Scholar Handbook

Graduate Programs in Applied Health Behavior Research

Table of Contents

Section 1 – Applied Health Behavior Research (AHBR) Program

The Applied Health Behavior Research (AHBR) Program is housed within the Division of General Medicine and Geriatrics at the Washington University School of Medicine.

Washington University School of Medicine

WashU Medicine is a world leader in medical education, research and patient care.  Its graduate programs are perennially ranked among the nation’s best by U.S. News & World Report.  It is a model partnership among several nationally ranked institutions and one of the nation’s premier centers for clinical excellence, scientific research, and education. 

Overview

In the last two decades, the Centers for Disease Control & Prevention (CDC) has come to recognize that the major causes of diseases that result in human illness and death are behavioral. This knowledge has created a high demand for individuals formally trained in applied health and health behavior research, education, program planning and evaluation. The graduate programs in Applied Health Behavior Research (AHBR) are designed to address this need for highly qualified professionals in a variety of health careers.

The program began as part of University College in 1991 as the MS in Health Care Services. In 2012, the program was renamed Applied Health Behavior Research, and in 2013, it moved to the Clinical Research Training Center at Washington University School of Medicine and has been operating from the Division of General Medicine and Geriatrics since 2020. The program focuses on acquiring the applied skills required for the development, management, and evaluation of health behavior programs and research studies in academic, clinical, and community settings, thereby creating long-term value for graduates. Graduates are well prepared for career opportunities in academic and hospital settings, not-for-profit organizations, government agencies, and private industry.

For working professionals pursuing studies on a part-time basis, the programs provide hands-on methods and resources that can be implemented immediately. Students boost their knowledge and skills, better meet the needs of their current positions, and enhance their qualifications to pursue new opportunities.

In 2015, the full-time, one-year research-intensive Master of Science option was added to meet an important need for recent college graduates planning to complete a gap year prior to applying to medical school or PhD programs. This unique and rigorous option provides hands-on research training and direct clinical research mentorship, building important skills and creating professional networking opportunities.

All classes are held in an evening or weekend format, on the WashU Medicine campus.

Our Commitment

We believe too many people die prematurely from preventable diseases. Tobacco use, poor diet, and physical inactivity are among the leading causes of pre­mature death. Research shows the number of deaths caused by these behaviors is increasing every year. We think there is a way to change this.

In the Applied Health Behavior Research graduate programs, we focus on health behavior methods, evaluation of interventions, strategies for managing projects in clinical and com­munity settings, and data management and analysis. Our course instructors teach practical skills and provide those working in not-for-profit, government and academic or clinical settings with resources they can use to help people change behaviors and live more healthfully.

Competencies

All courses in the AHBR curriculum are based on and matched to the competencies listed below. Not all competencies are addressed in every course, but all competencies are addressed across the entire AHBR curriculum.

1. Describe the role and interaction of key determinants of health status, health behavior, and health behavior change from a biopsychosocial perspective across the lifespan.
   • Describe the impact of socio-ecological, biological, and psychosocial determinants on health status, health behavior, and health behavior change.
2. Describe and apply relevant theories, concepts, and models from social and behavioral science to both understand and modify health behavior and health outcomes.
   • Identify theories, concepts and models from a range of social and behavioral disciplines that are used in health behavior research.
   • Understand how to operationalize and measure theoretical constructs.
   • Describe how theory is useful in better understanding why individuals do or do not engage in health behaviors.
   • Describe how theory is useful in understanding the determinants of health outcomes.
   • Describe the merits of using theory to inform interventions and their evaluation.
   • Apply principles of health behavior change theories across different settings and audiences.
   • Recognize the need to adapt programs and messages when applying theory in diverse populations.
   • Describe some of the challenges of using social and behavioral theories and models to inform programs involving multiple levels of change (e.g., individual, family, community, organizations).
3. Describe and apply basic principles of research and evaluation methodology relevant to understanding and modifying health behaviors and health outcomes.
   • Describe qualitative research methods (e.g., focus groups, key informant interviews) used to understand health behaviors and health outcomes, and to design and evaluate intervention programs, including appropriate data collection and analysis techniques.
   • Apply quantitative methods, (e.g., behavioral surveys and biometrics), to understand health behaviors and health outcomes, and to design and evaluate intervention programs, including appropriate data collection and analysis techniques.
   • Describe the basic principles of study design including interpretation of alternative hypotheses and threats to internal and external validity.
   • Describe the differences among and appropriately apply the major types of evaluation (e.g., formative, outcome, and process).
   • Critique and synthesize scientific evidence, including evidence review.
   • Understand the importance of translating research findings into public health or clinical practice, including dissemination of evidence-based interventions.
   • Deliver effective scientific presentations.
   • Write a scientific manuscript including all common sections (e.g., abstract, introduction, method, results, and discussion).
   • Describe the basic principles of random variation, systematic error, sampling error, measurement error, hypothesis testing, type I and II errors, and confidence limits.
   • Understand the statistical assumptions behind different statistical methods.
   • Conduct basic statistical analyses using common statistical methods and statistical analysis software packages.
4. Describe and apply ethical principles relevant to health behavior research and practice.
   • Describe the ethical codes and principles relevant in health behavior research.
   • Describe rules and regulations designed to uphold ethical principles (e.g., HIPAA to protect confidentiality, research ethics requirements to protect human subjects).
   • Describe important historical events that have shaped ethical guidelines for human subjects research and practice (e.g., Tuskegee Syphilis Study).
   • Understand the ethical implications of emerging research, technology, and societal trends relevant to public health and medicine (e.g., expansion of public health genetics and genomics, commercialization of health services and products).
5. Plan, implement, and evaluate health behavior programs across diverse settings and populations.
   • Describe the steps and procedures for planning, implementing, and evaluating health programs.
   • Apply evidence-based approaches to the development, implementation, and evaluation of health programs.
   • Identify the appropriate level of intervention (e.g., individual, health provider, family, micro-community, macro-community).
   • Apply the appropriate intervention channel and strategy (e.g., policy, mass media, social marketing, one on one counseling) for changing specific health behaviors and outcomes.
   • Understand the importance of incorporating multidisciplinary perspectives in program design and evaluation.
6. Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities.
   • Understand the principles of social justice and equity when interacting with diverse individuals and community settings.
   • Understand the concepts and skills involved in designing culturally appropriate health communication strategies.
7. Manage health promotion and behavior change programs.
   • Develop a research study protocol using grant applications or other research proposals.
   • Structure and manage project budgets, including the use of relevant spreadsheet software.
   • Develop, implement, and maintain quality assurance and control procedures for data collection, data management, statistical analysis and data monitoring.
   • Identify resources needed to implement a research study and allocate resources appropriately.
   • Understand the basic principles of effective personnel management, organizational behavior, and group processes.
   • Write detailed progress reports and interact with funding agencies.
   • Prepare and submit IRB application(s) including all the necessary documents and study materials.
   • Apply multiple strategies for tracking participants over time, including the use of relevant software and public information resources.
   • Describe the key elements of an NIH grant proposal.
   • Identify potential funding sources for research and practice programs.
   • Create and maintain electronic reference libraries.

Program Concentrations and Requirements

MS Degree Concentrations

Scholars in the Master of Science in Applied Health Behavior Research program choose between two content/course focus concentrations:

• Health Education, Program Planning, and Evaluation (HEPPE)
  This concentration is designed for individuals who want to develop, manage, and evaluate health programs in clinical or community settings. The coursework focuses on health behavior theory, program planning, program evaluation, health education, and program management.
• Health Behavior Research (HBR)
  This concentration is designed for individuals who want to manage research studies. The coursework focuses on health behavior theory, research methodology, analytic methods, and research project management.

MS Degree Requirements

Scholars must select course work from the Applied Health Behavior Research curriculum to complete a minimum of 33 units (cores plus electives). 

Concentration in Health Education, Program Planning, and Evaluation (HEPPE)

Concentration in Health Behavior Research (HBR)

Graduate Certificate in Health Behavior Planning and Evaluation Requirements

The Graduate Certificate in Health Behavior Planning and Evaluation focuses on the key applied and theoretical concepts in health behavior and processes need for managing program development and evaluation activities in clinical and community settings.

Pre-Enrollment

Required Documents

All scholars, once accepted into the MS or Certificate program, must complete and return the following documents to the Program Manager prior to registering for classes:

• Intent to Enroll
• Official Transcripts from Undergraduate University
• Certification of Review of University Policies Regarding Academic and Non-Academic Transgressions (details are found later in this document)
• Confidentiality & Security Policy Acknowledgement
• Non-Employee Personal Information

Once completed, students receive an email notification containing information needed to access various Washington University applications.

Compliance Requirements

Scholars involved in Human Subjects Research must complete required training prior to research engagement. View more information about CITI training and HIPAA training. Additional training may be required for a scholar’s specific research project or research department. Each scholar must work directly with their mentor to meet those requirements.

WashU Key (WashU Connect)

The WashU Key is the ID and password used for accessing most university systems including:  Canvas and Workday. Click here for assistance with the WashU Key ID and password.

WashU Email

Scholars should activate and regularly monitor and use their WashU email to communicate with instructors and program leaders. Messages sent through Canvas should forward to students’ WashU email address. It is their responsibility for responding to emails in a timely manner and providing any requested information including course registration information.

Student IDs

Scholars who are employees of Washington University will not be issued a separate student identification badge. Any additional access needed will be encoded on the current ID badge. Scholars who are new to Washington University will be issued identification badges by Medical School Protective Services. 

This process must be initiated by the AHBR Program Manager. Once the request has been submitted and processed, scholars must go to the Facilities Integrated Service Center (FISC) located in the lobby of the Mid Campus Center (MCC) to pick up the ID badge. This area is open Monday-Friday from 7am-5:30pm. For more information, contact the Program Manager at ahbr@wustl.edu.

Student Health Services

All full-time students are required to have health insurance coverage through a Washington University health care policy. Students must provide specific information requested by WashU Medicine Student Health Services prior to beginning classes. For more information regarding available plans, visit the Student Health Services website or call 314-362-3523. 

Domestic students are eligible to opt out of the WashU Student Health Insurance with proof of external insurance. To request a waiver to opt out, contact the Program Manager at ahbr@wustl.edu.

U-Pass

Washington University in St. Louis and MetroLink, the regional agency that provides public transportation services, work together on an agreement in which the University pays Metro for the U-Pass program. The U-Pass program provides free Metro passes to WashU Medicine employees and full-time students.  Information on eligibility, registration, rules and regulations is available at the Parking & Transportation website.

Parking

Students parking on campus must obtain permits or pay parking garage or meter fees. There may be limited free parking spaces in the Taylor Avenue Building parking lot after 4 p.m. Students can park in Clayton Garage after 2 p.m. without charge. Students may also purchase a debit card for the Clayton Garage to receive a discounted daily rate. For more information, visit the Operations & Facilities Management Department website. Free street parking may be available off the School of Medicine campus in and around the Central West End. Common safety precautions are recommended in all parking areas.

Registration

The programs in Applied Health Behavior Research are graduate programs.  Full-time status is given to students who are enrolled in 9 credits or more in fall and spring semesters.  Students enrolled in 8 credits or less are considered part-time.  During summer semesters, students enrolled in 6 credits or more are considered full-time.

Registration is completed by the Program Manager. The Program Manager will work with each scholar to select and register for courses when registration opens for each semester. Each scholar will complete a degree audit with the Program Manager at that time to plan their courses for that and subsequent semesters. 

One Year (3 semester) Option
This full-time option within the HBR concentration is designed for individuals who want to develop theoretical knowledge and gain practical research experience in order to pursue careers in a variety of health-related fields. It also provides students an opportunity to fulfill specific core competencies and enhance medical school applications.  Students in the one year option often take up to 9 credits of mentored research over the three semesters.

Section 2 – Didactic Information

Coursework

AHBR program coursework is offered after 4:00 pm or in a weekend format to accommodate scholars’ work and/or clinical schedules.

Scholars follow a concentration-based curriculum plan and enroll in required core courses and must select elective course work from the AHBR curriculum to complete degree requirements. Scholars are expected to review their curriculum plan with the Program Manager each semester, as needed, to ensure timely completion of core courses and progress to graduation.

Elective courses not offered by the AHBR Program must be evaluated and approved by the AHBR Program Director. Courses taken without consent are in jeopardy of being disallowed and may not count toward graduation requirements.

Mentored Research

AHBR Scholars have the option to complete up to 9 hours of mentored research alongside faculty renowned for their innovative research and teaching experience. Mentored Research placement is contingent upon mentee – mentor fit and availability, and is not guaranteed. Additionally, students who are placed on probation are not eligible to participate in Mentored Research for course credit during the probation semester(s).

New scholars work with the Program Director to identify a research mentor at Washington University based on their interests. Mentors must be identified and confirmed no later than the end of the first week of courses in a semester. Ideally scholars work with the same mentor for multiple semesters, but changing mentors is also an option.  

Scholars involved in Human Subjects Research must complete required training prior to research engagement.  More information about CITI training is available here and HIPAA training is available here.

Additional training may be required for a scholar’s specific research experience. Each scholar must work directly with their mentor to meet those requirements.

Scholars are responsible for fulfilling requirements for mentored research credit each semester.

• At the start of the program, each scholar must work with their mentor to complete two forms: The co-signed Mentor Mentee Research Agreement and the Research Project Plan. These are due by the end of the first week of their first semester.
• Throughout the semester, scholars are required to work 7-9 hours per week for fall and/or spring semesters. During the summer semester, scholars are required to work 11-13 hours per week, adjusted for the shorter 10-week semester.
• At the end of each of the first two semesters when the mentored experience will continue for the next semester, each scholar must submit a completed and signed Research Project Semester Report. These are due one week after the last day of the semester prior to the due date for grades to be assigned for the semester.
• At the end of the third and/or final semester, each scholar must submit a completed and signed Research Project Final Report. These are due one week after the last day of the semester and prior to the due date for grades to be assigned for the semester.
• Forms are available in the Applied Health Behavior Research Scholar Resources course in Canvas.

AHBR scholars are expected to create a weekly schedule for mentored research, be on time, and communicate in advance with their mentor/lab of any changes or absences.  Scholars are expected to demonstrate the highest professional standards while engaged in mentored research including (but not limited to): excellent oral and written communication, dependability, maturity, initiative, follow-through, collaboration, respect for others, confidentiality, data protections, ethical behavior, and asking questions as needed. Scholars with questions or concerns about their mentored research should communicate with the AHBR Director or Program Manager and/or mentor/lab in a timely fashion to avoid problems with their mentor/lab and/or research project.

Workday

Washington University’s online student information system is called Workday. Students may view their classes, access certain academic and billing information, and update limited data fields, such as address and phone numbers via Workday. Access Workday here.

Canvas

As of Spring 2019, Washington University uses Canvas as its online learning management system for all courses. Course instructors often post course syllabi and assignment information on Canvas so scholars should make sure they have access to the Canvas page for each course before the first class meeting.  For questions and information about using Canvas, visit MyCanvas website. Use your WashU Key and password to log in to Canvas here. For help using Canvas, there is a large selection of supporting documents and several ways to access support via the Help button when logged in to your Canvas account.

Zoom

AHBR scholars have access to Zoom video conferencing accounts via Washington University. More information can be found here.

Academic Continuation Policy

Scholars must maintain a grade point average of 3.0 or better in order to graduate. A grade of “I” (incomplete) is not acceptable for graduation. Additionally, students must meet a number of professional conduct expectations, such as regular class attendance, timely submission of assignments, respectful demeanor toward others, strong communication skills, and demonstrate ethical behavior and maturity.  Evaluations of scholar performance occur each semester with grades and evaluations by instructors and program leaders. If a scholar fails to meet these expectations or their grade point average falls below 3.0 at any point, the scholar will be placed on probation and will receive a letter communicating this information. Students on probation are not eligible to receive AHBR merit scholarships or awards. Additionally, students who are on probation are not eligible to participate in Mentored Research for course credit during the probation semester(s). Full time students on probation will continue to receive Student Health Insurance.

A “C-” or better must be earned in each course in order to receive credit for the class. However, more than 2 C’s is cause for dismissal from the program for underperformance even with an overall GPA of 3.0 or better.  All of the classes must be taken for a letter grade. If a scholar receives a letter grade below a “C-”, s/he will be required to repeat the course with the minimum passing grade in order to receive credit. Failure to achieve the minimum required grade in a course for the second time will result in dismissal from the program. If a scholar wanted to repeat a second class in order to improve the grade received, it suggests underperformance and cause for probation or dismissal from the program. While on probation, scholars will not be allowed to take elective AHBR coursework if they still have core and concentration courses to complete, unless given written approval by the Program Director. For example, scholars may not have the opportunity to take core courses in the summer. This policy is in place because program administration does not want scholars investing in elective classes without first earning the required grades in core and concentration courses which are required for graduation.

Once a student is placed on probation, they will be provided one semester to improve their academic and/or professional conduct. The student’s coursework, academic performance, and professional conduct will be evaluated by the AHBR Program Director with input from AHBR instructors and staff at the end of the probation period.

Decisions will be communicated to the scholar in writing. Potential actions include (1) development of a remediation plan that specifies requirements, timelines, and measurements of improvement (this could include warning, probation, penalty, suspension) or (2) dismissal from the program. Students not dismissed immediately will be informed of the criteria necessary to return to good standing in the program.

AHBR Course Descriptions

Complete and up-to-date course listings are located here.

Additional course information may be found here.

Evaluations

Scholars are expected to complete required program evaluations throughout the year.  These evaluations are administered via the web and are mandatory for all scholars. As professionals engaged in research, our scholars are expected to participate in the evaluations as an integral component of assessing and maintaining the quality of our course offerings. Frequently asked questions about evaluations:

1. Which evaluations do I need to complete?
   • Course evaluations (at the end of each semester)
   • Exit Interview
2. When are evaluations distributed?
   • Course evaluations are distributed at the end of each semester.
   • Exit interviews may be scheduled with the Program Director, Program Manager, or a third-party interviewer near the scholar’s completion of the program.
     • Exit interviews provide valuable information and insight to improve the quality of the AHBR programs. The information you share will be used for planning program improvements. Your responses will be kept confidential.
3. How will I receive my evaluations?
   • All evaluations except the exit interview will be sent via e-mail through Blue Evaluations, Qualtrics Survey Software, or another evaluation program.
   • Exit interviews are scheduled as face-to-face, zoom or telephone interviews.
4. Are my evaluation responses anonymous?
   • All course evaluation data are aggregated and de-identified for reporting purposes.
   • Baseline evaluations are not de-identified. The program wishes to track scholars’ mastery of program competencies from baseline through program completion.
   • Program satisfaction surveys are de-identified.
   • Recordings and notes from exit interviews are not anonymous or de-identified, but access is limited.
5. What is the purpose of the evaluations?
   • The AHBR Program uses information collected in evaluations to improve the programs and services provided to scholars.
   • Evaluation responses are considered when making decisions that will affect scholars, so please complete your evaluations.
   • Your input counts!
6. Whom should I contact if I have questions or concerns about an evaluation?
   • Please contact the Program Manager, either by phone at 314-454-8956 or e-mail at ahbr@wustl.edu.

Section 3 – Academic Regulations

Academic Integrity Policy

I. Purpose and Commitment

Academic and professional integrity are foundational to the mission of Washington University School of Medicine and are essential to the development of future leaders in health and biomedical sciences. This policy outlines expectations for graduate students and the procedures for addressing violations in the MS in Applied Health Behavior Research.

Students must uphold the highest standards of honesty, accountability, and ethical behavior in all academic, research, and professional activities. Violations of academic integrity, whether intentional or unintentional, will be taken seriously and may result in disciplinary action, including probation, suspension, or dismissal from the program.

II. Expectations of Academic and Professional Conduct

Graduate students must demonstrate truthfulness, respect for others, and ethical behavior in all aspects of their education and professional engagement. This includes:

• Accurate representation of academic work and achievements
• Respect for intellectual property
• Proper collaboration and citation practices
• Adherence to institutional research and ethical standards
• Honest and responsible communication

III. Violations of Academic Integrity

Violations include, but are not limited to:

A. Plagiarism

The term plagiarism includes, but is not limited to:

• Use by paraphrase or direct quotation of the published work of another source without properly crediting the author or source with footnotes, citations or bibliographical reference
• Unacknowledged use of materials prepared by another person or by an individual or company engaged in the selling of term papers or other academic materials
• Submitting the same work, or essentially the same work, for more than one course without explicitly obtaining permission from all instructors;
• Unacknowledged use of original work/material that has been produced through collaboration with others.

B. Cheating

The term cheating includes but is not limited to

• Use of any unauthorized assistance or source in taking quizzes, tests, examinations or other assessments
• Use of or referral to  sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments
• Acquisition or possession without permission of tests or other academic material belonging to a member of the University faculty or staff
• Knowingly providing any unauthorized assistance to another student on quizzes, tests, examinations, or other assessments

C. Unauthorized Collaboration

When a student submits work with their name on it, this is a written statement that credit for the work belongs to that student alone. If the work was a product of collaboration, each student is expected to clearly acknowledge in writing all persons who contributed to its completion.

Unless the instructor explicitly states otherwise, it is dishonest to collaborate with others when completing any assignment or test, performing laboratory experiments, writing and/or documenting computer programs, writing papers or reports and completing problem sets.

If the instructor allows group work in some circumstances but not others, it is the student’s responsibility to understand the degree of acceptable collaboration for each assignment and to ask for clarification if necessary

D. Fabrication and Falsification

Fabrication or falsification could include but is not limited to:

• Altering information on any exam, problem set, or class assignment being submitted for a re-grade
• Altering, omitting or inventing laboratory data to submit as one’s own findings (this includes copying laboratory data from another student to present as one’s own;, modifying data in a write-up, and/or providing data to another student to submit as one’s own)
• Falsification of experiential learning records, including practicum/internship hours, feedback forms and evaluations, and authorizing signatures

E. Research Misconduct

Failure to follow university and federal research guidelines, or engaging in unethical research practices.

F. Obstruction

Tampering with another’s academic work, research materials, or resources.

G. Abuse of Confidentiality

Disclosing confidential information acquired through academic or professional engagements without authorization.

H. Other Violations

• Knowingly make false allegations of academic misconduct against another student.
• Request an academic benefit based on false information or deception. This includes requesting an extension of time, a better grade, or a recommendation from an instructor.
• Make any changes (including adding material or erasing material) on any test paper, problem set, or class assignment being submitted for a re-grade.
• Willful sabotage or damage to the efforts or work of others. The term sabotage includes, but is not limited to, the unauthorized interference with, modification of, or destruction of the work or intellectual property of another member of the University community. 
• Steal, deface, or damage academic facilities or materials. Collaborate with other students planning or engaging in any form of academic misconduct.
• Submit any academic work under someone else’s name other than one’s own. This includes but is not limited to sitting for another person’s exam; both parties will be held responsible.
• Engage in any other form of academic misconduct not covered here.

I. AI and Academic Integrity

Generative AI (GenAI) tools, such as ChatGPT, Grammarly, and others powered by large language models, offer powerful assistance for writing, brainstorming, and editing. While these technologies can support the learning process when used responsibly, they can also introduce ethical and academic risks when misused.

Because GenAI tools draw on vast amounts of uncited and sometimes unreliable information, their outputs may be factually incorrect, ethically problematic, or misleading. As a result, unapproved use of such tools—especially in place of a student’s original thinking—may constitute a violation of academic integrity.

Unless otherwise specified by your instructor, the use of GenAI tools to generate content for academic submissions is not permitted without prior approval. Use of GenAI outside of the parameters below may be considered a breach of this policy.

The term unauthorized use of artificially generated content, includes, but is not limited to:

• Use of artificial intelligence tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor
• Submitting work for evaluation as one’s own that was produced in material or substantial part through use of artificial intelligence tools or other tools that generate artificial content without permission from the instructor
• Using artificial intelligence tools or other tools that generate artificial content in a manner contrary to instructions from the instructor
• Using artificial intelligence tools or other tools that generate artificial content in a manner that violates any other provision of these rules concerning academic dishonesty

Acceptable Uses of GenAI Tools:

• Using tools (e.g., Microsoft Word’s built-in editor, or ChatGPT) for minor, localized grammar, spelling, or stylistic suggestions on work you have personally written.
• Using tools to assist with early-stage brainstorming, such as generating general topic ideas or organizing an outline.

Note: Before submitting your writing to any AI tool, students are strongly encouraged to review the privacy and data-sharing policies of those platforms and that they familiarize themselves with the possible privacy concerns these actions might entail.

Unacceptable Uses of GenAI Tools:

• Use of GenAI tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor
• Submitting work for evaluation as one’s own that was produced in material or substantial part through use of GenAI tools or other tools that generate artificial content without permission from the instructor
• Using GenAI tools to write entire sentences, paragraphs, drafts, or assignments, whether or not the generated content is claimed as your own or cited as coming from a tool.
• Using GenAI to generate citations or citing GenAI tools (such as ChatGPT) as a source of factual information.
  • For example: It is acceptable to ask ChatGPT, “help me brainstorm topic ideas,” but not acceptable to use information generated by ChatGPT as a factual reference in your academic work. Always consult and cite primary, validated sources.
  • Use of tools like Grammarly can significantly re-write one’s work, similar to ChatGPT. Student must only use these programs with instructor permission.
  • Using GenAI tools or other tools that generate artificial content in a manner contrary to instructions from the instructor

IV. Reporting and Resolution Procedures

1. Reporting Concerns
   • Allegations of academic or professional misconduct must be submitted in writing to the Program Director. The written complaint should briefly describe the conduct in question and include any relevant documentation or evidence, if available. Reports may be submitted by any member of the university community, including students, staff, and faculty.
     • Concerns will be treated with discretion and handled in a timely and confidential manner.
2. Preliminary Review and Informal Resolution
   • Upon receiving a complaint, the Program Director will review the matter and determine whether it warrants further investigation. In most cases, the Program Director will meet with the involved student and faculty member(s) to assess the nature of the concern and to determine whether an informal resolution is appropriate.
     • The Academic Integrity Officer (AIO), currently Mike Donlan, may be consulted during this process and may participate in meetings when appropriate.
     • Informal outcomes may include a warning, a revision of the assignment, opportunities for reflection or remediation. When the matter involves a specific course assignment or exam, the instructor is responsible for determining any academic consequences, including assignment revision, grade reduction, or a failing grade, in accordance with their syllabus and course policies. These faculty-led actions are distinct from formal program-level sanctions.
3. Formal Resolution Process
   • If the issue cannot be resolved informally, or if the alleged violation is serious enough to warrant disciplinary action (such as probation, suspension, or expulsion), the Program Director and AIO will initiate a formal review process.
     • The student will be provided with a written summary of the allegations and the evidence.
     • The student will be given the opportunity to respond in writing and to meet with the Program Director and/or AIO to present their perspective.
     • A final decision will be made within 10 business days of the student’s response, unless additional time is required due to the complexity of the case or availability of involved parties.
     • If the student is found to have violated academic integrity expectations, an appropriate sanction will be imposed. Sanctions may include but are not limited to: a formal warning, academic probation, course failure, suspension, or expulsion/dismissal from the program.
     • Grading Considerations:
     • Faculty retain full discretion over the grading of their courses, including the assignment of a failing grade when academic dishonesty has occurred. A finding of academic misconduct may inform a faculty member’s decision on course penalties, which are separate from any university or program level disciplinary sanctions.
4. Appeal Process
   • Students may appeal a decision resulting in suspension or dismissal by submitting a written appeal to the Senior Associate Dean and Vice Chancellor for Medical Education (currently Dr. Eva Aagaard) within five (5) business days of receiving the decision. The appeal should include a clear explanation of the basis for the appeal, which may include:
     • New or previously unavailable information that could affect the outcome
     • A substantial procedural error
     • Sanctions that are excessively severe given the nature of the violation
   • The Senior Associate Dean will review the appeal and issue a final decision. There is no further level of appeal.

5. Involuntary Leave of Absence
In situations involving health, safety, or serious disruption to the academic environment, the Program Director, in consultation with the Senior Associate Dean, may place a student on involuntary leave. The student will receive written notification outlining the reasons for the leave, the terms of the leave, and the process for appeal or return. Grounds for appeal include:

The accuracy or reliability of the underlying information

Evidence that the student does not pose a substantial threat or disruption

6. Reinstatement
Students returning from an involuntary leave or suspension must receive written approval from the Program Director, who may consult with the Senior Associate Dean and other relevant offices and AIO. Conditions for return may include documentation of readiness to resume studies, academic planning, and participation in a re-entry meeting.

V. Final Notes

Ignorance of academic integrity standards is not an acceptable excuse. Students are encouraged to consult their program leadership if uncertain about appropriate academic conduct. Upholding integrity is not only vital to personal development but is essential for maintaining the values and reputation of Washington University School of Medicine. Additional policy information may be found here:

University Academic Integrity Policy Information

Student Code of Conduct

WashU Policy on Discrimination and Harassment

Transfer of Credit

A maximum of 6 graduate credits may be transferred from another Washington University program or from another University to be applied to graduation requirements for the AHBR master’s degree. Transferred credits are approved on an individual basis and will only be accepted if they were earned in the last 5 years. To transfer credits, a copy of the course syllabi and a copy of your transcript should be provided to the Program Manager. The Program Director will review and approve all courses and determine what degree requirements (core courses, electives) they will fulfill. Transfer courses will only be approved when the earned grade associated with the course was B- or better. Transfer credit will not be accepted for the Certificate program.

Attendance Policy

Class participation is an important element of the coursework taken as part of the AHBR Program.  As a program requirement, students are expected to physically attend at least 75% of class sessions for each course taken.  Students whose professional duties or personal circumstances prevent them from meeting this program attendance requirement must receive prior written approval of the course instructor(s), agree on an alternate plan to achieve course objectives and earn academic credit, and communicate both to program administration.
Note: Some courses have a stricter attendance policy than this overall program requirement – refer to individual course syllabi.

Accommodations: If you have a learning, sensory, or physical disability or other impairment, and need special assistance in lectures, reading, written assignments, and/or exam taking, please communicate with the AHBR Director and contact the Disability Resource Center, a University-wide resource, providing diagnostic and academic accommodations support and referrals.

Leave of Absence

A student may request a leave of absence for academic or personal reasons by submitting a statement in writing to AHBR program staff. Such a statement should include the anticipated start and ending dates and a brief statement of the reason (academic or personal). Requests for leave of absence must be approved by the Director prior to the start of the leave. Leaves of absence shall be granted for no more than one year. Students requiring a personal leave for a medical reason will be required to submit a written statement of medical clearance before the student may return from such leave.

For leaves less than one semester, arrangements should be made with the course instructor to make up the missed material.  Approval of such arrangements is at the discretion of the course instructor, with consultation with the Director. If the course instructor and/or Director determine that the length or timing of the leave is such that it would be unreasonable to make up the material within the semester, an Incomplete will be issued for the class with coursework to be made up within one calendar year from the end of the course. However, students utilizing the Washington University HR Tuition Benefit must complete all work and obtain a passing grade for the course within 60 days of the end of the course, per HR policy, or forfeit the tuition benefit for that course. Students will have the option to withdraw from the course instead of accepting an incomplete grade. Refund policies as outlined on the AHBR Academic Calendar will apply to any withdrawals.

Time to Conferral

Scholars have seven (7) years from the earliest course (including transferred credits) to complete all requirements for the MS Degree.

Grading Policy

• Required (core) courses: The grade for a required course is “B-” or better, in order for the course to count towards the AHBR degree or certificate.
• Electives: The grade for an elective course is “C-” or better, in order for the course to count towards the AHBR degree or certificate.
• Overall GPA: The overall GPA must be 3.0 or better in order for the scholar to continue in the program and graduate.  If a scholar’s overall GPA drops below 3.0, the AHBR Program Director will review the scholar’s progress and determine a plan of action for their probation or dismissal from the program.

Grades/sub-grades	4-point scale
A+ (98% to 100%)	4.00
A   (93% to 97%)	4.00
A-  (90% to 92%)	3.7
B+ (88% to 89%)	3.3
B   (83% to 87%)	3.00
B-  (80% to 82%)	2.7
C+ (77% to 79%)	2.3
C   (73% to 77%)	2.00
C-  (70% to 72%)	1.7
Overall GPA required to graduate	3.00

Incomplete Grades

Any student who has not formally withdrawn from the course and fails to complete course requirements by the end of the semester will be issued either the earned grade (possibly a failing grade because no points are earned on missing assignments) or an Incomplete grade. If a student has not completed enough of the course to warrant an incomplete, he/she will need to retake the course to replace the “W” or “F” grade.

If a student experiences medical or personal problems that make satisfactory completion of course work difficult or unlikely, they may request a grade of Incomplete (I) from one or more instructors. In such a situation, the student should take the following steps:

1. Meet with the instructor before the final examination or due date for the final paper to discuss the request.
2. If the instructor consents, agree on the work remaining to complete the course and on a date when it will be submitted.

If these steps are not followed, the instructor is under no obligation to award an Incomplete grade. If an Incomplete grade is given, the student and course instructor should agree on an alternate plan, and timeline, to complete the course assignments and earn academic credit. The plan and timeline must be communicated to program administration. Although in some circumstances, the instructor may suggest to a scholar an Incomplete may be warranted, it is the scholar’s responsibility to communicate with the instructor and the AHBR Program Manager and Program Director the scholar’s plan for completing the course. Incomplete grades are considered temporary and will become an F, if a grade has not been submitted after one calendar year from the end of the course.

The program limits the number of accrued grades of Incomplete (I). The policy is intended to protect the scholar from building an overwhelming burden of unfulfilled course work. Scholars with more than one current Incomplete grade will be declared ineligible to register for subsequent semesters until they have complied with the regulation. Compliance is normally achieved by the posting of grades online, but it also may be achieved by a note from the course instructor to the Program Director confirming that the student has turned in all requisite assignments for the relevant course.

Final Grades

Final grades are reported on Workday within three weeks after the last day of the course. Grades posted on Canvas do not constitute official records for a grade in a class.

Program Withdrawal

Students must notify the AHBR program, in writing, of the decision to withdraw from the program or take a leave of absence. It is understood that the date on which the notification is received shall be regarded as the termination date, with no retroactive clause to be accepted.

Course Withdrawal Deadlines

Students must notify the ABHR Program Manager, in writing, of the decision to withdraw from a course. It is understood that the date on which the notification is received shall be regarded as the withdrawal date, with no retroactive clause to be accepted. Scholars can expect refunds and documentation of the course on transcripts will vary based on their withdrawal date; examples listed below.

• Withdraw prior to the first class
  • Tuition refunded in full
• Withdraw within the first 2 weeks of the semester
  • Tuition refunded in full
  • Withdraw after end of 2^nd week and receive a “W”
• Withdraw within the first 4 weeks of the semester
  • Receive a 50% refund
  • No refunds given after the end of the 4^th week
• Students may not withdraw from a Summer semester course after 4 weeks
  • Failing to complete a course after the first 4 weeks will result in an incomplete or failing grade
• Withdraw between week 5 and week 10 of the Fall or Spring semester
  • No refunds given
  • For Fall and Spring semesters, student will receive a “W”
• Students may not withdraw from a Fall or Spring semester course after 10 weeks
  • Failing to complete a course after the first 10 weeks will result in an incomplete or failing grade
• Withdraw after t
  • No refunds given
  • Withdraw after start and receive a “W”

Section 4 – Tuition and Financial Obligations

Tuition

Students should contact Sara O’Neal for current tuition rates. Tuition may be paid by the student as an Out-of-Pocket Expense or with funding information from a sponsoring department or grant.  It is the responsibility of the student to provide current information for tuition funding to Sara O’Neal at saraoneal@wustl.edu.

Financial Aid

Financial Aid may be available to qualifying degree-seeking scholars. Email Medfinancialaid@wustl.edu or visit the Office of Student Financial Planning website for more information. Important information regarding the Standards for Academic Progress for Financial Aid Eligibility can be found here.

Student Accounting

The Office of Student Accounting is responsible for the distribution of accurate information relating to a student’s financial account at Washington University. The primary function of the Student Accounting office is to issue statements, receive payments, disburse refunds, as well as provide the means to help understand various aspects of a student account.

Scholarships

Applicants are rated for AHBR scholarship amounts based on their prior academic performance and readiness for graduate work, the strength and relevance of their academic and professional references, their relevant work and volunteer experience including evidence of leadership, their personal essay which demonstrates their interest in the field, their communication skills, and their overall potential contribution to the program and field of AHBR.

Scholarship awards are provided in writing to students for the first semester of matriculation or for the start of a new academic year in the Fall semester. Funds are distributed as a fixed amount per course credit per semester, up to a maximum amount of 15 credits per semester.  Awards can only be applied to AHBR courses; awards cannot be applied to courses taken outside the AHBR program. 

Scholarship decisions are reviewed annually and are contingent on the availability of funds. However, the program will strive to maintain the scholarship amount consistent or higher throughout the scholar’s time in the program. Part-time students will automatically be re-evaluated every three years for AHBR scholarship continued eligibility and the amount awarded.  Quantitative ratings will be made by admissions committee members that account for the student’s academic success in AHBR including GPA, their professional role and experience, and their potential contribution to the program and field of AHBR.

Washington University Employee Tuition Assistance (ETA) Benefit

Washington University staff and faculty who have worked at the University at least 1 year prior to the first day of classes qualify for tax free tuition assistance. Residents, Fellows and Postdocs do not qualify.  Classes covered under the ETA benefit must meet at 4:00 pm or later or be offered as condensed classes (e.g., Power & Sample Size). 

Employee-scholars should contact Sara O’Neal (saraoneal@wustl.edu), to process their tuition benefit.

Tuition is covered at 50% of the tuition rate up to 7 credit hours per semester.  Electives taken outside Washington University may not be eligible. For more information or to determine eligibility, scholars should refer here.

Department Paid Tuition Assistance

Employees who receive tuition funding from a sponsoring department or grant are required to provide the name of the financial or department administrator responsible for providing an account number for tuition to Sara O’Neal (saraoneal@wustl.edu).

Payment of Financial Obligations

If a student fails to settle unpaid amounts owed the University within three months of the original due date, the School will not release the student’s academic record, grade reports or transcript pending settlement of the unpaid account. A student who has not satisfied all of his/her delinquent financial obligations to Washington University (tuition, parking, etc.) will not be allowed to remain registered in classes in subsequent semesters or be issued a diploma.

Making Tuition Payments

Washington University provides students with a number of different methods for making payments.

For detailed information, go here.

Section 5 – Degrees and Graduation

Filing for a Degree

Students are responsible for Applying for Program Completion in order to have each earned degree conferred.  The application for program completion is available online through Workday, and must be filed by the deadline in order for a degree and diploma to be awarded.  Students who do not complete their degree requirements by their intended graduation date must re-file a new application for the next graduation date. Failure to meet all requirements for degree completion for your intended graduation date will require you to reapply for graduation by resubmitting a new program completion application.

Recognition Ceremony

The AHBR program traditionally participates in a joint recognition ceremony with several other WashU Medicine master’s degree programs in May.  Family members, friends, mentors, and colleagues are welcome to attend and the graduating scholar should provide an expected number of guests to the Program Manager by the deadline given via email communication early in the Spring semester. Invitations for the event are distributed in April. 

AHBR Joint Commencement information is distributed through the Program Manager via email. Graduating scholars will be required to provide relevant information (phonetic spelling of name, plans for after graduation, etc.) by the deadlines provided.

Commencement

Washington University hosts an All-University Commencement ceremony at the end of the Spring term each year.  December, May and August graduates are invited to participate in this event on the Danforth campus. August graduates participating in Commencement will not receive their diploma until their degree is conferred after the summer semester. University-wide commencement information is distributed by the Washington University Commencement Office. Details can be found on the Commencement website. Diplomas are mailed by the University to student’s mailing address listed in WebSTAC; students are responsible for keeping their contact information current.

Regalia (Caps and Gowns)

Regalia is required for participation in graduation ceremonies. The AHBR program provides cap and gown rentals for participants in the Spring graduation ceremony.  A Student Regalia Rental Order notification will be sent to each graduating scholar 6 to 8 weeks prior to the Recognition Ceremony.  Each scholar must respond to the regalia rental email by the given deadline to ensure they get regalia to participate in the graduation ceremony.

Graduates are responsible for picking up and returning the rental regalia as instructed. Students who fail to return all or part of the rental regalia on time may be charged a fee.

Verification of Degree Awarded or Enrollment Status

Transcript requests must be made to the Medical School Registrar’s Office. Requests can be made in person or in writing.  Please see the Registrar’s Office website for more information about obtaining official transcripts.

An unofficial record of your transcripts can be viewed on WebSTAC.

Section 6 – Resources

Computer Cubicles

Computers are available to AHBR program scholars free of charge. Computers are located in the GMS office suite which is located on the 1^st floor of the Taylor Avenue Building across from the AHBR classrooms.  Some computers have SPSS software on them. For access to the GMS suite, please contact the Program Manager or email ahbr@wustl.edu to make an appointment. Scholars who encounter difficulties should contact the Program Manager.

Poster Printing

AHBR Scholars may print documents for AHBR coursework and/or print academic research posters for meetings and conferences as needed. Please contact Program Manager ahbr@wustl.edu for printing details, costs, etc.

AHBR scholars presenting a conference poster based on their mentored research experience can apply to have up to 2 posters (total) paid for by AHBR by submitting to the Director: the letter of acceptance that includes the date, location, and title of the conference and a copy of the abstract and authors.

To print through AHBR, save your PowerPoint slide as a .pdf and email it to usa4126@fedex.com at least one business day before your scheduled time slot and request pick up at the FedEx Med School campus location.

• There is no additional cost to print a poster through the AHBR Program for class project purposes. The PowerPoint slide must be set to the correct dimensions (36” x 48” maximum) prior to emailing.
• Contact the Program Manager to receive the PO# to ensure that AHBR covers the cost of the poster.
• You will find a map to the on-campus FedEx under AHBR Scholar Resources on Box.

If these parameters are not met, there are other poster printing options that require payment: FedEx can accommodate large poster printing as well as the Med Campus’s CRTC.

The CRTC offers poster printing and is available by appointment only. Please schedule an appointment at crtc@wustl.edu.

• Cost: The cost is $50 per poster, regardless of size. Payment by check is due at the time of printing.

To print through the CRTC, bring your poster on a flash drive with the file saved in both .ppt (or .pptx) and .pdf formats. PowerPoint slide must be sent to saraoneal@wustl.edu at least one business day before scheduled time slot.

• If your poster contains data sets, tables, graphs, or charts built in other Office programs and linked to your document, or if you used shadows, or other 3-D effects, your poster may not print correctly due to a known problem with the printer. In such cases, the printer may freeze when the data object is reached during printing, or it may skip the section containing data or special effects.  To avoid these problems, use data sets, tables, etc. saved as picture files, or save them as pictures files when you copy and paste into your document. You may be able to convert your PowerPoint file to a PDF on the printer computer; however, depending on your file, you may encounter problems with the conversion process. It is recommended that you convert the file before transferring it to the printer computer.
  Poster file names should include your last name, degree program or Department, event name, and date. 
  Example:  SmithT_TL1_AMAPoster_030114.pptx.

Washington University School of Medicine (WashU Medicine) Resources

The information provided here is not intended to be an exhaustive list. Scholars should refer to the WashU Medicine website for additional resources.

Bernard Becker Medical Library

Becker Library provides services ranging from interlibrary loans, remote access, and public computer workstations to courses on citation management, database searching and publishing and author support.  Many of the courses offered are available to students free of charge. All Applied Health Behavior scholars should be able to use the library remote access system using their WashU Key.  For more information on general services, go to the website. View listing of classes and when they are offered, go to. To resolve difficulties related to remote access, please contact askbecker@wustl.edu.

Bookstore

The Washington University in St. Louis School of Medicine Bookstore is located in the Mid Campus Center at 4590 Children’s Place. 

SPSS Software

SPSS software is available as a free upload for students. Visit the following links for more information:

• https://swdownload.wustl.edu/SPSS/students-readme.pdf
• https://swdownload.wustl.edu/SPSS/index.shtml

Washington University Resources

The information provided here is not intended to be an exhaustive list. Scholars should refer to the WU website for additional resources.

The Writing Center and The Speaking Studio

The Writing Center and The Speaking Studio provide free, one-on-one tutoring to all WashU students for any writing or public speaking project.  The Center and the Studio are both located in the northwest corner of Olin Library on the first level.  Olin Library is centrally located on the Danforth Campus.  For more information, go to the website. It is best to plan well ahead of assignment deadlines.

Arts and Sciences Computing Center

Computer labs are available to Washington University students free of charge. Com­puters in Seigle Hall are equipped with SPSS.  For more information about computer resources, go to website.

Career Center

The Career Center provides ser­vices to scholars in the AHBR program. At the Career Center, scholars may attend workshops, search for jobs on CAREERLink, or use Interfolio, an online dossier, credentials, and letters of recommendation storage service. The Washington University Alumni Association LinkedIn group has over 10,000 members.  Scholars (current and alumni) are invited to join the group. To join, click the LinkedIn badge located at the bottom of the Career Center website.

Disability Services

The School of Medicine offers services to students with disabilities including those with physical, sensory, learning, psychological, and chronic disease-related disabilities. Students who require accommodations must submit appropriate documentation to their Program Manager and the Assistant Director of Disability Resources, Matthew Sullivan at m.sullivan1@wustl.edu.

For more information about WashU disability resources, visit Documentation Guidelines for Disability Resources or Washington University School of Medicine Technical Standards for the Medical Program.

Mental Health Resources

Mental Health Services’ professional staff members work with students to resolve personal and interpersonal difficulties, many of which can affect the academic experience. These include conflicts with or worry about friends or family, concerns about eating or drinking patterns, and feelings of anxiety and depression. See website.

Sexual Assault and Gender-Related Bias Reporting Policies

See the Relationship and Sexual Violence Prevention Center website for policies regarding sexual assault reporting and reporting concerns about bias, prejudice or discrimination.

Fitness Facilities

Fulltime students have access to the new 818 Fitness center on the CORE apartment complex on the south end of the WUSL campus. Scholars may join the Gary M. Sumers Recreation Center on the Danforth Campus or the WellAware Center at 4220 Duncan Ave. Monthly fees apply to both facilities.