Please join us online for 's presentation of 鈥淢apping the Landscape: Current Practices in Statistics and Biostatistics Doctoral Qualifying Exams鈥� on Wednesday, November 11, 2026, at 1:30 pm Central Time. For access to this seminar, contact series administrator Cierra Streeter.
Scarlett L. Bellamy, ScD, is Professor and Chair of Biostatistics at Boston University's School of Public Health, where she leads a large, vibrant department. Her work centers on evaluating the efficacy of interventions in longitudinal behavioral modification trials, including cluster- and group-randomized trials. She is particularly interested in applying these methods to address health disparities across a variety of clinical and behavioral outcomes. Before joining BU, she was a professor in the Department of Epidemiology and Biostatistics at Drexel University's Dornsife School of Public Health, where she also served as Director of Graduate Programs in Biostatistics and as Associate Dean for Diversity and Inclusion. Earlier in her career, she was a professor of biostatistics at the University of Pennsylvania. Dr. Bellamy is a past president of and an .听
Abstract
Qualifying exams (QEs) often function as gatekeeping mechanisms for doctoral advancement in biostatistics and statistics programs in the United States. However, little is known about how institutions structure these exams, what evaluation criteria they employ, or how preparatory supports vary by institution. This variation may unintentionally impact student outcomes, including persistence, time-to-degree, and equitable access to doctoral degrees in these disciplines.听
This presentation presents results from a national survey of PhD degree granting institutions nationally. We present findings on the structure and administration of doctoral QEs across biostatistics and statistics programs nationwide. Specifically, we surveyed representatives from top academic institutions to document several QE factors including formats, evaluation criteria, student preparatory resources, and institution-level characteristics.听听
This work contributes to a national understanding and debate of best QE practices and provides data to inform future evidence-based recommendations for program leaders seeking to implement or revise QE that are rigorous, equitable, and aligned with program goals and student success.听