RREPS ORISE” in subject line.
About GRASP, CDC/ATSDR
For nearly 30 years, GRASP has led the application of geography in public health to prevent disease, prolong life, and promote health. GRASP works across the Centers for Disease Control and Prevention (CDC), the Agency for Toxic Substances and Disease Registry (ATSDR), and the public health community to examine patterns associated with environmental health, public health emergencies, infectious and chronic disease, and injury.
The Council of State and Territorial Epidemiologists (CSTE) is the professional association for applied epidemiologists. The application for the 2021-2022 Mentorship Program has now been launched. This will be the fifth cohort for the Mentorship Program. The purpose of the program is to build relationships and foster shared learning among applied epidemiologists. The goal is to promote the exploration of career opportunities in state, local, territorial, and tribal public health agencies.
People may apply as either a mentor or mentee. Mentors and mentees are matched on common interests and their motivation for participating in the program. Participants will receive monthly newsletters and participate in webinars and activities focused on professional development. All participants will engage in virtual networking and personal development activities and have the opportunity to network with all participants. Each mentor and mentee pair is expected to connect virtually once a month.
An opportunity for sponsored travel to the 2022 CSTE Annual Conference may be available for select program participants. CSTE membership is encouraged but not required. The estimated time requirement for both mentors and mentees is 1-2 hours per month.
Requirements for mentees: Eligible mentees are entry level epidemiologists who graduated within the last 5 years or current graduate students.
Requirements for mentors: No previous mentorship experience is required, and it is an ideal opportunity for mid-level epidemiologists. Mentors are required to have at least three years of work experience. We are hosting a Prospective Mentor Webinar on October 5, 2020 at 3 pm ET to answer questions and provide more details about the mentor’s role in our program.
For further details and FAQs, please visit www.cste.org/page/early-career/. Applications are due by October 11, 2021. Please let me know if you have any questions or would like to discuss further.
This idea of focusing on our strengths rather than weaknesses to develop ourselves was first introduced to me at a Strength Training workshop by Dr. Ariana Freedman from Maventree Consulting. We took the Clifton Strengths Assessment to determine our strengths and the workshop focused on how to best utilize our top five strengths. When Dr. Freedman was asked how we can learn what our bottom five strengths are, she responded that this was irrelevant. She explained that our greatest potential for improvement did not stem from the competencies that we struggle with, but rather from learning when and how to use the ones we excel at.
Why focus on strengths?
The premise of this workshop was that we are our best selves when we focus on what we do well, rather than what we do wrong. First, when we spend more time working on the things we enjoy and excel at, we’re more likely to feel fulfilled and accomplished. How many of us have forced ourselves to study our least favorite subject or practice one of our weaker skills, only to end up feeling defeated and discouraged? That’s not to say we shouldn’t try our best at the skills we struggle with, but rather we should focus more energy on improving our strengths than our weaknesses and use these strengths to approach our problems in new ways.
Focusing on strengths is about more than just making yourself a better person, though. This tactic can help us in our relationships with others as well, both professional and personal. The idea of avoiding criticism in favor of praise isn’t a new one, and is in fact a common theme in the famous book How to Win Friends and Influence People. I don’t know about you, but I definitely feel a lot more motivated when given praise rather than criticism, so this rang true for me. The book’s author emphasizes that one of the things good leaders do well is praise others often. Praising others can be a powerful motivator, so taking the time to recognize people for their hard work or talent may encourage them to continue performing at their best.
How can we use our strengths to develop ourselves?
One of the things we discussed in our Strengths workshop was how underutilizing or overutilizing our strengths in different situations can be what causes us to struggle with certain tasks. As an example, my top strength was being analytical. This meant at my best I can use this strength to solve problems logically, but at my worst it hindered me when I removed emotion from situations that require feeling, or tried to solve problems that didn’t need solving. We can improve ourselves by learning when and how to dial up or down certain strengths and when to use others. I had never put much thought into how to approach certain situations, but this exercise made me realize I could improve how I handle certain problems by using other strengths.
One of the other strengths the assessment identified was being deliberative, which meant I was good at reflecting and putting a lot of thought into decisions. I learned that while being analytical might help me strategize how to structure a group project, being deliberative may come in handy more for helping resolve a relationship conflict between friends. The first step in taking this approach, however, is knowing what our strengths are. Our strengths are a combination of what we are naturally talented in and the skills in which we invest time and energy. Once you recognize what these are, learning when and how to use them may just help you find more fulfillment in your life and more success in your professional pursuits.
A research opportunity is currently available with the Division of Healthcare Quality Promotion (DHQP), Surveillance Branch at the National Center for Emerging and Zoonotic Infectious Diseases (NCEZID) at the Centers for Disease Control and Prevention (CDC) in Atlanta, Georgia.
The Centers for Disease Control and Prevention (CDC) is one of the major operation components of the Department of Health and Human Services. CDC works to protect America from health, safety and security threats, both foreign and in the U.S. Whether diseases start at home or abroad, are chronic or acute, curable or preventable, human error or deliberate attack, CDC fights disease and supports communities and citizens to do the same.
The Division of Healthcare Quality Promotion, Surveillance Branch, oversees the National Healthcare Safety Network (NHSN), a web-based surveillance system used to gather and report data on healthcare-associated adverse events, associated risk and preventive factors, and antimicrobial use and resistance. This project will provide a support role in analyzing data from CDC information systems for surveillance and prevention of healthcare-associated infections (HAIs) in the United States. Activities will include analysis of multidrug resistance pathogens such as Clostridium difficile (C. difficile) or Methicillin resistant Staphylococcus aureus (MRSA). The participant will be involved in ongoing epidemiologic support to CDC Staff working on the National Healthcare Safety Network (NHSN), a system used by CDC and its partners for surveillance of HAIs, other adverse events in healthcare, and adherence to prevention practices.
Anticipated Appointment Start Date: 2021; start date is flexible
This program, administered by ORAU through its contract with the U.S. Department of Energy to manage the Oak Ridge Institute for Science and Education, was established through an interagency agreement between DOE and CDC. The initial appointment can be up to one year, but may be renewed for an additional four years upon recommendation of CDC contingent on the availability of funds. The participant will receive a monthly stipend commensurate with educational level and experience. Proof of health insurance is required for participation in this program. The appointment is full-time at CDC in the Atlanta, Georgia, area. Participants do not become employees of CDC, DOE or the program administrator, and there are no employment-related benefits.
Qualifications
The qualified candidate should be currently pursuing or have received a master’s degree in one of the relevant fields. Degree must have been received within the past five years.
Eligibility Requirements
Degree: Master’s Degree received within the last 60 months or currently pursuing.
According to the *very* reliable source of Wikipedia, a student leader is someone who “strives to change the world by starting with their own community.” I’m not sure I completely buy that definition; however, it makes me laugh, because, while student leadership does involve making changes to better the community, it means SO much more than just that to me.
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The student-leader conundrum
I wish I could say that being a student leader is all sunshine and rainbows and that these roles are just like any other leadership position. However, student leadership is unique because you must simultaneously wear two hats – the student and the leader. Let me explain –
On the one hand, you are a student. You struggle to find motivation to complete assignments and complain about having to show up to that 8am class. You get annoyed when “the powers that be” send yet another email that you are going to delete without reading and are sad when you can’t get into the classes/sections you want because your Wi-Fi was a little too slow. You worry about your future after graduation and become overwhelmed by the sheer number of expectations that come with graduate school.
On the other hand, you are a leader. You get to serve in a role in which you can shape the future of an organization and advocate for your community. You are given the amazing opportunity to make changes for the better within the community culture and create events that allow your peers to connect with one another and grow as individuals. You have at your fingertips university resources and funds which were seemingly overnight bestowed to you.
Some people can wear these two hats one at a time and separate these roles of student and leader; however, if you are anything like me, these roles constantly overlap and it’s almost impossible to keep them distinct.
As a student leader, you are seen as an extension of administration and a role model among your peers. You constantly feel you are being watched and expected to perfectly respond in alignment with your role as a student leader regardless of your personal thoughts or how you would act if you didn’t have this title. From touchy situations in class or in GroupMe’s to navigating the relationships with your advisors who also happen to be your professors, you are expected to be a leader when, sometimes, all you want to do is just be a student without having the weight of an organization behind you.
Without a manual or any sort of instructions, you must figure out how to live out two identities which, at times, require opposing ideas and actions. You must satisfy your expectations for yourself as a student and rectify them with your responsibilities as a leader – something which is no easy task.
The student-leader opportunity
Being a student leader has its challenges and, at times, feels like more effort than it’s worth. However, I would argue that these unique student leadership challenges are not really problems, rather, a set of amazing opportunities.
At the start of last semester, to be honest, I was starting to think that student leadership was more effort than it’s worth. However, by the end, my outlook had changed completely because of a conversation with Dr. Christensen-Lindquist.
I had come to her asking for advice on how to rectify my role as a student and a leader when faced with a duty for my leadership role that I didn’t personally agree with. We talked about many relating to what it means to be a student leader; however, she gave me one piece of advice that still sticks with me because it completely changed the way that I look at tackling this student-leader conundrum.
She told me that, while we may try, its simply impossible to ignore the fact that the different hats we wear in our lives impact how we act in every role we hold. Further, there is absolutely nothing wrong with letting one role inform the other – it makes us better and is likely why we were chosen for those roles in the first place.
In saying this, she made me realize, that student leadership is an amazing opportunity because you can leverage your perspective as a student and use it to make you a stronger and more impactful leader.
One of the great things about being a leader as a student is that you have a level of access to administration which allows you to enact real change within the school. However, unlike faculty or staff, as a student leader you also have the perspective and access of a student. You get to tread the line between administration and the student body to make immense impact and progress. And even more, you can enact change which will not only impact you and your academic/social community directly, but also leave a legacy which will last long after you have left and graduated.
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While at times challenging, student leadership is something to which I am forever grateful that I have been able to get involved in and something that I highly encourage everyone to try out. From the late nights drafting emails and getting approvals, to the moments when you get to see someone find their voice because of your work, student leadership is something which has changed my life in so many ways.
I can’t quite say I feel like I have successfully “striven to change the world by starting with my own community”; but I for sure can say that I have learned a lot along the way.
If you are interested in getting involved in student leadership, you can find a list of all of the student organizations at Rollins here. The organizations are filled with individuals who are passionate about their organizations and are excited to hear from you. Want to help lead a community which doesn’t already have an organization? Reach out to one of the Rollins Program Coordinators for Student Engagement or Rollins Student Government Association to learn more about the process for founding an organization.
Katy is a current second-year Epidemiology MPH student. Within the Rollins community, she serves as one of the RSGA epidemiology student representatives and the secretary of the RSGA DEI committee.
Apply today for a unique opportunity to address critical public health issues using trend data from the National Center for Health Statistics (NCHS). Announcing the NCHS/AcademyHealth Data Visualization Challenge: a competition for U.S. graduate students (masters or doctoral level) to create interactive data visualizations to explain an important trend or disparity in public health, telling a clear and policy-relevant story in the process.
Participate in the Challenge to:
Gain experience creating engaging data visualizations that communicate important public health trends and disparities to a diverse audience.
Earn greater visibility as a new researcher in the fields of public health and data science.
Win the chance to receive complimentary registration to the 2022 Health Datapalooza and National Health Policy Conference and broaden your professional network.
The mission of the Bureau of HIV/AIDS Prevention and Control (BHIV) is to end HIV transmission, promote the health of all New Yorkers with or vulnerable to HIV, reduce HIV-related inequities, and combat stigma.
The Research and Evaluation Unit in the HIV Prevention Program of the Bureau of HIV/AIDS Prevention and Control has an opening for a City Research Scientist III. Under the supervision of the Director of Research and Evaluation (R&E), as part of a diverse team conducting a dynamic portfolio of high priority projects aimed to Ending the HIV Epidemic (EHE) in New York City.
DUTIES WILL INCLUDE BUT NOT BE LIMITED TO:
• Lead and contribute to the preparation of reports, presentations and manuscripts for scientific journals/peer reviewed health publications.
• Perform data collection and complex data analyses; experience with SAS is essential.
• Oversee scientific study operations for select high-impact HIV prevention research and evaluation projects that include measure of uptake, access, and equity in the context of Ending the HIV Epidemic (EHE) programming and the impact of COVID-19 and the related response.
• Oversee the development and maintenance of project and data management systems across multiple projects.
• Oversee and conduct formative scientific research with community groups applying principles of community-based participatory research.
• Contribute to the development of comprehensive proposals, protocols and evaluation plans for innovative pilot programs and studies.
• Oversee and perform focused reviews of the scientific literature, peer reviewed health journals to inform project proposals, research reports; journal articles and special requests.
• Oversee study protocol materials related to human subjects protections for IRB review at the NYC DOHMH.
• Supervise data analysts and, as needed, student interns and fellows.
• Contribute to narrative and data reporting to federal funders and internal leadership on monitoring and evaluation activities and indicators, in collaboration with Research and Evaluation (R&E) analysts.
• Represent the Program and Bureau on committees and other planning/working groups as needed.
Minimum Qual Requirements
1. For Assignment Level I (only physical, biological and environmental sciences and public health) A master’s degree from an accredited college or university with a specialization in an appropriate field of physical, biological or environmental science or in public health. To be appointed to Assignment Level II and above, candidates must have: 1. A doctorate degree from an accredited college or university with specialization in an appropriate field of physical, biological, environmental or social science and one year of full-time experience in a responsible supervisory, administrative or research capacity in the appropriate field of specialization; or 2. A master’s degree from an accredited college or university with specialization in an appropriate field of physical, biological, environmental or social science and three years of responsible full-time research experience in the appropriate field of specialization; or 3. Education and/or experience which is equivalent to “1” or “2” above. However, all candidates must have at least a master’s degree in an appropriate field of specialization and at least two years of experience described in “2” above. Two years as a City Research Scientist Level I can be substituted for the experience required in “1” and “2” above.
NOTE: Probationary Period Appointments to this position are subject to a minimum probationary period of one year.
Preferred Skills
• Preferred candidates will have excellent analytic skills and reasoning.
• Knowledge of HIV Prevention strategies and the specific challenges of monitoring HIV prevention activities.
• At least 5 years of experience in program evaluation and monitoring.
• Strong written and oral communication skills.
• Experience disseminating findings through presentations and scientific manuscripts.
• Outstanding working knowledge of SAS, as well as Excel and other MS Office software.
• Proficiency in ArcGIS and/or Tableau.
• a general appreciation for data quality.
• Essential that the candidate have proven experience and expertise in evaluation/scientific research planning, implementation, analysis and reporting using quantitative data.
• An ability to work with a diverse staff of scientists, clinicians, and program managers within the Health Department as well as with other stakeholders including community members.
• All Research and evaluation Unit staff members are expected to maintain multiple projects simultaneously and function effectively both independently and as part of a team.
• This position requires substantial prior training and/or applied work in public health research.
To apply:
Apply online with a cover letter to https://a127-jobs.nyc.gov/. In the Job ID search bar, enter: job ID number # 478976. Click here for more information.
We appreciate the interest and thank all applicants who apply, but only those candidates under consideration will be contacted.
The NYC Health Department is committed to recruiting and retaining a diverse and culturally responsive workforce. We strongly encourage people of color, people with disabilities, veterans, women, and lesbian, gay, bisexual, and transgender and gender non-conforming persons to apply.
EGDRC Seminar: Lynn Aboue-Jaoudé January 14, 2025 at 12:00 pm – 1:00 pm
Seminar Series; tinyurl.com…
Online Location: https://tinyurl.com/Lynn-Abou-JaoudeEvent Type: Seminar SeriesSeries: Health System Users in Vulnerable Situations: Normative Experiences and “New Ways of Life”Speaker: Lynn Abou-JaoudéContact Name: Wendy GillContact Email: wggill@emory.eduLink: https://tinyurl.com/Lynn-Abou-JaoudeDr. Lynn Abou-Jaoudé studies sociocultural challenges in healthcare experiences, focusing on qualitative research and diabetes prevention at the University of Lille’s LUMEN lab.
GCDTR Seminar: Erin Ferranti, PhD, MPH, RN January 21, 2025 at 12:00 pm – 1:00 pm
Seminar Series; tinyurl.com…
Online Location: https://tinyurl.com/ErinFerrantiEvent Type: Seminar SeriesSeries: Cardiometabolic Risk and Resource Connection in Maternal HealthSpeaker: Erin Ferranti, PhD, MPH, RNContact Name: Wendy GillContact Email: wggill@emory.eduRoom Location: RRR_R809Link: https://tinyurl.com/ErinFerrantiDr. Erin Ferranti, Emory Assistant Professor, researches women’s cardiometabolic disease prevention, health inequities, maternal morbidity, farmworker health, diabetes, and hypertension using biomarkers for early risk identification.
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