Public health is an interdisciplinary concentration that equips you to understand and influence the forces shaping the well-being of communities. You’ll examine how biology, behavior, environment, and policy intersect, while developing skills in data analysis, communication, and problem-solving. You’ll learn to identify the drivers of health disparities and develop evidence-based strategies that create real-world change.
For the Class of 2029 and Beyond:
The concentration includes four components, drawing from the four departments of the School of Public Health – the Department of Behavioral and Social Sciences (BSS), the Department of Biostatistics (STAT), the Department of Epidemiology (EPI), and the Department of Health Services, Policy, and Practice (HSP).
Foundational Courses: Across five core courses, you’ll develop a strong understanding of how health is shaped – from biological processes to the structure of public health and health care systems. You’ll gain the tools to analyze data, study patterns of disease, and assess strategies to improve health outcomes. Together, these courses build the scientific and analytical foundations needed to understand complex health challenges.
Crosscutting Area Courses: Building on this foundation, courses in four crosscutting areas deepen your perspective and expertise. You’ll strengthen your ability to evaluate evidence, work across disciplines, and approach global challenges through an equity-oriented lens. These courses emphasize integrating knowledge and translating it into informed action. You are strongly encouraged to complete most of the foundational courses before enrolling in crosscutting area courses.
Capstone Course: In the senior seminar, you’ll synthesize your learning to examine pressing public health issues in depth. Through discussion, debate, and collaborative work, you’ll refine your ability to assess evidence, communicate ideas persuasively, and engage thoughtfully with diverse perspectives.
Experiential Learning: This component gives you the opportunity to apply your skills in professional and community settings through research, service, or internships. These hands-on experiences help you build confidence, expand your network, and understand how public health work unfolds across different sectors.
| Foundational Courses | 5 | |
| Introduction to Public Health | ||
| Health Care in the United States | ||
| Fundamentals of Epidemiology | ||
| Essentials of Data Analysis | ||
or STAT 1510 | Principles of Biostatistics and Data Analysis | |
| The Foundation of Living Systems | ||
| Note: The requirement for BIOL 0200 can be satisfied with placement notation. | ||
| Crosscutting Area #1: Biological Mechanisms of Health and Disease | 1 | |
| Choose one of the following courses: | ||
| The Ecology and Evolution of Infectious Disease | ||
| Genetics | ||
| Cell and Molecular Biology | ||
| Introductory Microbiology | ||
| Principles of Immunology | ||
| Principles of Physiology | ||
| Crosscutting Area #2: Structural Determinants and Health Equity | 1 | |
| Choose one of the following courses: | ||
| Intro. to Health Disparities & Making Connection btw Structure, Social Determinants & Health Equity | ||
| Pathology to Power: Disability, Health and Community | ||
| Race, Racism and Health | ||
| Community-Engaged Research in Public Health | ||
| Public Health Law and Policy | ||
| Reproductive Health, Rights and Justice | ||
| Incarceration, Disparities, and Health | ||
| Epidemiology of Hope: Historical Perspectives on Public Health | ||
| The Historical Determinants of Public Health | ||
| Harm Reduction as Public Health | ||
| Social Determinants of Health | ||
| Crosscutting Area #3: Global Health Systems and Solutions | 1 | |
| Choose one of the following courses: | ||
| Global Public Health Interventions | ||
| Comparative Health Care Systems | ||
| Pandemic Game Changers: Preparing the Next Generation of Decision-Makers for Emerging Bio Threats | ||
| Introduction to Global Health: Populations, Challenges, and Opportunities | ||
| Global Health and the Environment | ||
| Global Burden of Disease | ||
| Crosscutting Area #4: From Insight to Action | 1 | |
| Choose one of the following courses: | ||
| World of Food: Personal to Global Perspectives on Nutrition, Agriculture and Policy | ||
| Parenting Behaviors and Child Health | ||
| Substance Use Prevention, Treatment, & Policy | ||
| Tobacco, Disease and the Industry: cigs, e-cigs and more | ||
| Technology and Health Behavior Change | ||
| Effective Communication in Networked Information Ecosystem | ||
| Adolescent and Young Adult Health | ||
| Public Health Nutrition | ||
| Public Mental Health: A Framework for Studying and Preventing Mental Disorders | ||
| Environmental Exposure Assessments in Practice | ||
| Rural Public Health | ||
| Climate Risks and Health Solutions | ||
| The Epidemiology and Control of Infectious Diseases | ||
| Health Law and Policy | ||
| From Manufacturer to Patient: Why is the Cost of Prescription Drugs So Darn High? | ||
| COVID-19, Public Health, and Health Policy | ||
| Public Health Law and Policy | ||
| Improving the Quality of Health Care: From Measurement to Action | ||
| Pandemic Game Changers: Preparing the Next Generation of Decision-Makers for Emerging Bio Threats | ||
| Global Health and the Environment | ||
| A One Health Approach to Emerging Public Health Issues | ||
| Epidemiology of Chronic Disease | ||
| Electives | 2 | |
| These courses must be at the 1000-level or higher. | ||
| In addition to courses listed above, you may also consider taking: | ||
| Substance Use and Vulnerability to Addiction | ||
| Meditation, Mindfulness and Health | ||
| Measuring Mindfulness | ||
| The Craving Mind | ||
| Current Topics in Environmental Health | ||
| Infectious Disease Modeling | ||
| Mindfulness Epidemiology | ||
| Epidemiology of Disorders and Diseases of Childhood and Young Adulthood | ||
| Foundations of Health Economics | ||
| Focus Groups & Interviews for Health Research - Qualitative Methods: The Basics | ||
| Alcohol Use and Misuse | ||
| Independent Study | ||
| Cancer Epidemiology and Prevention | ||
| Applied Regression Analysis | ||
| Using R for Data Analysis | ||
| Capstone Course | 1 | |
| Public Health Senior Seminar | ||
or PHP 1915 | Public Health Honors Senior Seminar | |
| Total Credits | 12 | |
Taking Concentration Courses via Study Abroad
Up to three requirements outside of the five foundational courses may be satisfied with courses taken during study abroad with approval granted by the Director of Undergraduate Studies followed by review of syllabi by the faculty of the Undergraduate Studies Committee.
Satisfying Experiential Learning Requirements
You must propose one of the following options to gain hands-on experience with the field of public health. Depending on your choice, you may opt to complete a professional track.
Option #1: Community-Based Learning and Research (CBLR) Course
These courses integrate community-based learning and research into the curriculum by partnering with organizations to address real-world public health challenges. Through these courses, you will engage in hands-on experiences, reflect on the connection between theory and practice, and produce work that contributes meaningfully to community partners or broader public audiences. To deepen your ability to engage effectively with the community, consider also pursing the Certificate in Engaged Scholarship along with our concentration.
| Parenting Behaviors and Child Health | ||
| Community-Engaged Research in Public Health | ||
| Rural Public Health | ||
| Improving the Quality of Health Care: From Measurement to Action | ||
| Incarceration, Disparities, and Health | ||
| Harm Reduction as Public Health |
Option #2: Independent Study (Research Experience)
An independent study in public health offers a flexible, faculty-mentored opportunity to engage in hands-on learning through original research, data analysis, or an applied project tailored to your interests. By designing and carrying out your own project, you gain practical experience, deepen your expertise, and develop skills in inquiry, problem-solving, and project management that extend beyond the classroom.
Option #3: Academic Internship (Practice-Based Experience)
An academic internship in public health provides an opportunity to apply classroom learning in real-world settings. You might, for example, intern with organizations such as a local health department, a hospital quality improvement team, or a non-profit focused on improving the social safety net, while integrating readings, research, and reflection under the guidance of a faculty member.
Equivalent non-credit-bearing activities, such as those supported by Undergraduate Teaching and Research Awards (UTRAs), may be approved on a case-by-case basis by the Director of Undergraduate Studies.
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For the Class of 2028 and Earlier:
Please refer to the requirements found in the 2025-2026 Bulletin.
Study Abroad/Study Away: The best semester to travel abroad/away is Spring of junior year. Courses taken away/abroad will likely NOT count for any of the concentration requirements, with the exception of the Elective requirement, and it must be a course related to a Public Health topic. Meet with concentration advisor and be prepared to provide syllabi for course being considered for transfer. Permission from concentration advisor is required.
Honors:
Honors Track, Classes of 2023 & Beyond
Eligibility: Your eligibility to pursue honors is determined at the end of your sixth semester. You must be in good academic standing. You must have completed at least eight courses in the concentration (including all five core courses). You must have earned a grade of “A” in four or more of these eight courses.
Requirements: Along with enrollment in PHP 1915, you will propose a thesis to be completed during two semesters of independent study (PHP 1980). Your work will be supervised by a faculty member affiliated with the School of Public Health. You will submit a complete thesis to the Director of Undergraduate Studies with the endorsement of your advisor and your reader for evaluation by the Undergraduate Studies Committee.