flora J. Dallo, MPH, PhD
Graduated
August 2004
 Applying
to Graduate School
I
received my Master’s degree in Public Health (MPH) from the University
of Michigan School of Public Health in Ann Arbor, Michigan in May 1999.
My focus was Epidemiology and International Health. For personal
reasons, I also received a master’s degree in Middle Eastern Studies
during the same time. I say personal reasons because I am a Chaldean-American
woman. Chaldean-Americans are a Catholic minority group originating
primarily from Iraq. There are approximately 100,000 Chaldeans in the
United States, with over 70,000 in the Detroit area, and others in other
states in the US.
I pursued a PhD because I knew I wanted to teach and to conduct research
in the Arab and Chaldean-American population in Michigan.
The
way I learned about UTMB was serendipitous. For my master’s thesis, I
interviewed 130 Chaldean-American women and assessed the relationship
between acculturation and blood pressure. I worked with a renowned
social epidemiologist, Sherman James, at the University of Michigan. In
fact, that paper was published in the Journal of Immigrant Health in
2001.
While I was conducting my literature review for my (master’s) thesis, I
found an article by Kyriakos Markides about Mexican-American women and
acculturation. At the same time, I saw a call for graduate students in
the Department of Preventive Medicine and Community Health in the
American Journal of Public Health and the contact person was Dr.
Markides. I called him, we talked and the next thing I knew, I was
visiting UTMB. I immediately felt at home.
My
interview process was informal, yet professional. Everyone was very
willing to talk, genuinely interested, honest, and very open. My
interview did prepare me for my first year of graduate work; however,
other helpful information could have been provided. At the time, my
division did not offer many advanced epidemiology or statistics courses,
which I was very interested in taking. I think potential graduate
students should have been made aware of that. Fortunately, we were able
to take advanced courses at the School of Public Health in Houston.
I was
absolutely elated when I received my letter of acceptance. I knew I was
moving in the right direction.
Pre-candidacy Experiences
As a
student in the Department of Preventive Medicine and Community Health
and in the Division of Sociomedical Sciences, I was not required to
enroll in the integrated first year BBSC curriculum. I chose my
department because I was interested in social epidemiology. Like I
mentioned earlier, I did expect more advanced courses. However, I was
able to take independent courses with other faculty and to attend
classes in Houston, which definitely enhanced my experience.
I was
not required to do rotations. Rather, I met with the faculty in the
division of Sociomedical Sciences. I chose to work with Susan C. Weller
because we had similar work ethics, we were both interested in diabetes
research, and Dr. Weller is the most wonderful person and mentor I have
ever known.
The
process of applying for candidacy was frustrating at times, because our
division was modifying the process. However, after talking with the
faculty, much of the confusion was alleviated, and the process was
easier. Being accepted for dissertation research was an indescribable
feeling. I knew that I was on my way to being a PhD.
Post-candidacy Experiences
I had
a very professional, yet fun relationship with other students, faculty,
secretaries, etc. Since the students shared one room, we all became
close, and this was very important because some of the best learning
came outside of the classroom when we learned from each other. The
faculty was spectacular – their door was always opened. They were always
willing to help us, whether it was for class, administrative, or even
personal issues. The faculty always encouraged, supported and defended
us, when necessary. They always stood up for us, and they were always
our cheerleaders!
My
best experience ever at UTMB was with my mentor, Susan C. Weller. She
took me under her wings, taught me about research, and more importantly
. . . she taught me about life. Dr. Weller was and continues to be my
mentor, friend, and colleague. She never treated me like I was just a
“student”. She saw me as an equal. At the beginning, she walked me
through the process of research, but as I learned the necessary skills,
she allowed me to become more and more independent. One thing I really
miss about UTMB is working with Dr. Weller. I would never go back and
change my decision. I definitely received the guidance I needed to
maximize my potential to become a successful and productive graduate
student. Dr. Weller and I published a paper in the Proceedings of the
National Academy of Sciences. We did not expect our research to prompt
national attention, but it was very exciting. In addition, I was
co-author on a paper that was published in the American Journal of
Public Health. That paper reported on the proceedings of a minority
women’s health conference that was held in Galveston, where I was a
facilitator. Currently (September 2004), Dr. Weller and I are working on
two more manuscripts that we began while I was at UTMB. In addition, I
am working on publishing articles from my dissertation work.
My
committee meeting experiences were productive and amicable. However, I
would like to emphasize that the graduate school does not have specific
instructions on how many meetings we should have with our committee
after post-candidacy and prior to our dissertation defense. I feel there
should be some structure to this process.
Plans After Graduation
I am
currently a Kellogg Health Disparities post doctoral student at the
Institute for Social Research at the University of Michigan in Ann
Arbor, Michigan. This is a two year position, where I will have the
opportunity to publish from my dissertation. In addition, I would like
to learn more about the health status of Arab- and Chaldean-Americans in
Michigan. I hope to collaborate with investigators who have been
conducting research in this community. My goals during these two years
are to gain research skills and to publish. I hope to obtain a research
and teaching position in the state of Michigan since my family is here
and because of the large Arab- and Chaldean-American community.
Undergraduate Institution: University of Michigan in Ann Arbor, Michigan
Age:
31, Gender: Female, Nationality: Chaldean-American
Contact Information:
Survey
Research Center
Institute for Social Research
University
of Michigan
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 Although
I was very curious, as a child growing up, I rarely asked questions. I
rather enjoyed sitting still and observing my environment. I would study
things such as the direction with which water flowed out of the faucet
and the rhythm at which the second-hand on the clock ticked.
As I
grew, my desire to become a researcher was shaping. A bachelors’ degree
in psychology allowed me to observe human behavior. However, at this
stage, I was no longer fascinated with observation, but now I wanted
answers.
I
started to consider graduate school after realizing that there were many
unanswered observations and questions that I needed an environment in
which to explore them. I participated in undergraduate summer
internships in which I was able to conduct both laboratory research and
field research. I meet with people who had attended graduate school and
picked their brains on their experiences. I read magazines and brochures
about the various curriculum offered at different schools. I began
researching a career as a researcher.
Finally, my first major study was completed and I decided that a career
in research was something I wanted to pursue. Based on previous inquiry,
I knew that a Master’s Degree would not enable me the training I wanted.
I enjoy the research aspect of graduate school and decided that the
Ph.D. curriculum or hands-on training would allow me the opportunity to
prepare me more in depth than would a Master’s Degree or a more
theoretical training in research.
I knew
that I wanted to be trained in community health at the doctorial level
but did not know where I wanted to be trained. I also did not want to
sacrifice my relationship with my family by moving too far from them.
Therefore, I narrowed my search of schools within reasonable distance.
Reasonable distance was defined as: Far enough to become self-dependent,
but close enough to go home on the occasional weekends to do laundry. Of
the schools within the Texas system, the University of Texas Medical
Branch fit the degree level and interest that I wanted. Before applying
to the graduate school of biomedical sciences at UTMB, I met with
faculty members within the Preventive Medicine and Community Health
department.
I was
and still am attracted to receiving a degree in preventive medicine and
community health because of the wide career possibilities. I heard about
the different curriculums and decided that Rehabilitation Sciences would
allow me to extend in the knowledge of my degree in psychology.
I
started graduated school in August of 2001 in Preventive Medicine and
Community Health under the Rehabilitation Sciences Curriculum; in
addition, I am currently studying coping with disabilities and chronic
diseases.
During
my interview at UTMB, Dr. Jean Freeman, one of the Faculty members of
PMCH told me to something that no other school had asked me to do. She
asked me to “really” think about my ability to commit the next four,
five, or beyond years of my life to this pursuit. She also said that
many graduate students leave their programs not for lack of ability but
for lack of endurance. After that interview, I committed in my heart
that if I started graduate school I would finish it. So when I received
my letter of acceptance, I did not celebrate but rather I thought about
the path ahead of me. Actually, I did more than think. I prayed for
wisdom to accept and fulfill the responsibility as a graduate student.
The
first two years of graduate school for me was an extensive undergraduate
experience: I had syllabus; I studied both independently and in groups;
I had assignments; I gave presentations; and I took exams. I quickly
became anxious and wanted to be involved in-depth research. I explained
my interest to my then advisor Dr. Kenneth Ottenbacher and he informed
me that I first needed the foundation before I apply the theory. I was
not completely convinced that the books alone would prepare me. However,
I knew that my advisor had more experience than my mere semester;
therefore, I took his advice and studied. As mundane as these tasks
seem, they prepared me for the independence that I need to enter
candidacy for dissertation. I learned that research is a systematic
process. There is a beginning, middle, and sometimes end.
In our
department, there is a mutuality approach to mentoring. There is room
for flexibility. At times, I am required to get involved in projects
that I am not enthusiastic about. At other times, I am able to initiate
to my mentor project ideas. When deciding who I wanted as a mentor, I
looked for a mentor who had previous knowledge in my interest, a good
reputation of being committed to their students overall growth and
development, and had a good knowledge of the graduate school’s policy.
My mentor is Dr. Gayle Weaver, a faculty member in the Rehabilitation
Sciences curriculum. Recently, she suggested that I work as a research
assistant for a study examining health outcomes. This experience has
proven beneficial because I am involved in primary data collection and I
am able to collaborate with researchers from different departments.
Working has proven valuable as I work on my dissertation proposal. I
propose to examine social support as a predictive factor in women with
disability. The data is secondary data from the American Changing Lives
database. Working has also made the experience of applying to candidacy
less stressful. I have the experience and understanding that proposing a
research study is not the process in it of itself, but rather a step
that must be endured.
During
this process, both faculty and my peers have proven as valuable support
system.
Students are encouraged to collaborate with other students to develop
and implement projects. The support from student-faculty collaboration
is what I would say is one of UTMB biggest strength. I would describe
diversity at UTMB not from a racial or ethnic group perspective but the
many opportunities of collaboration available. By working in various
departments, I am confident that I will be able to conduct community
research in any environment.
As a
graduate student, I can honestly say that some days were overwhelming.
However, my overall experience has been rewarding. I no longer study by
observation only, but I now study by both observing and interacting to
ask questions that have never been asked or answered.
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 Introduction:
Since
April 2002, I am a full time graduate student at the Graduate School of
Biomedical Sciences, PMCH PhD Program, Clinical Sciences Curriculum,
Health Services Research Track.
I have
passed qualifying exams, and admitted to candidacy in January 2004.
Applying to graduate school(s):
-
When did you know you wanted to go to graduate school, what
influenced this decision, and why did you pursue a Ph.D. instead of
a Masters Degree?
I knew
the PhD program since 2000. I had an interview and met the group of
professors at the Preventive Medicine Community Health Department
and the Division of Geriatric Medicine. I chose the PhD because its
program is more complete than the Masters Degree. In addition, to
move with my family it is worthy a long program than a short one.
-
Discuss why you chose to attend UTMB over any other graduate school,
including any pertinent background information that contributed to
your decision.
The
faculty had great expertise in broad topics of prevention and aging
research. I talked about the possibility to do aging research during
my PhD.
-
Please compare your reaction to the interview process here at UTMB
with your experiences at other schools. Did your interview prepare
you for the experiences of your first year of graduate work? Do you
feel that additional information pertinent to your graduate school
experience should have been provided during the interview process?
I think
the interview did not prepare for my experiences at the first year,
it was just an overview. Perhaps explaining more in detail the
administrative steps to follow-up if one is accepted would be
useful. This is especially true when a student come from another
country, like me, for example to fill documents or to complete some
requirements take more time.
-
Relate your feelings when you received your letter of acceptance.
I was
very happy; my only concern was how to get funding. Indeed,
initially, I came alone because had no enough funding to bring my
family, but after 4 months of starting my PhD they move to the US.
Precandidacy experiences:
-
How do you evaluate the integrated first year curriculum (i.e. BBSC),
and was the core curriculum what you expected (i.e. depth, breadth,
difficulty)? Did the integrative BBSC curriculum broaden your
outlook, or change your perspective, as to what you would truly like
to work on?
My
previous training was very focused on prevention and comprehensive
health assessment; however, the core courses of the PhD at the GSBS
(Epidemiology, Statistics, and Prevention/Public Health) added great
knowledge to my previous expertise.
-
Why did you choose your department? Was your departmental specific
curriculum what you would expect from graduate training (i.e. depth,
breadth, difficulty)?
I wanted
a combination of epidemiology, public health, preventive medicine
and aging research. And I found that the PMCH curriculum was
according with my expectations.
-
How did you choose your rotations and how did they assist you in
choosing a lab? What did you look for in a mentor during your
rotations? Do you feel that you had to make concessions between
doing what you liked versus working with a mentor you were
comfortable with?
In a
mutual agreement with my mentors, I choose my rotations and courses.
My mentors had extent experience, were very confident and supporting
from the very beginning. I did not make concessions, I did and
planned the courses according with I wanted.
-
How do you feel about your relationship with the mentors for the
labs you decided not to join?
It does
not apply in my case. I just choose my mentors, rotations with them,
and courses. No feelings toward others.
-
Discuss your experiences during the process of applying for
candidacy (qualifying examination etc.) in your department and the
significance of being accepted for dissertation research.
I felt
some stress and pressure to get good performance in the qualifying
examinations, but I got it. Indeed, my performance was the best in
my group, according with the committee. Sending my proposal and
applying for candidacy was also a great experience. I was so happy
when they accepted my proposal and the members that I proposed for
my Dissertation Committee.
Post-candidacy experiences:
-
Describe your intra-departmental relationship with other students,
faculty, secretaries, program coordinators, program directors,
chairman etc.
My
relationship with other continues to be in good standing. I meet
less other students because I have been working in research and try
to finish some papers on aging before focused on my dissertation.
-
Discuss your mentor/student relationship, your role in the
laboratory, equipment availability, its affect on your research, and
your overall level of satisfaction with these issues.
I work at
the Sealy Center on Aging, and I have everything I need. I am very
satisfied.
-
After spending some time in your lab, do you ever wish you could go
back and change your decision? Would you be comfortable changing
mentors or committee members?
I don’t
need to change my committee members; perhaps I will add another one
instead.
-
Did you receive the guidance you needed to maximize your potential
to become a successful and productive graduate student?
My
mentors help me a lot to use my potentials without limits.
-
Do
you feel the number and quality of your publications is an accurate
reflection of your work in the laboratory?
One of my works was published (in Ethnicity & Disease), other two
were accepted (Journal Aging and Health, Journal American Geriatrics
Society), three were submitted, and there are two in preparation;
without mention the presentations
I had in
national meetings (8 abstracts), and in the Forum on Aging (6
posters). I think it is a very good record starting my PhD in April
2002 and just being accepted for candidacy eight months ago (January
2004). They reflect part of my work at the Sealy Center on Aging.
-
Describe your committee meeting experiences (were they effective?
Any problems?)
I started
planning with my dissertation committee, and working some data
analyses a few weeks ago. I will meet with them more frequently as
the dissertation progress.
-
Describe your relationship with the Dean’s office and the other GSBS
administrative personnel.
I have no
problems at all with them. They are very effective.
Plans after graduation:
-
How have your experiences here at UTMB influenced our decisions to
pursue further studies in academic or industry, or a career in law
or medicine?
They have
reinforced my decision to pursue academic geriatrics.
-
Are your present career objectives consistent with your plans before
you entered graduate school? If they changed, what were the major
contributors?
They are
consistent with my previous objectives: work in academics and aging
research, with an additional component, health services research.
Miscellaneous:
-
Describe your extra-departmental relationship with other students,
faculty, secretaries, program coordinators, program directors,
chairmen, etc.
Most of
my experiences that I describe are with the PMCH. However, most of
the time I am working in my office, and having meetings with the
people at the Sealy Center on Aging. I have no complains. I found an
extraordinary group there.
-
What activities are/were you involved with outside of class-work and
lab-work (at UTMB and outside of UTMB)?
In
addition, at the UTMB, I was a volunteer Instructor at the
Department of Internal Medicine working with Dr. Kokab A. Saeed
(Pediatrician) as Facilitator in small-group first-year medical
students teaching problem-solving learning, and having an
intercultural experience with these students (August 2002 until
April 2003).
-
What makes it satisfying to come to work/classes every day? What
doesn’t? What makes for a good day at UTMB, what contributes to a
bad one?
Every day
I learned something. Analyzing new data is very exciting. A good day
is when I feel that time pass and resolve or finish a work or a
task; also when I get accepted an abstract or a paper. A bad day is
when I feel the time was no enough, or I could not finish something
I thought was ready.
-
Describe some experiences from any conferences you might have
attended. Did you feel prepared to compete and interact with
students from other graduate schools?
I felt
very prepared in national meetings presenting my research work, for
example, at the American Geriatrics Society, Gerontological Society
of America, Forum on Aging and others.
-
Did you encounter any problems with funding?
No, the
Sealy Center on Aging offer me support through a stipend from the
very beginning.
-
Were you married and/or did you have children during graduate
school? How did this affect the pursuit of your degree?
I was
married and with two children. It was very hard especially the first
two terms. I move first, left my family in my country; I had not
enough support for them. They moved after 4 months, there were many
changes at the same time, their schools, my require courses, etc.
-
Describe the diversity at UTMB from your own perspective.
As a graduate student at UTMB, I found a diverse learning
environment. People come from very different backgrounds. UTMB’s
commitment to this diversity help students develop more
cross-cultural competence.
-
Do
you feel your overall educational experience trained you to be
well-rounded (theory, grant writing, bench work, public speaking),
and do you feel this training had the rigor to make you competitive
to pursue your career aspirations?
I think
it is a great experience that helps to develop knowledge and skills
on research, writing, and publishing.
-
Please include any additional information that you feel was not
specifically addressed in any of the above questions.
My PhD
experiences have turned my career from a traditional one – seeing
patients, teaching medical students -- to research on aging and
disparities.
Optional Information:
Undergraduate institution: University of Valle, Cali, Colombia
Age: 46
Gender: male
Nationality: Colombian
Program:
Training Students for Changing Demands in Biomedical Research
Student Perspectives on Meeting this Challenge at the University of
Texas Medical Branch at Galveston
Presented to:
John
Papaconstantinou, Ph.D.
Professor
Department of Human Biological Chemistry & Genetics, Bertha and Robert
Bucksch Distinguished Research Professor of Aging, Mary and J. Palmer
Saunders Professor for Excellence in Teaching
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