Photo: Courtesy of Rita Burke, PhD
In her research, MPH faculty member Rita Burke, PhD uncovered a major gap in disaster preparedness planning: the pediatric population. She uses a broad systemic lens to find blind spots across agencies and organizations and advocate for improvement. With a focus on pediatric disaster preparedness and injury prevention, Burke evaluates shortfalls and identifies barriers in health and school systems to meet the needs of children in a disaster, particularly those with access and functional concerns.
Burke earned her Master of Public Health and PhD in Epidemiology from the University of California, Los Angeles and spent the last 20 years of her career advocating for health-focused initiatives that keep children, families, and communities safe. She is currently an Associate Professor of Clinical Population and Public Health Sciences and Spatial Sciences at the Keck School of Medicine of USC. Burke is co-author of the book Landesman’s Public Health Management of Disasters and Associate Editor of Disaster Management and Public Health Preparedness. She is also the co-chair of the Los Angeles Children in Disasters Working Group and a member of the Scientific Advisory Council for the American Red Cross.
Burke currently teaches core courses in public health foundations and leadership and management in the Online Master of Public Health program. In this interview she discusses her research, approach to teaching, and her advice for prospective students.
What inspired you to pursue a career in public health?
I stumbled into public health by realizing that I wanted to make an impact on a large scale, not by solving individual problems. And I’ve always been drawn to work that lets me fix systems. Once I learned that public health lets you make a difference at a population level, I was all in.
Your research focuses on pediatric disaster preparedness and injury prevention. What led you to investigate these topics, and what’s one of the most interesting things you’ve discovered?
I was drawn to pediatric preparedness because I kept encountering the same blind spot: children were the most vulnerable population, yet they were the least integrated into preparedness planning. Once you see that gap, it’s impossible to ignore.
One particularly interesting discovery is how misaligned assumptions are between agencies. Health care, EMS, schools, emergency managers, and even parents all think someone else is taking care of “the pediatric part.” Yet, no one is. That disconnect is precisely where real-world problems—and opportunities for reform—live.
How do you incorporate your real-world experience into your teaching?
Every course I teach is grounded in real cases, real challenges, and real solutions. I bring in guests from hospitals, emergency management agencies, first responders, and community organizations so students hear directly from the people doing the work. They’re honest about what actually works, what doesn’t, and what went sideways when the wrong alert was sent out.
How has the field changed in recent years? Where do you see it heading?
The field has shifted from thinking about disasters as rare events to understanding that they are part of our everyday reality. COVID-19 accelerated that awareness and pushed public health to rethink communication, workforce support, and trust.
Looking ahead, I see the field becoming more interdisciplinary, more tech-integrated, and more human-centered. Data and innovation are essential, but empathy and communication will define the next generation of leaders.
What motivates you, and how do you stay inspired in this evolving industry?
I stay motivated by the people, students, colleagues, and especially practitioners, who dedicate themselves every day to keeping children, families, and communities safe. Whenever I feel discouraged, I think about the professionals who step into chaotic situations and make sure kids are cared for, guided, and protected, often under impossible circumstances. Their resilience and commitment remind me why this work matters.
What qualities do you see in successful students in this program?
Curiosity, humility, and persistence. Our strongest students are the ones who ask “why,” who aren’t afraid to speak up and perhaps be wrong the first time, and who understand that public health isn’t solved overnight. They engage, collaborate, and bring their lived experience into the conversation.
What advice would you give prospective students considering this program?
Come in with an open mind and a willingness to question your assumptions. Engage fully, ask questions, talk to faculty, and connect with your peers. And remember, you don’t have to know exactly where you’re going on day one. Public health has many doors. You just need to be open to the possibilities.
Can you share a piece of advice that has been particularly valuable throughout your career?
A mentor once told me, “If you chase perfect, you’ll never get to done.” That has shaped my entire career. Progress comes from taking the next step, even when it’s not perfect. Just keep moving forward. You can always edit, revise, and improve, but only if you start.
What do you enjoy doing outside of work?
I try to spend time outdoors as much as possible (need to take full advantage of that LA weather). I also enjoy reading, working out, and spending time with my family and friends.
Anything else you’d like to share?
I am grateful to work in a field where the impact is real, and the people are extraordinary. Public health isn’t easy, but it’s meaningful. And if you’re considering joining us, you’ve already taken the first step in the right direction.
Learn more about Keck School of Medicine of USC’s Online Master of Public Health.