4 Skills I’ve Learned at RSPH

Now that I’m (finally!) almost done with my MPH, I’ve been reflecting on some of the skills and knowledge I’ve gained since starting the program. When I first got to Rollins a year and a half ago, I had no idea what to expect from this program. I chose public health, and epidemiology, for a reason, but I still didn’t know what concrete skills I would gain that I didn’t already have or couldn’t get from a job. I guess that goes to show that we really don’t know what we don’t know. I was blown away by how much we learned in the first semester alone. I started to recognize just how crucial this knowledge is for a competent public health worker to have. As we begin to start our careers, and perhaps face a bit of imposter syndrome, I thought I’d share some of the most useful skills I’ve learned here at Rollins, as a reminder of how far we’ve come.

1. How to critically analyze and understand scientific research. Despite studying STEM in undergrad, I could not have told you what a p-value was two years ago. That’s why I was so pleasantly surprised at how thoroughly we were taught how to interpret research findings. Regardless of if we conduct our own research studies or not, understanding how to interpret the results of research and what a well-conducted research study consists of are incredibly important for us to make informed decisions regarding the public’s health, or provide relevant advice to the general public.
2. How to write at an academic level. Contrary to my role of running this blog, I’ve always considered writing to be one of my weakest points. The numerous papers, critiques, and peer reviews we’ve done in our classes have helped me significantly improve my academic writing. I’ve sadly found that despite my intentions of pursuing science to avoid writing, this is a necessary skill I’ll need for almost any career I pursue in the future. If all of the tools you’ve gained from your classes still don’t feel enough, writing a thesis or capstone will definitely make you more confident in your own writing abilities.
3. How to code in SAS and R. I still need my notes every time I use one of these programs, but this is something I almost certainly could not have taught myself. Even when faced with coding we haven’t learned in our classes, I feel more confident that I will be able to grasp new concepts, having mastered the basics already. I don’t know about you, but I’m planning to keep those EPI 534 notes for life.
4. How to utilize science to effect social and political change. Learning about some of the logistics of how policy change happens has made it clearer how research can be translated into actual improvements in public health.

There are countless many other things that RSPH has taught me, both hard and soft skills, but these are a handful that make me feel most confident in my abilities. Whether you’re about to start your public health career, preparing for graduate or professional school, or are only just beginning your journey at RSPH, remember that you are here for a reason! Rollins has given us the tools we need to succeed, now it’s up to us to use them!

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This post was originally published on March 20, 2022 by Alex Whicker

Research Conferences

This past week many of our colleagues had the opportunity to participate in the Society for Epidemiologic Research Conference, sharing with and learning from experts in the field from around the country. For many students, attending a conference for the first time may be an exciting, but intimidating experience. Presenting your research to strangers is a daunting task, but conferences can be a great place to make connections and learn more about your research field. Here are some tips on how to navigate a research conference to help you!

1. Plan ahead. No need to wait until you get to the conference to figure out your schedule! Find the conference schedule online and take a look at who the presenters are so you can make a list of what activities and presentations you want to go to. Are there any speakers you particularly want to hear? Search for your research interests so you have an idea ahead of time how you may want to structure your visit.
2. Conferences are a unique opportunity to meet people in person you might otherwise never run into. Whether it is someone you admire in the field or a fellow student with similar interests, taking the opportunity to get to know the other attendees could serve you in the future. If you’re too nervous to approach someone in person, try reaching out to them ahead of the conference and setting up a time to meet up.
3. Take notes. Even though you won’t be tested on everything you learn, this is still an invaluable experience for you to learn from. You probably won’t remember everything you hear at the conference, so keeping a pen and paper or your laptop around to scribble ideas down is smart. Plus, your thoughts from different presentations could be good conversation starters when networking with new people.
4. Set goals. Whether it be to meet someone new every day or to speak up when giving your own presentation (if you’re giving one!) setting specific goals can help you keep yourself accountable for using the conference to further your career goals.

Whether it’s your first conference or 100^th, conferences can be both nerve-wracking and fun. While you may be there for work or school, don’t forget to enjoy yourself! Take some time to explore a new city and reconnect with friends. If you’re interested in how SER 2022 went check out the Twitter hashtag #SER2022!

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Organizational Socialization

In 2009, I joined the faculty of the Department of Clinical Epidemiology at the University of Aarhus in Denmark. Soon after I started, I noticed that it was common to receive an email from someone in the department saying that they had brought bread to work, and then announcing some good news (birthday, work achievement, pilot’s license, new home—it was a long list). Danes make great bread, so this was always a welcome email, but what was different for me was that the person celebrating was also the person announcing the good news. In the US, when we celebrate with food (more often cake), the cake is usually provided by someone else or by the department in recognition of another person’s good news. Learning this change in who brings the carbohydrates was part of my organizational socialization.

I was reminded of this experience while thinking that so many students in our department will soon be joining another organization, whether as graduates in full-time employment or as students participating in research or practicum experiences. Whenever you join a new organization, there will be a socialization process. According to Wikipedia, “Organizational socialization is the process whereby an employee learns the knowledge and skills necessary to assume his or her organizational role. As newcomers become socialized, they learn about the organization and its history, values, jargon, culture, and procedures.” Some organizations are better than others at helping newcomers with this organizational socialization. Formal orientation sessions are one mechanism and tend to cover the policies and procedures. Learning the culture and unwritten rules is a bit different. In our department, new faculty are assigned a “coach” to help with the process. This is someone that the new faculty member can ask about everything from the department’s policies and procedures to where to find a good lunch. New students are offered a chance to pair with second-year students with the same goal. If you join a new organization and find that it is not well-prepared to help you with socialization, you can take matters into your own hands. Find someone with whom you think you will have a good connection, and ask them to help coach you through it. Most people will be flattered to be asked.

Like so many things, preparation is key to success when you start a new job. Be prepared to make a good impression (I liked this video). And be prepared for the organizational socialization. More reading about organizational socialization here. Your socialization to the organization will happen. To make it easier and quicker, be prepared for this aspect of your new experience. It takes energy and investment of effort, so plan to use some of your starting time towards it. And if you feel that the available programs are leaving you short, seek out help. Everyone you work with has gone through the same and at the same workplace. They may well recognize the need to do better and will be open to helping you with an easier take-off.

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The Struggle of Differentiating a Want from a Need

Written By Jordyn Kohn (Check out the original article on the Emory Financial Literacy website!)

I remember getting my first job in undergrad and finally becoming a more financially independent person. It was a very great feeling knowing that I could support my weekly finances such as groceries, apartment utilities, and other essential things. With the freedom of spending my own hard-earned money, I also was now able to fund various other things that were maybe not as essential, such as grabbing a coffee a few times a week, a new book, or even a weekend trip with friends. While I enjoyed the extra flow of money into my bank account every two weeks, I had to quickly learn the importance of differentiating a “want” from a “need”.

Throughout my years in undergrad, I continued working to support myself through most of my expenses. I realized that as I was receiving these biweekly paychecks, I was not paying enough attention as to where my money was going. What percentage of my paycheck was going to groceries? Utilities? Weekly coffee? I sat down and finally organized my finances and laid out a realistic budget for myself. I was honestly shocked to see just how much money was being unintentionally allocated to “wants” and not “needs”. It was time to reevaluate my priorities and differentiate what in my life was a “want” and what was a “need”.

This was definitely a difficult task as a young undergrad student who just got introduced to the concept of personal finances. I struggled with creating boundaries for myself and defining what I spent my money on. There were many times when I would find myself attempting to justify buying three coffees a week and labeling that as a “need,” because the caffeine addiction was real (and still is). After going over all my payments, both necessary and unnecessary, I was able to easily visualize where my money was going, and how much I was allocating to certain aspects of my life. This was no easy feat, and it was definitely a trial-and-error situation, but I came out of this experience with a much better understanding of where I should be spending the money I make.

Here are some tips that I can now share about differentiating a “want” from a “need”:

• If it’s something that is necessary for you to live a healthy life, it’s a need.
• If it’s something that you are choosing to buy but can comfortably live without, it’s a want.
• Ask yourself if an expense will make you happier or healthier in the long term.
• Don’t try and convince yourself that a want is actually a need, if it’s not a necessity, it’s a want!
• Control your impulse spending and stay mindful when you’re shopping.
• Don’t be afraid to reach out for help, whether it be a family member, friend, or even an online resource such as CashCourse!

Jordyn Kohn is a first-year MPH student concentrating in epidemiology with a focus in genetic and molecular epidemiology. When she’s not in class, she’s working with RSPH’s Enrollment Services, helping to improve the overall student experience. Currently, she’s working on implementing financial education tools for all Rollins students through hosting seminars geared towards topics such as budgeting. Jordyn has really been enjoying her time here at Rollins and in Atlanta so far, and is looking forward to beginning her second year this fall!

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An Accidental Career In Public Health

Jumping off from his last article about how to get a job at the CDC, Robert Merritt tells the story of how his own career in public health started. To read his previous article “The Many Roads to Federal Service at CDC” click here!

Written By: Robert Merritt

I always felt public service was my calling and destiny. I believe this was fostered by the community where I grew up in the Washington, DC metropolitan area (Fairfax County, Virginia). My neighborhood and county were replete with civil service and military families that encouraged and valued careers in public service. In fact, my own father was a career military officer. So, what path would I chose? Military or civil service?

So, in 1983, I started my undergraduate studies in Virginia at Washington and Lee University (W&L) as a politics major on the path to law school. At the time, I aspired to be a public prosecutor and even worked as an intern for the Rockbridge County Commonwealth’s Attorney. I really enjoyed the legal research part and the victim-witness engagement. However, the passion for the legal profession itself was absent. After that, switching to a business administration and accounting major seemed like a practical, smart move preparing me for a variety of public service administration opportunities. Although I found aspects of both interesting, I neither saw myself as an attorney nor an administrator. I lacked the interest and passion for these fields and was very unhappy – I checked out mentally, partied, and ultimately landed myself on academic probation. The W&L Dean of Students politely informed me that I must improve my academic record immediately or the university would sever its ties with me. 

To make a long story short, I found my academic home within the Department of Sociology and Anthropology. The excellent faculty coupled with a challenging curriculum of theory, research methods, and practical experiences inspired me. I found that strong passion and desire for public service again. I was very eager to help people and make the world a better place for everyone. I really loved the applied nature of both these fields and their relevance to social change. It was important to me that I give back to the community and society at large. Thankfully I developed excellent quantitative and qualitative research, oral and written communication, and fieldwork skills that would pay dividends. In fact, my advisor encouraged me to consider applying to graduate programs in anthropology and sociology. Thankfully, with a lot of hard work and summer school, I graduated on schedule from W&L in 1987 and headed to Emory University’s Laney Graduate School. This was prior to the founding of the Rollins School of Public Health (RSPH) in 1990.

I ultimately chose Medical Sociology and Research Methods & Statistics as my areas of concentration (with a bit of medical anthropology thrown in too). After my first year of graduate school, I was asked to serve as a Teaching Assistant (TA) for Emory’s Undergraduate Summer Program at the London School of Economics (focusing on medical sociology and public health). This program was co-directed by Drs. Richard Levinson and Karen Hegtvedt. By the way, this is the very same Richard Levinson that eventually served as the Executive Associate Dean at RSPH. I enthusiastically accepted but was subsequently cut from the program because student enrollment was too low to support a TA. I was disappointed and found myself unemployed for the summer. As luck would have it, Dr. Levinson was on sabbatical from Emory and not making the trip to London either. He was, in fact, working at the US Centers for Disease Control & Prevention (CDC). Taking pity on me, he offered me a summer internship. Please keep in mind, I had no clue what CDC was or did at this point. It was just a job.

Upon reporting for work that summer, I was given two analytic projects and was advised it would likely take me the entire summer to complete them. I finished both in 10 days. I quickly became the most popular person in the group and was asked by the staff scientists to assist with their various analytical projects. I imagine it was my SAS, SPSS, and writing skills that attracted them (all practical skills honed at W&L and Emory). By the end of my internship, I must have completed a dozen or more projects and had a few publications. I finally learned what CDC’s mission was and how the agency impacted public health. It was a good fit for my skill set and my passion for public service. At the conclusion of the internship, CDC asked me to stay and compete for a permanent position. I was offered a position as a health scientist and worked in a variety of areas – behavioral epidemiology, cardiovascular health, smoking and health, and reproductive health until August 2000. At that point, I decided to leave the government and accepted a position in the private sector at a not-for-profit hospital system.

In that role, I served as Director of Clinical Research and Research Integrity Officer at Children’s Healthcare of Atlanta (Children’s) – one of the largest pediatric hospital systems in the United States. I had management oversite for 400+ active research studies and clinical trials; 35+ research support staff; and 75+ hospital-based investigators. As the hospital’s Chief Research Officer, I was responsible for research compliance, human subjects, and research training. I was also actively conducting research in a variety of pediatric sub-specialty areas and public health with collaborators from CDC, State and Local Health Departments, Emory University, and Georgia Tech. I remained at Children’s until 2005 when I returned to CDC.

As a supervisory health scientist, I currently serve as Chief of the Epidemiology & Surveillance Branch in the Division for Heart Disease & Stroke Prevention (DHDSP). I also hold an adjunct faculty appointment at the Rollins School of Public Health and am a Fellow of the American Heart Association. My work tracks trends in cardiovascular risk factors and diseases; engages in epidemiologic and health services research, and supports evidence-based practice and programs.  Through epidemiology and surveillance, research, and science translation, this work helps state and national health agencies implement public health strategies to address the burden of heart disease and stroke.

My own academic and public health research career has spanned over 35 years with the Smithsonian Institution (SI), Emory University, Children’s Healthcare of Atlanta, Inc., and the CDC. Although I landed in public health quite by accident, I am convinced that the education and passion I found at both W&L and Emory directly led to advancement and success in my career.  

Robert Merritt is a graduate of Washington and Lee University, Emory University, and The University of the South (Sewanee) where he received academic training in sociology & anthropology, medical sociology, public health, and research methods & statistics.  His research career has spanned over 30 years with positions at the Smithsonian Institution (SI), Emory University, Children’s Healthcare of Atlanta, and the Centers for Disease Control and Prevention (CDC).  He is currently working as a health scientist in the Division for Heart Disease & Stroke Prevention (DHDSP) at CDC. 

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Mindfulness and Public Health

Written by: Alex Whicker

This semester I decided to branch out from my usual Maternal and Child Health and Epi courses to take something a little different: Mindfulness and Public Health (BSHES 583 with Dr. Nilaja Green). While I mainly hoped it would be a fun class filled with meditation and interesting discussions (which it is) I’ve been pleasantly surprised to learn about how closely mindfulness ties into the realm of public health. Mindfulness, I’ve learned, is a tool that can be learned not only to improve my own life, but the lives of my friends, family, and the people I will serve in my public health career as well!

One important teaching in mindfulness is that all living things are connected. This reflects the public health tenet that our health is dependent on the health of the people and environment around us. Just as our individual wellbeing can be affected by a neighbor having the flu or our community suffering from smog, so can our thoughts and emotions be impacted by those around us. This is why it is smart to be intentional about who and what we surround ourselves with. Beyond that, however, it is also important to carefully consider the thoughts and feelings we allow to rule our minds, as they can impact others whether we realize it or not. Similar to how washing our hands is a moral decision to decrease the risk of disease for those around us, practicing mindfulness is an act which can improve the interactions we have with others.

One of the most obvious ways mindfulness has connections to public health is its effective use as a tool for dealing with chronic illnesses, pain, grief, and mental health. One way that mindfulness helps people deal with physical ailments is by teaching us that our minds and bodies are one and the same and reminding us to attend to our bodies beyond just dealing with pain. Mindfulness can help us connect with the present moment through physical cues, such as through breathing, so that we might become more aware of our bodies and emotions. Noticing the physical sensations we’re experiencing can help clue us into what feelings we may be ignoring. A tight chest, for example, may be an indication of stress and anxiety, while feeling hot or antsy could be a sign of frustration or anger. In addition to improving the relationship between our mind and body, mindfulness is often used in dialectical behavioral therapy to help patients balance opposing thoughts. One common example of this which many struggle with is accepting that we may not be the cause of all of our problems but we are still responsible for our lives.

Mindfulness is useful for more than just caring for the patient. As public health professionals, mindfulness can also improve our relationship with ourselves and others. Working in a field that often witnesses suffering and pain can take a toll. Learning how to cope with our own feelings of burnout or powerlessness can help fuel us to continue serving others and responding to larger systemic or societal problems. Mindfulness teaches us to cope with uncomfortable or unpleasant thoughts and situations instead of ignoring or avoiding them. In this way we can be more present and honest with others when we encounter these inevitable experiences in our work. Mindfulness can also help us in our careers so that we may better focus and reach our goals. Learning to ask ourselves “why?” when we set goals can both serve as a reminder of our purpose as well as clarify what our intentions are when we are striving to achieve something.

Mindfulness teaches us not to judge our own thoughts and feelings. This helps us reserve judgement for others as well, so that we may create connections rather than divisions. Throughout this semester I have learned that there are many ways to engage in mindfulness. Whether it be through meditation, yoga, an intentional walk, or simply choosing to ignore the instinct of reaching for your phone in an uncomfortable situation there are numerous opportunities for us to incorporate mindfulness into our lives. If you’re interested in starting your own mindfulness journey, check out this website. This article may also be a great place to learn more about the intersection of mindfulness and public health.

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Battling Isolation: Using Social Media to Share Life-Changing Resources For Mental Health

Written by: Maclane Abbott

It is no surprise that college students are one of the most mentally vulnerable populations. Many students are already struggling with mental illness, and a large amount rely on social support for coping. With the decrease in social events,
recommendations and regulations keeping students at home, and continued navigation of virtual learning college students are at a disadvantage during a critical period in their life. Fortunately, social media has allowed the sharing of (otherwise unknown) helpful tips and resources that students can use to increase their mental health and prevent any relapse or decreased well-being while staying safe at home.

The Impact of COVID-19 on Mental Health
I think we can all safely agree that the coronavirus pandemic has significantly increased everyone’s anxieties and struggle with daily life while creating a terrifying uncertainty surrounding our futures. For college students specifically, we lost inperson classes, sporting events, graduation ceremonies, and in some cases, previously agreed upon internships and job opportunities. These jarring and unexpected events happened within the course of a few short weeks, and that doesn’t even include the losses of family members and financial struggles that were bound to start occurring over the next year.

According to a study conducted by the Texas A&M University Department of Industrial and Systems Engineering, 71% of students reported increased stress and anxiety due to the outbreak (Son et al., 2020). Of these students, only 5% sought out mental health services, leaving the majority to decipher and understand their
situations without professional help. Unfortunately, this leads us to believe that most students in need are either unwilling or unable to receive help. The coronavirus pandemic forced most, if not all, on-campus resources for student
mental health to close their in-person operations and find ways to provide services virtually. This process wasn’t instantaneous and prevented students from access to the resources that were previously so easily accessible.

Thankfully, college students adapted and quickly began using social media to share their experiences with online resources, tips, and general advice on how to better maintain mental health through these troubling times. Despite some claims that social media is the downfall of society, this turned out to be invaluable for
students (and everyone else!) who were searching for help that their schools could no longer provide.

#LetsTalk #TogetherWeCan
The popular social media platform, Twitter, was one of the first to acknowledge to increasing need for mental health awareness during the early stage of the pandemic. In May 2020, the company partnered with over 60 mental health
and psychological organizations to spread information, resources, and helpful tips through various hashtags including #LetsTalk, #TogetherWeCan, #MentalHealthAwareness and other creative variations of the tags. The goal was to
create an honest and open conversation about mental health experiences and how to overcome them around the world. By the end of May, the hashtags had reached over half a million posts. Even today, you can search through these tags and findeven more discussions on available resources and personal stories of mental health amidst a global pandemic.

This Twitter movement kicked off the beginning of a necessary conversation. Many social media influencers and celebrities took to the platform to share their stories or simply try to normalize the act of seeking help. Several of these posts contained links to free or low cost online mental health services such as BetterHelp.com, Sharpen, Ten Percent Happier, and more, as well as sharing personal tips and tricks that were found to be successful. 

Try this…

Establish a healthy routine

• A day of nothing may sound tempting, but it can harm your mental health. Try to find a routine that is structured as close to your pre-covid routine as possible. Don’t worry too much about following a strict schedule, rather create a general to-do list consisting of your necessary work and including break times and tasks that make you happy!

Stay active

• Even short amounts of physical inactivity will start impacting your mind and body, so try to find ways to move around. If athome workout routines aren’t your style, try putting on your favorite songs and having a solo dance party!

Fight the boredom

• Ignore the urge to sleep all day and try to find new hobbies and activities that stimulate your brain and create a sense of purpose. Accomplishing tasks is a fantastic way to start improving your mood.

Don’t let communication die

• As difficult as it may be, staying connected with friends and family is critical to minimize the impending anxieties that come with isolation. Using phone calls, social media, or texting is a convenient way to check in on your loved one’s well being while simultaneously improving your own. If you are taking advantage of the isolation to avoid dealing with said family (no judgement because, let’s admit it, we’ve all got someone we are glad not to deal with as frequently) try joining support groups or discussion boards for whatever interests you and make new friends!

Don’t be afraid to get professional help

• Perhaps the most important never be afraid to seek out help from a professional. Mental illnesses are common and frequently need professional intervention to remedy. It is nothing to be ashamed about, and most people will experience this at some point in their life! Explore your options and find what works best for you. Carly McCord, director of Telebehavioral Care at Texas A&M Health and Clinical assistant professor at the Texas A&M College of Medicine and Texas A&M College of Education and Human Development discussed the importance of seeking help in an article for Texas A&M Today, by stating “Too often, self-care can be perceived as selfish, especially in the workplace. However, in this case, self-care is actually self-preserving and selfless. If you are promoting your own health, then you are also helping other people.”

Mental Health Resources:
• Crisis Text Line
Text “HELLO” to 741741
• SAMHSA Disaster Distress Helpline (24/7)
1-800-846-8517
Text “TalkWithUs” to 66746
• National Suicide Prevention Lifeline
1-800-273-8255

Maclane graduated from Texas A&M in 2021 with a degree in Public Health and is now a first-year epi student with an interest in infectious diseases and reproductive epidemiology. She is serving on RSGA as one of the Epidemiology Department student representatives.

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Informational Interviews

By: Alex Whicker

While some of us started at Rollins with a clear idea of the exact field and job we want to work in, a lot of us came in with no clue what we want to do with our lives. One of the great things about being in graduate school, however, is having the opportunity to explore different career patch and learn about new fields. Whether this be through a REAL job, research experience, our APEs, or just conversations with faculty and professors there are endless opportunities to dip our feet into something new. One great way to learn about a career or field you may be interested in is through informational interviews.

Informational interviews are a great opportunity to ask someone what their job looks like and how they got there without as much pressure as a formal networking event or job interview. Most people are more than happy to attend an informational interview, if their schedule allows, so they can share about the field they’re passionate about and mentor people who are in positions they once were in. Beyond that, however, informational interviews are also a great way to network with people you might not normally interact with, potentially opening the door for opportunities down the line. If you don’t quite know where to start when it comes to informational interviews here are some quick tips:

1. Identify the topic or job you’re interested in learning more about. Having a general idea of the field you want to know more about is best, so you don’t waste anyone’s time, including your own.
2. Reach out to someone who works in the field you want to explore and ask if they’re willing to do an informational interview. This can be someone you already have a relationship with, like a professor or supervisor, or you can find someone through platforms like LinkedIn or Mentor Rollins to connect with people.
3. Do your research. Before you meet with them, look up information on their company or job, if available, so you can make your questions more targeted and not waste time on information that can easily be find online.
4. Come up with a list of questions. The person you’re interviewing has no idea what you want to know about their field. As the person initiating the meeting, you should be prepared to direct the conversation. More likely than not you’ll only have time for a handful of questions, but it wouldn’t hurt to have some backup questions handy if you happen to run through your main list too quickly. If you’re not sure what types of questions to ask, check out the Informational Interview Guide by Rollins Career Development.
5. Take notes. Write down the name of the interviewee as well as the date you interview them and add any key information you might want to remember later.
6. Follow up. Send a thank you note or email after the interview as a gesture of appreciation for them taking the time to meet with you. You can also send them updates on your academic/career progress to keep the door open for future contact with the person.

On top of being an excellent way to explore new topics, informational interviews can also be a good opportunity to practice your interpersonal skills to keep them sharp for networking and interviews. If you’re struggling to identify what type of field you’re interested in, or even if you have your eye on a job with no current openings, an informational interview can help you build connections with people and learn more about a career you might not have experience in. Just remember to always keep things polite and professional and go in with an open mind!

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From the Application Process to My First Semester as a Ph.D. Epidemiology Student: My Advice to Future Applicants  

By: Jorge Gonzalez Mejia

As our world and country transition, heal and continue to battle the challenges and hardships of the pandemic, a new group of determined and resilient candidates are applying to Ph.D. programs in epidemiology. From social risk factors to infectious diseases, students are interested in having the opportunity to drive innovative research in epidemiology, develop new methods, and address structural injustices that have impacted their communities. While many applicants are at different stages of the application process (i.e., thinking about potential programs, drafting personal statements, seeking reference letters, or preparing for interviews), many want to get more insight into the application process and what it is like to be a first-year Ph.D. student. In light of this, I would like to share some advice and experiences from the application process to my first year.

Applying to Ph.D. Programs. 

Applying to Ph.D. programs during a pandemic can be overwhelming and bring some anxiety. More people are applying to programs than in previous years, programs are getting more selective, and the pool of applicants is getting more competitive. On the other hand, applicants are experiencing more financial, physical, and mental health barriers than in previous cycles. For those going through the application process or thinking about applying, my advice is to plan ahead, create a personal timeline, and keep constant communication with the programs you are interested in. Creating a personal timeline will not only reduce stress but also keep you accountable for meeting personal deadliness –a key skill you will need as a Ph.D. student! Furthermore, it will give you flexibility for situations that might come up last minute. Lastly, constant communication with programs will allow you to learn more about their values, strengths, and community. If you think you are taking someone’s time, you are not! Faculty, students, and program administrators look forward to sharing their work with prospective applicants, learning more about their interests, and sharing information about their programs. At least I can guarantee that you will find this to be true at Emory!

You Were Accepted—Now What? 

Whether you received multiple offers or got the one offer you wanted, congratulations! Your hard work has paid off! Now what? While you need to rest and celebrate the magnificent news with your friends and family, there are some proactive steps you can take before your first day as a Ph.D. student. For those who have to make a decision, this time is paramount to getting to know programs better. Arrange virtual meetings, ask questions, contact potential advisors, compare offers, identify the strengths and weaknesses of the program, and, if allowed, arrange an in-person visit. In the end, you want to make a well-informed decision and ensure that the program is the right fit for you. For those who committed to a program, in addition to some of the steps mentioned above, I would suggest getting to know your cohort and current students. This is a great time to get to know people with similar interests and share ideas on how to prepare and make the most out of the program.

What Should You Expect from Your First Year? 

While the answer to this question will vary among programs, I would provide some insights into what to expect from your first year at Emory. First, your first two years will be a combination of courses, teaching assistantships, and research assistantships –and your schedule will vary according to your previous degrees and courses taken. If you are interested in learning more about the specifics, I encourage visiting Emory’s Ph.D. Epidemiology requirements or program administrators to learn more about the requirements. Second, at Emory, you will find guidance and structure. Starting a Ph.D. program can feel like a Walmart experience, where there are tons of projects that you can get involved with, but you might not know where to start. While it is great to get involved in projects early on, it is okay to use your first semester to communicate your goals to your advisor, take your time in learning more about faculty’s research, and narrow down your interests. The good news is that all Ph.D. students at Rollins are required to take PUBH 701, a fantastic course that will allow you to think critically about your research agenda, time management skills, planning, career decisions, and individual development plan. Lastly, at Emory, you will find support, respect, and value for students and colleagues. You will find a diverse and welcoming community with a collaborative student body and faculty willing to listen to your needs, learn about your interests, and provide you with the tools you will need to accomplish your goals. At Emory, you will find people who care for you and who want to see you succeed.

While this short piece covers multiple topics that could be extended, I hope I briefly shared some of my experiences from the application process to my first year as a Ph.D. Epidemiology student at Emory. Please feel free to reach out to me if you have any questions! I would be happy to meet with you or connect you with someone who can help you.  

Jorge is a PhD student in the Department of Epidemiology at Rollins School of Public Health. His research interests lie at the intersection of Latinx health, immigrant health, type 2 diabetes, and cardio-metabolic outcomes across the lifespan. Specifically, he is interested in the intergenerational psychosocial risk factors of immigrant populations and the role of potential mediators in reducing the risk of diabetes-related outcomes.

Featured Image by Vlad Kutepov on Unsplash