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Emphasizes the role of community organizing to engage diverse communities to advance the conditions in which people can be healthy. It further examines the role of health educators, grassroots activists, and others in stimulating social, political and economic approaches to promote community health. Also addresses the advancement of theoretical knowledge and practical skills of community organizing.
An intensive course designed to familiarize students with fundamentals of environmental health from a scientific and conceptual perspective. Topics are considered within multi-causal, ecological, adaptive systems, and risk-assessment frameworks. Includes consideration of biological, chemical, and physical agents in the environment, which influence public health and well-being.
Doctoral students register for the ESHH 611 section.
The Field Experience provides the opportunity to apply the methods learned in the classroom to important public health problems and to develop the ability to synthesize and integrate knowledge. With the assistance of the Field Experience Coordinator, students will select a field experience that is aligned with their interests and goals.
This course covers the history of the Developmental Origins of Health and Disease (DOHaD) framework, the trends that drive and result from DOHAD processes. It will explain epigenetics and other mechanisms which through priming influence lifelong health.
This is the first course in a three course sequence designed for MPH Epidemiology and Biostatistics majors. Textbook based; e.g. Gordis Epidemiology. Basic epidemiological principles applicable to infectious and non-infectious diseases, host-agent-environmental relationships, and concepts of disease causation will be reviewed. Students will gain familiarity with epidemiologic measures such as incidence, prevalence, mortality, natality, case fatality, relative risk and other rates and ratios and will use age-adjustment and other standardization techniques. Types and sources of public health data will be reviewed, their use in comparing groups, and statistical significance. Epidemic curves, outbreak investigation principles, surveillance concepts and basic designs of observational studies and sources of bias will be covered.
Students in the MPH Epidemiology and MPH Biostatistics programs should take the on-campus Epi I course.
Doctoral students register for the EPI 612 section.
Provides students with an understanding of the field of public health. It provides knowledge about public health principles, concepts, values, tools, and applications. Key topics in the class include the mission of public health, the politics of public health, determinants of health in the United States, major models and strategies for health promotion, and community perspectives on public health interventions.
Addresses practical applications of health promotion theories. Presents examples of planning, implementation, and evaluation of health promotion programs in a variety of settings as guides for the development of health promotion programs.
This course introduces basic concepts and issues in the organization, financing, and delivery of health services. The emphasis is on the systemic aspects of health services production and delivery which address the health needs of populations with respect to death, disease, disability, discomfort, and dissatisfaction. Students will examine the inter-relationships of system structures, subsystems, and processes, as well as their interactions with the larger social, cultural, economic and political environments in which they exist. The focus is on the United States, with international comparisons used to illustrate similarities and differences.
The following sections are offered online: Baker. All other sections are offered in-person.
The biological and molecular bases of public health: the immune system, genomics, environmental exposures. The evidence-based role of biology in ecological models of population health, its integration in disease prevention and control policies and programs. Effects of behavior on biology. Legal, social, ethical issues will be considered.
The goal of this course is to cover the broad range of statistical methods used in health sciences. Methods of summarizing data through graphical displays and numerical measures will be discussed. Basic probability concepts will be explored to establish the basis for statistical inference. Confidence intervals and hypothesis testing will be studied with emphasis in applying these methods to relevant situations. Both normal theory and non-parametric approaches will be studied. Course focus will be to understand when to use basic statistical methods how to compute tests to statistics and how to interpret results. Computer applications (using SPSS) are included as part of the course.
Online: Summer and Fall
MPH Health Promotion students take EITHER (a) PHE 541, “Media Advocacy” – OR – (b) PHE 540, “Mass Media & Health.”
Provides students with an understanding of the role of media advocacy in advancing public health policies to promote health. The course uses lectures, group exercises, and case studies to illustrate basic concepts and skills related to media advocacy. Topics covered include: gaining access to the news, framing issues from a public health perspective, and the use of paid advertising to advance policy. Content areas include tobacco, violence, handguns, suicide, alcohol, and other public health issues.
The focus of this course is current men’s health issues. Students have opportunities to critically explore a broad array of men’s health concerns across the life span from a multidisciplinary perspective. Men’s health issues may include such topics as reproductive health, violence, aging, heart disease, depression, and sexuality. The class is taught in an interactive format through group discussion, presentations, and the participation of group speakers. The course focuses on the consideration and critique of current influences on men’s health including the effect of the health care system, male socialization, the impact of the social and cultural factors, and the influence of evolving technology.
This online course uses D2L.
Level: 445 for Undergraduate; 545 for Graduate
An investigation of the integral relationship between body and mind and how that relationship manifests itself in health, illness, and promotes healing. Philosophical and scientific foundations of mind/body health are explored. Mind/body research and its application within allopathic medicine is examined as is research and practice in complementary fields of medicine and health care.
Graduate students register for the PHE 566 section.
Theory and research in the human potential movement is integrated with research in mind/body medicine to produce an expanded understanding of human transformative capacities. Transformative practices including meditation, yoga, imagery, biofeedback, and sport are examined. Elements common to all transformative practices are identified.
Graduate students register for the PHE 567 section.
Presents an overview of the biological, psychological, behavioral, sociocultural, and environmental factors that function in the promotion of health and prevention of disease. Theories developed to explain health and illness behaviors at intrapersonal, interpersonal, and group/community levels are introduced. Ethical issues involved in health-related behavior change are examined. Satisfies the core M.P.H. requirement. Recommended prerequisite: graduate standing.
Introduces the theory and practice of program evaluation in the health services system. Includes multiple methods and uses of evaluation from the perspectives of managers, health professionals, and health services researchers, with an emphasis on the utilization of evaluation findings in program planning and management in health services. Course learning will be synthesized through a community-based learning experience involving working with a community partner to develop an evaluation framework and methodology for an existing or proposed health program.
Presents the philosophical and theoretical bases supporting the development of alternate research paradigms in human inquiry. Essential characteristics of three major alternate paradigms (interpretivist, constructivist, and critical theory) are introduced. Validity, reliability, and related concepts are examined from the perspective of each paradigm. Alternate strategies for inquiry are presented and ethical considerations related to qualitative forms of inquiry are addressed.