Dr. John Allegrante is an applied behavioral scientist whose research focuses on health behavior, behavioral self-management, and health outcomes in chronic disease. He has had over 25 years of continuous funding from NIH to develop and evaluate novel behavioral intervention approaches to improve self-management and health outcomes in people with chronic disease. He has produced an extensive bibliography of published papers in health education and health promotion and in clinical epidemiology and health services research, a substantial corpus of which has illuminated a transdisciplinary understanding of how to facilitate adherence to and maintenance of behavioral change. Dr. Allegrante has also been in the vanguard of innovation in professional preparation and workforce development in public health education, playing a pivotal role in leading efforts to establish a unified system of accreditation for professional preparation programs in the United States and to develop consensus on domains of core competencies, standards, and quality assurance in global health promotion that are now being implemented across the United States, Europe, and elsewhere. As a Fulbright Specialist in Public/Global Health from 2005 to 2010 and as a Fulbright U.S. Scholar in 2007, Allegrante launched a collaboration with Icelandic behavioral and social scientists to develop what is now an ongoing program of multidisciplinary research currently supported by a grant from the European Research Council to investigate risks and protective factors in child and adolescent development.
PhD, 1979, University of Illinois
MS, 1976, University of Illinois
BS, 1974, State University of New York, Cortland
Member, Faculty Steering Committee, Columbia Global Centers | Paris
Member, Council for European Studies
Globally Elected Member of the Executive Board, International Union for Health Promotion and Education
Honors & Awards
CDC Foundation Elizabeth Fries Health Education Prize Award, 2017
Kieler Woche (Kiel Week) Distinguished Visiting Scholar, Christian-Albrechts-University of Kiel, Germany, 2016
Honorary Doctor of Humane Letters, State University of New York, 2015
APHA Mayhew Derryberry Award, Public Health Education and Health Promotion Section, 2015
APHA Distinguished Career Award, Public Health Education and Health Promotion Section, 2003
Select Urban Health Activities
Tailored Sleep Health Education: A Community-Engaged Approach (Giradin Jean-Louis, PhD, John P. Allegrante, PhD, Gbenga Ogedegbe, MD, PIs): Community-based studies suggest that most blacks are unaware of symptoms of obstructive sleep apnea (OSA) or related cardiovascular morbidity. The major goal of this NIH/NHLBI-funded project is to develop a tailored sleep health education (TASHE) program using a multi-level, community-engaged approach to promote transfer of sleep health information to blacks to foster uptake of healthful sleep practices. This is a collaborative research project that seeks to develop a community-based infrastructure to support implementation of translational and dissemination research in sleep health. If effective, the project will provide empirical support for wide-scale use of TASHE as a multi-level, community-engaged approach to enhance OSA health literacy among blacks. The project is anchored by an equitable partnership between health scientists from New York University and Columbia University and community stakeholders to ensure adoption and dissemination of tailored sleep health messages. Generating culturally and linguistically sleep health messages among blacks has high public health relevance.
Programs to Increase Diversity Among Individuals Engaged in Research (PRIDE) (Giradin Jean-Louis, PhD, Gbenga Ogedegbe, MD, PIs): The NIH-funded postdoctoral PRIDE Summer Institute at New York University School of Medicine provides intensive didactic and mentored research training to underrepresented minority and those with disability engaged either in behavioral medicine or sleep disorders research. The goal of this multidisciplinary training and mentoring program is to inspire junior investigators to conduct research by employing techniques at the forefront of their fields. Achieving the goal of decreasing health disparities in the field of behavioral medicine and sleep disorders research, the program includes: providing fundamental training by interdisciplinary faculty in the area of health disparities, among others; establishing partnerships between mentors and proteges based on their mutual research interests in the area of cardiovascular health research or behavioral medicine and sleep disorders research; helping proteges develop skills needed in order to develop independent research interests and apply for independent research grants; and providing grants workshop conducted by NIH/NHLBI staff to promote a sustainable independent research career.
Congruent Mentorship to Reach Academic Diversity in Neuroscience Research (COMRADE) (Giradin Jean-Louis, PhD, Gbenga Ogedegbe, MD, PIs): The NIH-funded postdoctoral COMRADE Training and Mentoring Institute at New York University School of Medicine provides junior faculty with intensive didactic and mentored research training to postdoctoral fellows engaged in behavioral neuroscience research to develop successful academic careers in behavioral and translational sciences targeting reduction of neurological disparities. The goal of this multidisciplinary training and mentoring program is to inspire junior investigators to conduct research by employing techniques at the forefront of their fields. Achieving the goal of decreasing health disparities in the field of behavioral neuroscience research, the program includes: providing fundamental training by interdisciplinary faculty in the area of neuroscience and neurological disparities; establishing partnerships between mentors and proteges based on their mutual research interests in the area of neuroscience, behavioral medicine and research; helping proteges develop skills needed in order to develop independent research interests and apply for independent research grants; and providing grant workshops conducted by the NIH/NINDS staff to promote a sustainable independent research
Select Global Activities
ERC Consolidator Grant: Multilevel Analysis on the Effects of Stress on Biology, Emotions and Behaviour throughout Childhood (Inga Dora Sigfusdottir, PhD, PI), Iceland: Recent studies have found that substance abuse, depression, self-harm, and suicidal behavior have all increased among adolescents. However, little is known about the complex interplay of psychosocial and biological factors that leads to such harmful behavior. Dr. Allegrante is currently collaborating as a senior investigator on a project whose goal is to study an Icelandic birth cohort from birth to adolescence to understand harmful adolescent behavior from both biological and psychosocial perspectives. Using community-level survey data, along with physiological indicators measured in saliva from a subsample of participants, the study is investigating the impact of early life stress on adolescents, the relationship between harmful behavior and community issues, including deprivation, disrupted families, income, and delinquency, and how support in early adolescence might buffer the effects of early life stress on harmful behavior later on. The project is expected to inform more effective interventions to reduce harmful behavior among young people.
Erasmus+ Europubhealth Programme, Denmark, France, Poland, Spain, United Kingdom (England, Wales, Scotland, Northern Ireland): The Europubhealth Programme is a two-year course of study that leads to dual Master of Public Health degrees. Europubhealth is co-sponsored by the Erasmus+ Programme of the European Union and is delivered by several European universities (University of Granada, University of Sheffield, Institute of Political Sciences in Rennes, University of Rennes 1, University of Denmark, Jagiellonian University) and the Columbia University Mailman School of Public Health. Dr. Allegrante has taught in the month-long summer integration module, which enables students from each of the participating universities to study the global dimensions of public health at EHESP, the French School of Public Health in Rennes, France. The module is designed to help students understand the impact of globalization and the organization for international health, take into account social and cultural factors and different stakeholders when formulating and implementing a public health project, and demonstrate critical thinking, cross-cutting communication and project management skills.
Open Society Foundations Higher Education Support Program, Kazakhstan: Higher education institutions and actors are fundamentally influential in the establishment and consolidation of open societies. The Open Society Foundations (OSF) Higher Education Support Program is committed to strengthening universities and members of their communities by nurturing their capacity and leadership for well-informed, vigorous, and inclusive social deliberation. Dr. Allegrante has participated as an International Scholar in the International Higher Education Support Program since 2009. The program promotes the advancement of higher education within the humanities and social sciences by providing assistance to a network of institutions ranging from undergraduate universities to doctoral programs and centers for advanced study. The Academic Fellowship Program has contributed to higher education reform by supporting talented and promising local scholars and assisting progressive universities in certain countries of South Eastern Europe and Eurasia. Dr. Allegrante has been providing curriculum development and mentored research support to returning scholars at the Kazakhstan School of Public Health.
Allegrante, J.P. Advancing the science of behavioral self-management of chronic disease. The arc of a research trajectory. Health Education & Behavior, 45, 6-13, 2018.
Rajan, S., Branas, C.C., Hargarten, S., & Allegrante, J.P. Funding for gun violence research is key to the health and safety of the nation. American Journal of Public Health, 108, 194-195, 2018.
Di Ruggiero, E., Potvin, L., Allegrante, J.P, Dawson, A., De Leeuw, E., Dunn, J.R., Franco, E., Frohlich, K.L., Geneau, R., Jackson, S., Kaufman, J.S., McLeroy, K.R., Morabia, A., Ridde, V., & Verweij, M. Ottawa Statement from the Sparking Solutions Summit on Population Health Intervention Research. Canadian Journal of Public Health, 107, e492-e496, 2017.
Ragnarsdottir, L.D., Kristjansson, A.L., Thorisdottir, I.E., Allegrante, J.P., Valdimarsdottir, H., Gestsdottir, S., & Sigfusdottir, I.D. Cumulative risk over the early life course and its relations to academic achievement outcomes in childhood and early adolescence. Preventive Medicine, 96, 36-41, 2017.
Livingood, W.C., Allegrante, J.P., & Green, L.W. Culture change from tobacco accommodation to intolerance: Time to connect the dots. Health Education & Behavior, 43, 133-138, 2016.
Williams, N.J., Robbins, R., Rapoport, D., Allegrante, J.P., Cohall, A., Ogedgebe, G., & Jean-Louis, G. Tailored approach to sleep health education (TASHE): Study protocol for a web-based randomized controlled trial. Trials, 17, 585, 2016.
Allegrante, J.P. Policy and environmental approaches in health promotion: What is the state of the evidence? Health Education & Behavior, 42 (1 Suppl), 5S-7S, 2015.
Friedberg, J.P., Rodriguez, M.A., Watsula, M., Lin, I., Wylie-Rosett, J., Allegrante, J.P., Lipsitz, S.R., & Natarajan, S. Effectiveness of a tailored behavioral intervention to improve hypertension control: Primary outcomes of a randomized controlled trial. Hypertension, 65, 440-446, 2015.
Charlson, M.E., Wells, M.T., Peterson, J.C., Boutin-Foster, C., Ogedegbe, G.O., Mancuso, C.A., Hollenberg, J.P., Allegrante, J.P., Jobe, J., & Isen, A.M. Mediators and moderators of behavior change in patients with chronic cardiopulmonary disease: The impact of positive affect and self-affirmation. Translational Behavioral Medicine, 4, 7-17, 2014.
Taub, A., Goekler, S., Auld, E., Birch, D., Muller, S., Wengert, D., & Allegrante, J.P. The changing landscape in accreditation of professional preparation programs for school health educators. Health Education & Behavior, 41, 349-358, 2014.