86 courses with the subject HLTH, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
HLTH 1020Role, Advocacy and Outreach —2
This course focuses on the role of the Community Health Worker (CHW). Students learn the scope of practice for the CHW. The other topics that are taught are personal safety, self care and personal wellness. The course also addresses outreach and advocacy for clients. Lecture, class discussion and small group work enable students to develop an understanding of the CHW profession. the College for Women and the College for Adults.
HLTH 1050, HLTH 1070, HLTH 1100, HLTH 2010. Offered in
HLTH 1050Organization and Resources: Community and Personal
Strategies — 2 credits The course focuses on the community health worker's knowledge of the community and the ability to prioritize and organize work. Emphasis is on the use of and critical analysis of resources and on problem solving. Students will compile a resource manual in this class. Teaching/learning methods include lecture and small group discussion. the College for Women and the College for Adults.
HLTH 1020, HLTH 1070, HLTH 1100, HLTH 2010. Offered in
HLTH 1070Teaching and Building Capacity —2
This course focuses on the community health worker's role in teaching and increasing the capacity of the community and of the client to access the health care system. Emphasis is on teaching clients about healthy lifestyles and helping the client to establish a healthy lifestyle. Students learn about and practice methods for planning, developing and implementing plans with clients to promote wellness. Health promotion activities will also be discussed. the College for Women and the College for Adults.
HLTH 1020, HLTH 1050, HLTH 1100, HLTH 2010. Offered in
HLTH 1090Biostatistics —4
This course is an introductory statistics course with an emphasis on medical, biological and public health data analysis. Statistical topics covered in the course will include hypothesis testing, nonparametric statistics, and introductory regression models. Students will also learn complementary skills in using statistical software, searching public health data sources, data cleaning and methods of reporting findings. Statistical methods will be paired with discussions about inclusion and exclusion criteria, sampling methods, experimental design, and interpretation and display of results for the purposes of public health communications. Offered in the College for Women. Credit is given for only one of the following courses: ECON 1080, ECON 1090, HLTH 1090, STAT 1089, STAT 1090, or PSYC 1090.
HLTH 1100Coordination, Documentation and Reporting —1
This course focuses on the importance and ability of the Community Health Worker to gather, document and report on client visits and other activities. The emphasis is on appropriate, accurate and clear documentation with consideration of legal and agency requirements. Offered in the College for Women and the College for Adults.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
HLTH 1964Community Health Worker Role, Advocacy, Outreach and Resources —3
This course defines the role of the Community Health Worker (CHW). Students will explain strategies for personal safety in relations to home visits. Students will also gain an understanding of the value of self-care, and personal wellness. Students will relate needs of their communities and cultural considerations. Students will learn about their role as a liaison, connecting clients and appropriate community resources.
HLTH 1966Health Communication and Cultural Competence, Teaching and Capacity Building —3
This course will introduce concepts of verbal and non-verbal communication required for the Community Health Worker (CHW) to effectively interact with clients, their families and healthcare providers of all backgrounds. Students apply skills such as active listening and motivational interviewing. This course also focuses on the CHW's role as a teacher to increase the capability of the community and the client to access the health care and social services systems. Course materials will emphasis empowering clients to become self-sufficient in achieving personal health goals within the role of the CHW.
HLTH 1968Documentation, Legal and Ethical Issues in Community Health Work —3
This course will introduce concepts of legal and ethical dimensions of the Community Health Worker's (CHW) role. Included are boundaries of the CHW position, agency policies, confidentiality, liability, mandatory reporting, and cultural issues that can influence legal and ethical responsibilities. This course also focuses on the importance and ability of the CHW to gather, document and report client visits and other activities. The emphasis is on appropriate, accurate and clear documentation considering legal and agency requirements.
This course provides fundamental knowledge about predominant concerns in community health and skills for working with clients around those topics. Topics include: healthy lifestyle, maternal and child health, trauma informed care, social determinants of health, health equity, and mental health. Within each topic, students learn basic information, prevention and management strategies (where applicable), community resources, skills for communicating and working with clients and communities. Students also learn the fundamentals of healthy lifestyles and skills to supporting clients to achieve a healthy lifestyle.
This course provides fundamental knowledge about predominant concerns in community health and skills for working with clients around those topics. Topics continue from the first half to include chronic disease, infectious disease and communicable disease. Within each topic, students learn basic information, prevention and management strategies (where applicable), community resources, skills for communicating and working with clients and communities. Students also learn the fundamentals of healthy lifestyles and skills to supporting clients to achieve a healthy lifestyle.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
This course provides fundamental knowledge about predominant concerns in community health and skills for working with clients around those topics. Topics include chronic disease, infectious disease and communicable disease. Within each topic, students learn basic information, prevention and management strategies (where applicable), community resources, skills for communicating and working with clients and communities. Students also learn the fundamentals of healthy lifestyles and skills to support clients to achieve a healthy lifestyle. Prerequisites: HLTH 1964, HLTH 1966 and HLTH 1968, or instructor approval.
This course provides fundamental knowledge about predominant concerns in community health and skills for working with clients around those topics. Topics include: healthy lifestyle, maternal and child health, trauma informed care, social determinants of health, health equity, and mental health. Within each topic, students learn basic information, prevention and management strategies (where applicable), community resources, skills for communicating and working with clients and communities. Students also learn the fundamentals of healthy lifestyles and skills to support clients to achieve a healthy lifestyle. Prerequisites: HLTH 1964, HLTH 1966 and HLTH 1968, or instructor approval.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
This course focuses on the legal and ethical dimensions of the community health worker's (CHW) role. Included are boundaries of the CHW position, agency policies, confidentiality, liability, mandatory reporting and cultural issues that can influence legal and ethical responsibilities. The CHW is concerned with social responsibility for population health and ethical and social justice issues related to the health of diverse and global populations. This course is a combination of lecture, class discussion and small group work. Offered in the College for Women and the College for Adults.
In this course, students will be provided the content and skills in communication to assist the community health worker in effectively interacting with a variety of clients, their families and a range of healthcare providers. Included are verbal/non-verbal communication, listening and interviewing skills, networking, building trust and working in teams. Communication skills are grounded within the context of the community's culture and the cultural implications that can affect client communication. and the College for Adults.
HLTH 2030, HLTH 2045. Offered in the College for Women
HLTH 2030Role of Community Health Worker - Field Internship —2
Structured out-of-class learning experience that takes place on or off campus and includes a substantial work component. An internship involves students in a particular profession in an exploratory way to test career interests and potential. The instructor serves as the internship advisor and completes a site visit with each student and the site supervisor. 2 Credits = work at least 80 total hours (approx 8-10 hrs/wk) at internship site. The course will also include professional skill building components. Offered in the College for Women and the College for Adults. Corequisites: HLTH 1974, HLTH 1975.
This course provides fundamental knowledge about predominant concerns in community health and skills for working with clients around those topics. Topics include: healthy lifestyle, heart disease and stroke, maternal and child health, diabetes, cancer, oral health, and mental health. Within each topic, students learn basic information, prevention and management strategies (where applicable), community resources, skills for communicating and working with clients and communities. Students also learn the fundamentals of healthy lifestyles and skills to supporting clients to achieve a healthy lifestyle. Corequisites: HLTH 2020, HLTH 2030.
This course provides an overview of the major concepts and principles of public health. It offers students a methodology for understanding populations and population health, the biomedical basis of public health, including infectious disease transmission and containment. It explores the societal and behavioral determinants of health, impact of the environment on health, role of the medical care system in meeting the needs of the population, and population level interventions aimed at improving and promoting health. Challenges faced by public health in the United States are examined. Students engage in critical service-learning as part of their introduction to the field of public health.
Structured out-of-class learning experience that takes place on or off campus and includes a substantial work component. An internship involves students in a particular profession in an exploratory way to test career interests and potential. To initiate an internship experience and obtain a registration permit, meet with the internship coordinator in the Career Development Office. Classroom learning supplements the internship experience in this course. Students meet with the instructor and a cohort of students to discuss, reflect on and learn from internship experiences and participate in professional development activities. The instructor serves as the internship advisor and completes a site visit with each student and the site supervisor. 2 Credits = work at least 80 total hours (approx 5-6 hrs/wk) at internship site. department chair or designated academic advisor in the major.
HLTH 2720Social Determinants of Health in the Caribbean —4
The overarching goal for this course is to develop leaders in healthcare with a sense of social responsibility and required skills to respond to the complex healthcare needs of our increasingly diverse communities. Through cultural immersion, field visits, guided reflection, and seminars, students will gain a global understanding of health and healthcare delivery so that they can contribute to the creation of more effective and inclusive healthcare practices and systems. The course will take place in the Dominican Republic and Cuba. These countries are the focus of this course because of their geographic proximity and because each have distinct cultures and healthcare systems. In the Dominican Republic, the focus of the learning will be about healthcare in an under-resourced country. In Cuba, we will learn about socialized healthcare. Throughout the course, we will learn about how culture, geography, politics, and economics influence how health and healthcare are defined, experienced, and distributed.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
Epidemiology is the study of the distribution and determinants of health and disease in populations. This course introduces the history, philosophy and methodology of epidemiology as well as ethical issues in the discipline. We will review key concepts such as causation, study design, and bias; an understanding of which will aid in uncovering factors that contribute to our understanding of population health. Students will discuss applications of epidemiology to promote prevention by designing interventions and policy that improve health outcomes. The primary learning goal for this course will be for students to be able to collect, interpret, and communicate epidemiologic data and study results. A case method approach and applied learning lab is used to facilitate learning. Offered in the College for Women and the College for Adults. Prerequisite: HLTH 2050 with a minimum grade of C. Prerequisite with concurrency: One course in statistics (HLTH 1090, ECON 1080, ECON 1090, PSYC 1090, STAT 1090) with a minimum grade of C.
Effective health communication interventions are an essential component of public health programming. Research shows that theory-driven, interactive communication that follows a proven process for design and implementation can increase knowledge, shift attitudes and norms, and produce changes in a wide range of behaviors. This course introduces students to the field of health communication theory and practice, and its key action areas. It prepares students to design, implement and evaluate health communication interventions within a systematic, participatory, engaging, process-oriented, and multidisciplinary framework that aims at behavioral, social, and organizational results and ultimately, improved public health outcomes.
Effective health communication interventions are an essential component of public health programming. Research shows that theory-driven, interactive communication that follows a proven process for design and implementation can increase knowledge, shift attitudes and norms, and produce changes in a wide range of behaviors. This course introduces students to the field of health communication theory and practice, and its key action areas. It prepares students to design, implement and evaluate health communication interventions within a systematic, participatory, engaging, process-oriented, and multidisciplinary framework that aims at behavioral, social, and organizational results and ultimately, improved public health outcomes.
This course examines the main concepts of public health from a global perspective and the critical links between public health and social, political, environmental, and economic factors. Specific issues in global health will be discussed, including population trends, pandemics, nutrition, work, environment, women's and children's health, and infectious and chronic diseases. Media reports and other information sources will be used to learn about global health issues. Opportunities and responsibilities for taking action to address global disparities will be emphasized. Students will critically analyze and present a current global health issue. Offered in the College for Women and the College for Adults. Prerequisite: HLTH 2050.
This course is designed to provide students with an introduction to and overview of the key areas of environmental health. Using the perspectives of the population and community, the course will cover factors associated with the development of environmental health problems. Students will gain an understanding of the interaction of individuals and communities with the environment, the potential impact on health of environmental agents, and specific applications of concepts of environmental health. The course will cover principles derived from core environmental health disciplines. The sequence of major topics begins with background material and “tools of the trade” (environmental epidemiology, environmental toxicology, and environmental policy and regulation). The course then covers specific agents of environmental diseases (e.g., microbial agents, ionizing and nonionizing radiation). Finally, applications and domains of environmental health are addressed (e.g., water and air quality, food safety, waste disposal, and occupational health). Prerequisite: HLTH 2050.
HLTH 3400Health Promotion Planning and Management —4
This course introduces students to a variety of health promotion methods. The course is designed to help students develop the necessary skills and strategies to carry out effective program planning. We will also explore the ethics and standards of the health promotion profession. It will focus on various ways health educators and promotors effectively communicate messages to various populations. Students will practice strategies involving health communication, advocacy, education, social marketing, and group facilitation. Students will be engaged in critical thinking exercises, experiential learning activities, and professional preparation assignments. A major portion of the class will be developing a presentation for the service learning site. Offered in the College for Women. Prerequisite: HLTH 2050.
Public health professionals are expected to critically evaluate many different health-related issues, make well-informed assessments of controversial health topics, and convey unbiased health information to the public. This course is designed to give students the opportunity to explore and research a variety of contemporary health-related issues. Techniques for identifying and researching the issues plus appropriate teaching and communication strategies will be addressed along with effective health and wellness promotional strategies. The course emphasizes mastery of health communication including the development of fact sheets on public health topics. The course will provide a platform for identifying and addressing health promotion’s most important “critical issues,” including those that are at the heart of health promotion practice/research, and those that are contested within the health promotion community, and in broader fields related to public health in general. It will provide students the opportunity to learn about the multiple ways to view the topics in public health. Offered in the College for Women. Prerequisite: HLTH 2050.
Public Health Biology (HLTH 3500) introduces students to basic concepts in cellular biology, immunology, and physiology, which are key to understanding the connections between biology and public health. The course will focus on the basics of biology related to infectious disease epidemiology; the different types of pathogens; the immune system and its response to pathogens; the treatment, prevention, and control of infectious diseases such as tuberculosis, Methicillin-resistant Staphylococcus aureus (MRSA), helicobacter infection, human papillomavirus (HPV), etc., and the role humans play in the evolution of infectious diseases. It will also explore chronic diseases, including cancer, cardiovascular disease, diabetes, osteoporosis, arthritis, respiratory diseases, as well as Alzheimer’s disease. Different public health strategies to influence health behavior change will be discussed.
HLTH 3720Social Determinants of Health in the Caribbean —4
The overarching goal for this course is to develop leaders in healthcare with a sense of social responsibility and required skills to respond to the complex healthcare needs of our increasingly diverse communities. Through cultural immersion, field visits, guided reflection, and seminars, students will gain a global understanding of health and healthcare delivery so that they can contribute to the creation of more effective and inclusive healthcare practices and systems. The course will take place in the Dominican Republic and Cuba. These countries are the focus of this course because of their geographic proximity and because each have distinct cultures and healthcare systems. In the Dominican Republic, the focus of the learning will be about healthcare in an under-resourced country. In Cuba, we will learn about socialized healthcare. Throughout the course, we will learn about how culture, geography, politics, and economics influence how health and healthcare are defined, experienced, and distributed.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
Structured out-of-class learning experience that takes place on or off campus and includes a substantial work component. An internship involves students in a particular profession in an exploratory way to test career interests and potential. To initiate an internship experience and obtain a registration permit, meet with the internship coordinator in the Career Development Office. Classroom learning supplements the internship experience in this course. Students meet with the instructor and a cohort of students to discuss, reflect on and learn from internship experiences and participate in professional development activities. The instructor serves as the internship advisor and completes a site visit with each student and the site supervisor. 2 Credits = work at least 80 total hours (approx 5-6 hrs/wk) at internship site. 4 Credits = work 160 total hours (approx 10-12 hrs/wk) at internship site. approved by the instructor and the department chair or designated academic advisor in the major.
HLTH 2050, HLTH 3150, HLTH 3250; an internship plan
HLTH 4604Internship —4
Structured out-of-class learning experience that takes place on or off campus and includes a substantial work component. An internship involves sudents in a particular profession in an exploratory way to test career interests and potential. To initiate an internship experience and obtain a registration permit, meet with the internship coordinator in the Career Development Office. Classroom learning supplements the internship experience in this course. Students meet with the instructor and a cohort of students to discuss, reflect on and learn from internship experiences and participate in professional development activities. The instructor serves as the internship advisor and completes a site visit with each student and the site supervisor. 2 Credits = work at least 80 total hours (approx 5-6 hrs/wk) at internship site. 4 Credits = work 160 total hours (approx 10-12 hrs/wk) at internship site. Offered in the College for Women and the College for Adults. approved by the instructor and the department chair or designated academic advisor in the major.
HLTH 2050, HLTH 3150, HLTH 3250; an internship plan
HLTH 4682Directed Study —2
Directed study is provided for students whose unusual circumstances prohibit taking a regularly scheduled course but who need the material of that course to satisfy a requirement. Availability of this faculty-directed learning experience depends on faculty time and may be limited in any given term and restricted to certain courses. Prerequisites: Faculty, department chair and dean approval.
Directed study is provided for students whose unusual circumstances prohibit taking a regularly scheduled course but who need the material of that course to satisfy a requirement. Availability of this faculty-directed learning experience depends on faculty time and may be limited in any given term and restricted to certain courses. Prerequisites: Faculty, department chair and dean approval.
This course is designed to be taken the semester prior the HLTH 4754 Public Health Practicum to prepare students for the experience. This course is a professional development that will help students prepare for the practicum by developing new skills and strengthening existing skills. Students will develop and refine materials for the practicum and employment search, including a resume, cover letter, professional references, LinkedIn profile, and effective interview skills. The course will also include topics related to population health and professionalism, such as effective communication, emotional intelligence, ethical conduct, and unconscious bias. Students will be required to complete all Student Compliance practicum requirements so they are ready to register for the practicum. Students will also start applying to potential practicum sites. Prerequisite: HLTH 2050.
In this course students will participate in a structured group setting to process and reflect on their own practicum experience. Participants will learn through the integration of classroom theory and real life career related experience. A site visit conducted by the instructor, including an evaluation meeting, will provide additional feed back to the student and build a connection between the University and employer. This course will support practicums that allow students in the public health major to explore and develop initial career paths. Prerequisites: HLTH 2050, HLTH 3150, HLTH 3350 or instructor permission.
Senior Seminar is a writing intensive course designed to examine critical and current issues in public health. The course uses grant writing to move the student through identifying a population health disparity, describing the disparity, critical review of the literature, designing an implementation and evaluation plan. The final document is in the format of a grant proposal. This culminating experience blends the public health curriculum to date, builds practical skills and requires development and practice of leadership skills. Offered in the College for Women and the College for Adults. Prerequisites: HLTH 2050, HLTH 3150, HLTH 3350, instructor permission.
Independent study offers students the opportunity for specialized research not covered in a course offering, by the action project or thesis. Students work with a faculty advisor to develop a learning contract, which specifies the content and objectives of the study as well as the requirements and procedures for evaluation. The amount of credit earned for the study also is included in the learning contract. Prerequisites: Permission of the faculty and department chair or program director.
Independent study offers students the opportunity for specialized research not covered in a course offering, by the action project or thesis. Students work with a faculty advisor to develop a learning contract, which specifies the content and objectives of the study as well as the requirements and procedures for evaluation. The amount of credit earned for the study also is included in the learning contract. director.
Permission of the faculty and department chair or program
HLTH 4994Topics —4
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
HLTH 6000Critical Issues in Global Public Health —3
This course is an introduction to public health issues both locally and globally. The course will introduce students to the main concepts of the global health field. It is divided into four main parts: principles and goals of global health; cross-cutting global health issues; the burden of disease; and, cooperating to improve global health. The course will examine current issues and challenges that face mainly developing and middle income countries. We will analyze the impact of political, social, cultural, economic and environmental factors on global health, including globalization, poverty, governance, trade and ethics.
HLTH 6010Principles of Epidemiology and Biostatistics I —3
This is the first of a two-part course series that introduces the basic concepts of epidemiology and biostatistics as applied to public health problems. Emphasis is placed on the principles and methods of epidemiologic investigation, appropriate summaries and displays of data, and the use of classical statistical approaches to describe the health of populations. Topics include the dynamic behavior of disease; usage of rates, ratios and proportions; methods of direct and indirect adjustment, and clinical life table which measures and describes the extent of disease problems. Various epidemiologic study designs for investigating associations between risk factors and disease outcomes are also introduced, culminating with criteria for causal inferences. The application of these disciplines in the areas of health services, screening, genetics, and environment policy are presented. The influence of epidemiology and biostatistics on legal and ethical issues are also discussed. GR 2021-2022 209
HLTH 6020Principles of Epidemiology and Biostatistics II —3
Epidemiology is the study of the distribution and determinants of health and disease in populations. This course covers concepts of epidemiologic study design and biostatics from hypothesis testing to study design analysis. The primary learning goals for this course will be for students to interpret and communicate epidemiologic data and study results as well as design observational and experimental studies and conduct statistical calculations using statistical software. A combination of didactic lecture, case method approach and applied learning lab is used to facilitate learning.
HLTH 6030Design and Implementation of Global Health Programs —3
credits This course will introduce students to the major concepts, principles, and methods used to design and implement global health programs. During the first half of the course we will discuss how to design effective global health programs in low- and middle-income countries as well as with refugee and immigrant communities in high-income countries. Students will learn to conduct community assessments, characterize and define a health problem, and identify and adapt evidence-based interventions for new health issues and settings. During the second half of the course we will focus on the implementation of global health programs, which will enable students to gain practical skills in program management and budgeting. This course will include a service learning component.
This course examines the design and structure of health policies and systems by state and non-state actors in both the U.S. and globally. The course begins with an introduction to the U.S. health system and structure, followed by a review of the key organizations and actors influencing global health governance. We discuss health system strengthening initiatives and then compare and contrast a number of health systems around the world. The course will review the history of global governance and how current forces of globalization are shaping the new global health infrastructure, agenda-setting, decision-making and implementation processes. Students will develop practical skills in critiquing global health policies, stakeholder analysis, health diplomacy, and writing policy briefs.
HLTH 6050Monitoring and Evaluation of Global Health Programs —3
credits This course is intended to be taken after students have successfully completed Design and Implementation of Global Health Programs (HLTH 6030). In this course students will be introduced to key concepts and methods used to design and conduct program monitoring and evaluation (M&E) for global public health programs. Class sessions will introduce students to evaluation designs, conceptual frameworks, objectives and indicators, data sources, and data collection and analysis. Students will gain practical skills through in-class exercises and course assignments, including the development of a monitoring and evaluation plan. This course includes a service learning component.
HLTH 6100Ethics and Human Rights for Global Health —1
This course is an overview of ethics and human rights for global health. This course will provide a background of the theory pertaining to ethics and human rights and practical application through case study discussion and training in ethical conduct of research. Students will explore power structures, challenges of global health, negative effects of good intentions and the use of foundational documents to guide the students in ethical reasoning. program director.
HLTH 6130Social and Behavioral Health Theories and Applications —3
credits The behavioral and social sciences in public health address the behavioral, social and cultural factors related to individual and population health and health disparities over the life course. In this course, students will be introduced to various theories and frameworks used to guide the design, implementation and evaluation of public health programs and policies. Using case studies, students will critique the application of these theories and identify cultural and environmental factors that must be considered to assure the value and appropriateness of the application. Students will develop skills in the identification of individual, organizational and community concerns, assets, resources and deficits for social and behavioral science interventions. By the end of the course, students will be able to compare and contrast the unique qualities of individual, organizational, community and ecological theories and how their applications create and define a public health intervention.
Effective health communication interventions are an essential component of public health programming. Research shows that theory- driven, interactive communication that follows a proven process for design and implementation can increase knowledge, shift attitudes and norms, and produce changes in a wide range of behaviors. This course introduces students to the field of health communication theory and practice, and its key action areas. It prepares students to design, implement and evaluate health communication interventions within a systematic, participatory, engaging, process-oriented, and multidisciplinary framework that aims at behavioral, social, and organizational results and ultimately, improved public health outcomes.
This course focuses on qualitative research methods starting with the conception of qualitative research questions and ending with the dissemination of qualitative research findings. Students will be exposed to a variety of frameworks through which qualitative research can be approached including specific paradigms, theories, and models. By the end of the semester, students will develop mastery in a variety of practical techniques in conducting and analyzing data from in-depth interviews, focus group discussions, and observations.
Quantitative secondary data analysis skills are important for program evaluation and public health research projects. Public data is widely available in the U.S. and abroad. Students will learn how to import data from publicly available data sets, and conduct data management and analysis with Stata Statistical Software. Students will have in class experiences and out of class requirements to gain practical data management and analysis skills using software while answering a specific research question. Prerequisite with concurrency: HLTH 6020.
This course defines and describes the status of refugees and immigrants in the US and globally. It discusses policies and practices, definitions and consequences of these policies. The physical and psychosocial aspects of being a refugee will be explored and analyzed. Time will be spent focused on historical refugee and immigrant immigration patterns as well as current events worldwide.
This course will cover some of the most pressing health issues that women face globally. A life course perspective will be taken and health issues that affect women from childhood through late adulthood will be explored. Both biological and social determinants of women’s health will be examined and promising programmatic and policy responses to improving women’s health will be discussed.
HLTH 6330Public Health in Conflict and Humanitarian Emergencies —2
credits This course covers the principles that are the basis of planning, implementing, and evaluating health programs for populations in conflicts and emergencies. It covers a range of humanitarian settings, including conflict, post-conflict, natural disasters, refugee camps, and internally displaced persons in both acute and protracted contexts. The course includes modules on assessment, technical program design, surveillance, evaluation, and sector integration. Drawing on current events for discussion and context, it will focus on international standards/thresholds for and control/management of communicable disease, nutrition, and reproductive health in emergencies. The course will include classroom visits and Skype video lectures with practitioners from the field.
HLTH 6335Water, Sanitation, and Hygiene (WaSH) in Public Health —2
credits This course will serve as an introduction to major water, sanitation, and hygiene (WaSH) themes and will examine WaSH issues on local, national, and global scales. The course will examine linkages between public health and WaSH and contrast programming and policy approaches for delivering WaSH services. Research methods for investigating WaSH access, its health effects, and its policy implications will be evaluated through discussion and written assignments. Current events and development of WaSH policies will be featured. The course content will be delivered via in-person lectures and online materials including videos, forum discussions, and readings.
HLTH 6340Infectious Disease: From COVID-19 to malaria and TB —2
credits This course will introduce students to common infectious diseases in the US and globally. A focus will be placed on the descriptive epidemiology of these diseases, their mechanisms for transmissions, and opportunities for intervention. Both biological and social determinants of the burden of infectious disease will be discussed within each weekly topic.
HLTH 6350Nutrition in Low- and Middle-Income Countries —2
This course will cover some of the key definitions, risk factors, interventions and policies related to malnutrition and its prevention in low- and middle-income countries.
This course examines violence from a public health perspective in the United States and globally. It covers topics on homicide, suicide, and non- fatal violence. The course will also describe the various approaches to violence prevention and focus on the interdisciplinary nature of the public health framework including the ecological model. Students will address the policy dimensions of violence prevention including the economic impacts, community based advocacy and the interrelationship of factors that affect policy at the national as well as the international levels.
HLTH 6390The Global Rise in Chronic Diseases: Who is Paying
Attention? — 2 credits This course will focus on the growing global burden of disease due to chronic diseases, mental health, substance use (alcohol, tobacco and other drugs), risk factors (obesity, lack of physical activity, stress) and injuries in the US and globally. The course presents methods for measuring the burden of noncommunicable diseases; program and service delivery. Students will examine successes and challenges of public health policy initiatives to foster a healthier environment with reduced chronic disease.
HLTH 6500Child Family Health International Global Education Program —3
This course provides students with an international, public health oriented experience in a low- or middle-income country as a topic based elective. Both in-person and virtual course options are available. Collaborating with Child Family Health International the courses are taught by medical doctors and public health specialists in countries such as Ghana, Uganda, India, Mexico and Kenya. Country locations may vary from year to year. See the MPH program director or Global Studies office for details. GR 2021-2022 211
Directed study is provided for students whose unusual circumstances prohibit taking a regularly scheduled course but who need the material of that course to satisfy a requirement. Availability of this faculty-directed learning experience depends on faculty time and may be limited in any given term and restricted to certain courses.
Directed study is provided for students whose unusual circumstances prohibit taking a regularly scheduled course but who need the material of that course to satisfy a requirement. Availability of this faculty-directed learning experience depends on faculty time and may be limited in any given term and restricted to certain courses.
Directed study is provided for students whose unusual circumstances prohibit taking a regularly scheduled course but who need the material of that course to satisfy a requirement. Availability of this faculty-directed learning experience depends on faculty time and may be limited in any given term and restricted to certain courses.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
The subject matter of the course is announced in the annual schedule of classes. Content varies from year to year but does not duplicate existing courses.
In this course students will apply their classroom based knowledge in a domestic or international setting, in low- and middle-income countries and with refugee and immigrant communities in high-income countries. Supervision will be provided on site and student activities will be mutually agreed on prior to the beginning of the internship. Activities may include, but not be limited to, program development and implementation, program evaluation, assistance with surveillance and grant writing, research project participation and/or policy analysis. 6050, compliance paperwork complete. Instructor approval.
The MPH Capstone course provides an opportunity for students to demonstrate their synthesis and integration of the core global public health competencies through a culminating experience. Prior to the start of the course, students will write a 3-page proposal of their project topic and its format that is approved by their academic advisor and the MPH Coordinator. The proposal includes identification of one other reader for content expertise (e.g., other university faculty, adjunct faculty or preceptor). A maximum of six projects or up to 10 students may register for each course. Students will give a 15-minute oral presentation of their capstone projects at a public forum. 7100, three HLTH electives, an international experience, and program director approval. S/U grading.
