Pivot: Professional Strategic Communicat

PIVOT: PROFESS STRAT COMM

The Pivot_Professional Development is required for full-time MHA and MPH degrees in the Health Policy & Management (HPM) department. It is one component of the Professional Development Program (PDP), a comprehensive, co-curricular effort aimed at developing personal and professional skills to prepare students to enter the workforce successfully and to begin to develop necessary skills to be successful in their careers. The course will meet over three semesters for a total of 1.5 credits. Semester one will focus on self-discovery and personal branding, semester two will hone in on building skills to get your practicum and succeed in your practicum, and the third semester will largely focus on the full-time job search and the first 90 days on the job. Pivot will be complemented by Practicum Day, mock interviers, data software workshops and Career Service seminars.
The two main goals of this course are to develop skills needed to shape your professional self and develop the skills to find and thrive in a job. This course will help you achieve these goals by providing the tools to: (1) develop a professional persona (2) sharpen professional communication (3) collaborate effectively as a team member and (4) clarify career objectives.

• Department: Health Policy & Management
• T 9:30 a.m.-11:20 a.m.
• 0.5 points

Global Philanthropy

Global philanthropy has become a significant force in recent years, including both funding from developed countries to create change in the developing world as well as the growth of philanthropy in the developing world. The funds available for global philanthropy, forecasts for its future, media attention, levels of involvement, innovative approaches, expectations, and potential - all have grown and changed tremendously in recent years. Importantly, a global culture of philanthropy has begun emerging. Thus, its important for any business school student to understand how innovations in philanthropy around the world are having an impact on social, economic and environmental developments.With this growth has come a set of important questions and challenges that this course will explore: * Given its small size compared with the for-profit and public sectors, can private philanthropy make a difference? * What gives private philanthropy its "license to operate," and should it be seeking to change government policy? * How can success in tackling complex challenges and systems be defined and measured? * Do traditional models of giving actually work? Have newer models proved themselves? * What is the best path for philanthropy in developing/emerging markets?Using research, case studies and expert guests, this class will review current issues and approaches to important issues in global philanthropy, including education, livelihoods, public health and human rights. This class is intended to give MBA students the tools they need to assess opportunities and solutions as well as to become thoughtful, effective philanthropists. Specifically, students will learn to: 1. Analyze complex challenges in the developing world; 2. Evaluate the effectiveness of current programs to address these challenges; 3. Develop strategic options; and 4. Create a plan for funding and assessing results.

• Department: Auditing
• T 9 a.m.-12:15 p.m.
• Instructor: Melissa A Berman
  Info
• 0 points

Cross-National Health Policy and Managem

CROSS-NATIONAL HEALTH POL

Modern industrial democracies face a range of common problems in their health care systems. These include demographic and technological pressures on costs, rising expectations of consumers, the assimilation into medical and policy practice of rapidly growing knowledge about the system's performance, and the tensions that arise when swollen public budgets, slow economic growth, and rising health care costs converge. These nations face these common pressures in quite diverse ways, however. Their responses vary with the historical, cultural, legal, social, and political character of individual countries, and embody significant strategic differences in decisions about coverage, provider payment, funding, and more.
In this course we survey the policy responses of a range of nations to the strains imposed by the evolution of modern health care systems. We isolate the most salient pressures for policy change, trace the debates over and emergence of major strategic options, seek to explain why nations differ in their policy choices, explore the pros and cons of some of these approaches, and draw implications for U.S. policy debates. Students should leave the course with an enhanced understanding of the range of strategic responses to the major policy problems facing modern societies, and this understanding should help them to comprehend more fully both the dynamic environment in which they work and the complexities of health care reform.

• Department: Health Policy & Management
• T 1 p.m.-3:50 p.m.
• Instructor: Lawrence D Brown
  Info
• 3 points

GLOBALIZATION & HEALTH POLICY

• Department: Executive Classes in HPM
• Instructor: Anoop M Raman
  Info
• 1.5 points

Seminar in Advanced Practice in Psychiat

SEM IN ADV PRC PMH NURSIN

This course is a continuation of Seminar I. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilization of evidence for best clinical practices in a variety of mental health settings. Clinical appraisal and critique of challenging cases from the practice environment will facilitate the students’ application of the knowledge base and skills essential to the role of the psychiatric nurse practitioner.

• Department: Nursing
• M noon-1:50 p.m.
• Instructor: Beth J Maletz
  Info
• 2 points

Global Health Governance

GLOBAL HEALTH GOVERNANCE

Global health is not something that happens to people elsewhere – it is a shared context in which we all are born, lead our lives and die (cheery beginning). Recognizing a shared context in no way implies it is not a context rife with inequities, inequalities, and inefficiencies; it is. In the aftermath of the recent Ebola and Zika outbreaks and against a decades-long fight confronting HIV/AIDS and a millennia-long fight against tuberculosis and malaria, these fissures have been repeatedly exposed, and at times addressed. In the past decade alone, the world has invested billions of dollars in fighting these and other diseases but substantially less to help strengthen developing country health systems, expand health insurance coverage or combat the so-called neglected diseases, such as sleeping sickness, that continue to cause untold suffering. The institutions charged with ‘governing’ global health arguably do not have the requisite mandates, authorities or budgets to meet their respective missions, despite increasing amounts of pressure from donor governments, developing country governments and other constituents to do so. In this course, we will explore questions such as: Which entities govern and finance global health? What is on and off the global health agenda? Who determines what is on the global health agenda? What are recent ‘innovations’ in global health governance and financing? Have various ‘innovations’ worked or not? What are current significant debates in global health governance (e.g., what should World Health Organization reform entail)?

• Department: Health Policy & Management
• R 8:30 a.m.-11:20 a.m.
• Instructor: Erin K Ferenchick
  Info
• 1.5 points

Mixed Methods in Health Systems Research

MIXED METHODS IN HEALTH S

Due to technology and globalization, current problems we face in health systems research are more complex and require new techniques to assess them. This course will examine why health systems research requires multiple methods. Students will formulate a good research question, evaluate which method(s) could study this question, and provide recommendations to address the question. Class sessions will be interactive and provide opportunities to engage with various approaches to problem solve. The class complements the foundational quantitative methods learned to date with qualitative and mixed methods. Some topics will include interviewing, text analysis, and case studies. The strengths and weaknesses of various methodologies will be considered.

• Department: Health Policy & Management
• R 1 p.m.-3:50 p.m.
• Instructor: Nuannuan Xiang
  Info
• 1.5 points

Applied Methods in Health Services and O

APPL MTHDS-HLTH SERV&OUTC

The purpose of this course is to introduce students to applied health services research. Specifically, students will be exposed to real world problems faced by health services researchers and learn how to address these problems. The course will have two major focuses. First, students will be exposed to the basic analytic and biostatistical concepts utilized in health services research. Much of this work is directed at addressing bias and confounding in study design and application. Second, students will be grounded in applied health services research. Specifically, topics addressed will include common problems in health services research across a variety of disciplines, methods to address these problems, and an exploration of policy initiatives that have resulted from health services research. The course will consider a variety of study designs, methodological approaches and concepts that are germane to health services researchers. Further, during the course students will be tasked to implement these concepts in the conduct of a team-oriented project.

• Department: Health Policy & Management
• W 8:30 a.m.-11:20 a.m.
• 3 points

Advanced Health Policy Seminar

ADV HEALTH POLICY SEMINAR

The U.S. is one of the only developed countries in the world without a universal health system. Even though the Patient Protection and Affordable Care Act (ACA) expanded public and private insurance coverage, millions of Americans will remain uninsured for the foreseeable future. Many patients without insurance – and many other patients with public insurance – rely on health care safety-net institutions to provide affordable health care. The U.S. health care safety-net is made up of hospitals, community health centers, and private, office-based medical professionals who offer free or subsidized care to poor and other vulnerable patients.

This course will provide an overview of the U.S. health care safety-net and evaluate how health care policies have shaped the evolution and performance of this system. In particular, we will explore the impact of the ACA on the health care safety-net and its future. Students should leave the course with an enhanced understanding of the health care safety-net, its implications for access to health care, and policy challenges associated with maintaining this system.

• Department: Health Policy & Management
• M 8:30 a.m.-11:20 a.m.
• Instructor: Donna Lynne
  Wikipedia Info
• 1.5 points

Group Theory

GROUP THEORY

This seminar course is designed to increase the student's understanding of the key concepts, the dynamics, and development of psychotherapy groups. Students are encouraged to explore the theoretical issues inherent in group practice and their relationship to psychiatric nursing theory and practice. Finally, students will address the developmental needs of clients as they relate to the group experience.

• Department: Nursing
• M 8 a.m.-9:50 a.m.
• Instructor: Michelle M Charles
  Info
• 2 points

Supervision and Practice in Individual P

SUP & PRAC IN INDIV PSYCH

Patients are assigned according to the student's needs for a learning experience. Students arrange for clinical contact with the assigned patients at least weekly and more often if required. The student is responsible for assessing the biophysical, psychosocial, cultural, cognitive, and spiritual dimensions of the patients and planning appropriate interventions.

• Department: Nursing
• W 10 a.m.-11:50 a.m.
• W 6 p.m.-7:50 p.m.
• Instructor: Erin M Shindle
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• Instructor: Ashlie D Butler
  Info
• Instructor: Michelle M Charles
  Info
• Instructor: Jennifer Furst
  Info
• 2 points

Tutorial in Health Policy and Management

TUTORIAL HEALTH POLICY &

For students who wish to acquire further knowledge and research skills in areas of special interest. Tailored to the particular needs and interests of individual students, they can take many forms - literature reviews, research projects, field experiences, other special studies, or learning experiences. The objective is to enrich the students program.

• Department: Health Policy & Management
• MWR 11:30 a.m.-12:50 p.m.
• WR 4 p.m.-5:20 p.m.
• None None-None
• Instructor: Jeanne M Stellman
  h-index: 34 Info
• Instructor: Rebecca R Sale
  Info
• Instructor: Kai Ruggeri
  h-index: 22 Info
• 0-6 points

Supervision and Practice in Group Psycho

SUPERVISION/PRACTICE GROU

The student participates as a leader or co-leader in a psychotherapeutic group of 10-12 sessions. Weekly clinical supervision is focused on group dynamics and development.

• Department: Nursing
• W 10 a.m.-11:50 a.m.
• W 1 p.m.-2:50 p.m.
• W 2 p.m.-3:50 p.m.
• T 5 p.m.-6:50 p.m.
• Instructor: Penelope R Buschman
  Info
• 1 points

Strategic Investment in Healthcare

The type of capital investment used by a healthcare entity can have a profound impact on the financial viability of a healthcare organization. At one end of the spectrum, it can contribute to growth of the company and income generating potential. At the other end of the spectrum, it can create a crushing financial burden on the organization, as it tries to serve its debt obligations or repay its equity investors. It can also hamstring the management of the organization if investors sitting on the board have a different vision from the founders about the strategic direction of the company.
Capital finance therefore has short, medium and long-term consequences for the business opportunities and risks of healthcare organizations that go well beyond the capital investment itself.
Through a mixture of lectures, discussions, case studies and guest lecturers, students will be provided with the tools to understand the raising and allocation of investment capital for strategic and/or investment gain. The course will span the healthcare continuum from product makers (biotech, pharmaceuticals, medical devices,) supply (distributors, PBMs, pharmacies, CROs), payors (HMOs, government) and providers (hospitals, SNFs, Healthcare IT, diagnostics, practioners) and consumers. The course is for students who are interested in seeing how their healthcare management skills can be used in an applied setting.

• Department: Health Policy & Management
• R 5:30 p.m.-8:20 p.m.
• Instructor: Leslie D Funtleyder
  Info
• 1.5 points

Addressing the Opioid Crisis

ADDRESSING THE OPIOID CRI

Over the past three decades, the United States has faced one of the most devastating — and preventable — public health crises in its history. Opioid addiction has fueled record high overdose deaths, increased heroin and fentanyl use, and reshaped communities across the country.

This course dives deeply into how we got here — and what it will take to change course. We’ll examine the historical roots and structural drivers of the epidemic, including how medical practice, industry influence, regulation, stigma, and health systems all intersected to create a perfect storm.

Together, we will explore:


Earlier opioid addiction epidemics — and what we failed to learn

How Purdue Pharma and other opioid manufacturers reshaped opioid prescribing practices

Trends in opioid-related overdose deaths and what they reveal about the crisis

The increasing use of kratom and implications for policy and practice

What effective treatment for opioid use disorder looks like — including the expanding role of harm reduction strategies — and why access remains limited


Students will critically analyze public health responses — asking not only what happened, but what should have happened and what still can be done.

You’ll also step into the role of a state health official responding to the crisis. You will design a targeted intervention, explain it to your governor in a policy memo, and communicate it to the public through an Op-Ed. Along the way, we’ll use the framework of primary, secondary, and tertiary prevention to evaluate impact, feasibility, and ethics.

By the end of the course, students will leave with a sharper understanding of opioid use disorder as a public health issue — and practical tools to design policy and program responses grounded in science, compassion, and equity.

• Department: Health Policy & Management
• W 1 p.m.-3:50 p.m.
• Instructor: Andrew Kolodny
  Info
• 1.5 points

Emerging Markets in Health Care: Public

EMERGING MARKTS IN HEALTH

The course will focus on the challenges of providing healthcare in emerging markets in each of the major socio economic regions of the world that have developing countries.

Like in western countries, the health sector is one of the fasted growing and dynamic segments of the economy in many emerging economies, with a total annual revenue flow of over US$7 trillion in 2012. Particularly pressing are issues related to changing epidemiology of aging populations, the lack of funding and resources, poor governance, corruption and shifting demographic and epidemiological trends such as the HIV/AIDS epidemic and drug resistant malaria.

Today there are known and affordable interventions to deal with many of the most difficult public health challenges in developing countries. But the cost to individual households is unpredictable and can impoverish even middle-income families without access to effective health financing instruments. And many interventions are ineffective. Additional resources could be mobilized by increasing the share of government funding allocated to the health sector. Expanding fiscal space could have negative macro economic repercussions in many low-income countries and increasing the relative share allocated to the health sector means giving up public expenditure on other programs, some of which may also contribute to overall gains in health. Both are difficult to achieve politically.

In this context developing countries are increasingly looking at partnerships between the public and private sector to provide needed healthcare for their populations.

• Department: Health Policy & Management
• T 5:30 p.m.-8:20 p.m.
• Instructor: Alexander Preker
  Info
• 1.5 points

Advanced Practice in Psychiatric Mental

ADV PRAC PSYCH MENTAL HLT

This course is designed to advance the student's clinical practice with patients in a variety of psychiatric mental health settings.  The practicum is the second of two consecutive courses. Expectations of this clinical experience are direct patient contact, therapeutic interaction with staff, families, and systems, as well as medication management. The student will function in the role of the advanced practice psychiatric nurse practitioner.  Details of the practicum will be coordinated with the student, preceptor/agency, and faculty based upon course objectives, clinical objectives, and student educational goals.

• Department: Nursing
• 5 points

On the Road from Volume to Value: Unders

UNDERSTANDING HEALTHCARE

There is much talk and enthusiasm about new “value-based” methods of reimbursing for health care services. However, considerable variation exists across different approaches that fall within this broad category -- from incentive-based Pay for Performance (P4P) to Bundled Payments to Shared-Savings Arrangements to Global (Capitated) Payments – in terms of their design, the incentives imbedded within them, and the challenges associated with their implementation on the payer side and the managerial response to them on the provider side. In addition, the reality is that, at least for the near-/mid-term, many of these new approaches are likely to build upon or be put in place beside, rather than completely replace, existing fee-for-service-oriented reimbursement methodologies, such as Medicare’s prospective payment systems for inpatient hospital, physician services, and other care. Therefore, if students are to play their own ‘value-added’ role in as policymakers, as designers of new reimbursement strategies on the payer side, or as health systems managers implementing/managing providers’ responses to new payment initiatives, it is important that they have a solid understanding of the design, issues and incentives associated with both current and emerging health care reimbursement strategies. This course is designed to provide this knowledge.

• Department: Health Policy & Management
• R 5:30 p.m.-8:30 p.m.
• Instructor: Julius L Chen
  Info
• 1.5 points

Public Health Program Planning

PUBLIC HLTH PROGRAM PLAN

Students will learn to design an evidence-based and culturally appropriate public health program in US and global contexts. Students will work in a small group throughout the semester to design a public health program on a topic of their choice. Specifically, students will gain competence in analyzing local needs and resources; developing an evidence-based, technically and programmatically sound causal pathway; articulating program objectives; designing relevant technical components; and designing the program’s monitoring and evaluation plan, implementation plan and budget.

• Department: Population and Family Health
• F 8:30 a.m.-9:50 a.m.
• 3 points

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

• Department: Population and Family Health
• F 10 a.m.-11:20 a.m.
• 0 points

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

• Department: Population and Family Health
• F 10 a.m.-11:20 a.m.
• 0 points

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

• Department: Population and Family Health
• F 10 a.m.-11:20 a.m.
• 0 points

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

• Department: Population and Family Health
• F 10 a.m.-11:20 a.m.
• 0 points

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

• Department: Population and Family Health
• F 10 a.m.-11:20 a.m.
• 0 points

Health and Human Rights Advocacy

HEALTH & HUMAN RIGHTS ADV

The class explores how laws, policies, and rights function to shape public health, with particular emphasis on the implications of this interaction for rights-based approaches to health programs, policy and advocacy. The course includes an introduction to the principles, provisions and underlying assumptions of law, policy and rights related to public health. Students then have the opportunity to use human rights tools and principles in documentation of health-related human rights violations and formulation of programmatic and advocacy responses to violations. A wide range of issues – HIV, health problems of criminalized populations, autonomy of people living with mental disorders, racial discrimination in health services and related policy, and rights-unfriendly practices of for-profit companies – are used to illustrate the importance of human rights inquiry and analysis in public health.

• Department: Population and Family Health
• T 4 p.m.-6:50 p.m.
• Instructor: Marta L Schaaf
  Info
• 1.5 points

Human Rights Issues in Infectious Diseas

Hum Rghts Issue Infec Dis

In public health emergencies involving infectious disease, there is often a legitimate necessity to curtail individual rights in the name of protecting the public. Simultaneously, a government’s failure to adequately respond to an emergency may also represent a violation of their obligations. Private actors, philanthropic, commercial or otherwise, can also have a substantial impact on health and responses to public health emergency. The COVID-19 pandemic illustrates these relationships and provides a basis to understand the tensions that arise. The relationship between public health and human rights is a complex and evolving one. From quarantining and mandated isolation in the 14th century to modern lockdown measures and the HIV epidemic, there have been tensions with human rights and in some instances, public health measures have been associated with a range of human rights abuses. In the COVID-19 crisis, many countries drew from this armamentarium of non-pharmaceutical interventions, implementing mass lockdowns and contact tracing that heavily implicated individual rights of freedom of movement and privacy and where the manner of implementation sometimes fell short of human rights standards, leading some places to inappropriate use of criminal law and elevated risk of interpersonal violence. In addition, there remain debates about the use of coercive measures such as vaccine mandates. Global inequity has also shaped governments’ abilities to respond and determined access to life-saving medical interventions and supplies. Price-gouging and other practices of pharmaceutical and medical equipment companies may undermine the public’s right to health while the concentration on vaccine manufacturing capacity limited access to vaccines in the poorest countries. The right to scientifically sound health information, crucial in infectious disease emergencies, is often denied or at least becomes difficult to manage in the context of uncertainty and shifting evidence bases. We are now also coming to terms with the unintended impact public health responses had on the basic rights of persons who lost their livelihoods due to the disease, disruptions to food systems and compromising access to routine healthcare services. In the aftermath of the pandemic, significant international reforms are being undertaken including a revision of the international health regulations and the negotiation of the pandemic treaty. This course will examine this evolution in human rights through the lens of different public health emergencies

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• Instructor: Safura Abdool Karim
  Info
• 1.5 points

PT Management of Orthopedic Conditions I

PT Mgmt of Ortho Cond I

This is the first in a series of four courses on orthopedic physical therapy. This course emphasizes differential diagnosis, clinical decision-making, and development and implementation of a plan of care for patients demonstrating musculoskeletal dysfunction of the hip.

This course is the first in a series of four, which applies the Patient Management Model to musculoskeletal conditions associated with the hip. Examination, evaluation, diagnosis, prognosis, intervention and outcome assessment for the hip is linked with diagnostic imaging and conservative and surgical management.  Interventions integrate joint and soft tissue manual therapy techniques with therapeutic exercise. Emphasis is placed on clinical decision-making and evidenced-based practice in individuals with orthopedic conditions.  Exercise applications that are utilized throughout lifespan that address identified impairments; activity and participation limitations are emphasized. Students will apply clinical decision-making strategies to practice, design, modify and progress exercise programs with proper biomechanical alignment and proper muscle balance for optimal performance. This course consists of traditional face-to-face classroom lectures and labs that will incorporate active learning strategies, and integrated clinical experiences where students will spend time in authentic clinical environments practicing essential activities. The active learning strategies facilitate “thinking on your feet.” Students need to prepare before each class lecture and lab session.

• Department: Physical Therapy
• Instructor: Jean Timmerberg
  Info
• 2 points

LEADERSHIP FOR STAGE MANAGERS II

LEADERSHIP - STAGE MANAGE

.

• Department: Theatre Arts
• T 10 a.m.-12:50 p.m.
• Instructor: Michael Passaro
  Info
• 3 points

PT Management of Orthopedic Conditions I

Musculoskeletal

This 16-week course during the fifth term of the DPT curriculum is the final course in the orthopedic series offering the student an integrated approach to the theoretical and practical basis of clinical practice for musculoskeletal conditions of the spine. Critical thinking and problem solving is highlighted in an atmosphere of higher learning where cutting edge management of musculoskeletal spinal conditions is coordinated with contemporary research.

This is a problem-solving case-based course that promotes synthesis of evidence from the neurological and movement science literature in order to critically evaluate current trends in the examination, evaluation, diagnosis, intervention and prognosis of a variety of neurological conditions.  Clinical reasoning is promoted through three pathways:  1) observation and participation in a variety of health care practice settings (e.g. hospitals, outpatient & clinic departments); 2) understanding societal needs; and 3) appreciating the prevailing legislative environment.  Students develop an evidence-based paper formulated to serve as a resource for all course participants.

• Department: Physical Therapy
• 4 points

S NONPROFIT LAW AND POLICY

• Department: Law
• Instructor: David Pozen
  Wikipedia Info
• 3 points

Fundamentals of Pediatric Primary Care I

FUN OF PED PRIM CARE II S

This, the second of two consecutive seminars, is designed to integrate knowledge from Fundamentals of Comprehensive Primary Care I along with corresponding pediatric courses into clinical application.  Students will analyze clinical decisions, develop differential diagnosis, and apply evidence for best practice through the use of case scenarios representing pediatric acute and chronic disease processes.

• Department: Nursing
• M 1:30 p.m.-2:20 p.m.
• Instructor: Sabrina Opiola McCauley
  Info
• 1 points

Public Health Aspects of Adolescent Heal

ADOLESCENT HLTH:PUB HLTH

This course examines how public health defines and measures the health of adolescents, youth, and young people; how individual, social, environmental, and structural determinants shape their health behaviors and outcomes; where reliable data on young people’s health come from and their limitations; and why investing in this population is critical. Adolescents and young adults represent a large and growing share of the global population, about 1.8 billion people aged 10–24 (nearly 90 percent of whom live in low- and middle-income countries), and investments in their health yield a “triple dividend” for individuals, across the life course, and for future generations. Adolescence and young adulthood are pivotal developmental periods marked by rapid biological, cognitive, emotional, and social change that unfold within shifting social, economic, and cultural contexts. While most young people are considered “healthy” by traditional indicators, slower improvements in adolescent health compared with childhood, persistent engagement in health-compromising behaviors, school dropout, and underuse of health services signal substantial unmet need. Social determinants including poverty, policy environments, education, and access to youth-friendly services, along with family, peer, school, and community support, play a central role in shaping young people’s health and underscore the essential role of public health in improving outcomes during this critical life stage. The first half of the course will focus on fundamentals of adolescent health such as definitions, conceptual models, and adolescent development. The second half will focus on key issues in adolescent health, including site visits to understand several innovative, “youth-friendly” models for adolescent health promotion. Issues such as the HIV among youth, fertility, and marginalization of LGBTQ and justice-involved youth will be framed as public health issues. Key theoretical approaches will be emphasized throughout the course. Young people will be viewed as potentially powerful change agents who are resources to be developed not problems to be fixed. The participation of public health practitioners in developing, implementing, monitoring, evaluating, and advocating for "youth friendly" services grounded in evidence, theory, and human rights will be illustrated and discussed throughout the course. Students will increase their knowledge of adolescent and young adult health through assigned readings, class discussions, group activities, written assi

• Department: Population and Family Health
• R 9 a.m.-11:20 a.m.
• Instructor: Samuel Master
  Info
• 3 points

S. Regulation of Financial Reporting and

S REG OF FIN REPORTING &

• Department: Law
• Instructor: Thomas W White
  Info
• 2 points

Research Design and Data Collection

RESEARCH DESIGN & DATA CO

Public health research, particularly service-based research, is a challenging enterprise. Its execution requires grounding in scientifically based, standardized approaches to research design and implementation, as well as flexibility and skill in adapting those techniques to the unique needs of any program, organization, setting, or population. Many of us have had experience with studies that did not adequately collect data needed to initiate, evaluate, and/or improve whatever health problem or issue it was supposed to. This course provides students with the requisite skills for conducting successful service-based research, including fundamental concepts and components of research design, the development of theory-guided research questions and hypotheses, and decision-making strategies for study designs and data collection protocols and materials. In this course, students will also actively engage in qualitative and quantitative data collection, becoming familiar with field considerations, pre-testing, interviewing techniques, and the design, preparation, and use of topic guides for in-depth interviews and structured questionnaires for surveys. By the conclusion of the course, students will have a complete, self-designed questionnaire ready to field on Qualtrics, and will be able to plan and execute a sound research study.

• Department: Population and Family Health
• R 1 p.m.-2:50 p.m.
• 3 points

Implementation Science in Public Health

In recent decades there has been an unprecedented increase in the level of funding for public health and medical research, which has resulted in interventions that are proven to prevent and cure disease and prolong individuals’ quality of life. While this presents a unique opportunity to achieve large-scale improvements in population health, meeting this moment implies the need for appropriate, scalable strategies to ensure that achievements in scientific discovery reach populations in a manner that is widespread, equitable, high quality and sustainable. This quest remains elusive. Indeed, it has been estimated that it takes, on average, 17 years to translate 14% of evidence-based interventions (EBI) that arose from original research into programs that reach large populations through routine health care delivery systems. How, then, do we take what we ‘know’ and do it better when we introduce, implement, and spread EBI in health systems? Implementation science draws upon diverse disciplinary traditions and provides conceptual and methodological approaches for systematically and scientifically framing and answering such questions. In doing so, implementation science helps health systems bridge the “know-do gap” and creates opportunities for achieving universal health coverage and other global health goals. The purpose of this course is to introduce students to the field of implementation science and prepare them as practitioners and researchers on how to apply its principles, frameworks, and methods in ‘real world’ settings. Through a combination of lecture, readings, discussion and assignments, students will learn how to examine the evidence base of effective interventions; understand and contextualize “evidence-to-practice” gap(s); select, adapt, and apply implementation strategies to address those gaps; and critique and design research studies for the purpose of understanding whether these strategies succeed, or not, and why. Throughout the 14 modules of the course, a balanced emphasis will be placed on theory and methods and their application in case studies taking place both in the United States and in low- and middle-income countries. In addition, through case studies, students will learn how salient public health priorities are advanced through the application of implementation science theories and methods (e.g., health equity and disparities reduction, building resilient health systems and communities, sustainability and sustainment).

• Department: General Public Health
• W 5:30 p.m.-6:50 p.m.
• Instructor: Gazi Azad
  Info
• 3 points

STAGE MANAGEMENT METHODOLOGIES II

MAINTAIN. THE B'WAY SHOW

• Department: Theatre Arts
• T 2 p.m.-4:30 p.m.
• Instructor: Michael Passaro
  Info
• 3 points

PT Management of the Adult with Neurolog

Adult Neuro

This 16-week course is the second in a two-part series, which applies the Patient Management Model to neuromuscular conditions. While the first course emphasized Stroke, this course deals with all the other neuromuscular conditions that are commonly seen by physical therapy.

This course is divided into 2 sections: Part A deals with spinal cord injury and Part B emphasizes demyelinating diagnoses, peripheral neuropathies, movement disorders, amyotrophic lateral sclerosis (ALS), Post-Polio syndrome (PPS), Myasthenia Gravis (MG), inflammatory myopathies, Central Nervous System tumors and vestibular disorders.  Examination, intervention, progression and outcome assessment for individuals with these neuromuscular disorders are linked to the anatomical, physiological and pathological considerations.  Emphasis is placed on clinical decision-making, critiquing impaired movement patterns and evidenced-based practice in individuals with spinal cord injury and neuromuscular disorders.

• Department: Physical Therapy
• 5 points

Quantitative Data Analysis

QUANTITATIVE DATA ANALYSI

In this course you will learn to develop and implement a quantitative data analysis plan and to interpret the results of quantitative analyses using datasets from actual evaluation studies. The early phase of the course will focus on necessary and essential pre-analysis tasks often overlooked in the research training process. These include: identifying and resolving dirty data including logical inconsistencies, and conducting simple and complex data transformations. The second half of the course focuses on conducting bivariate and multivariable statistical tests. This is an applied course, emphasizing skill building through hands-on work using STATA in each class session. Reflecting the focus on skill building, this course includes weekly homework using STATA.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Sabrina C Hermosilla
  Info
• 3 points

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Required breakout for P8617 Research Design and Data Collection. Applies concepts learned in P8617 through small group interactions. All sections cover the same content.

• Department: Population and Family Health
• R 3 p.m.-3:50 p.m.
• 0 points

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Required breakout for P8617 Research Design and Data Collection. Applies concepts learned in P8617 through small group interactions. All sections cover the same content.

• Department: Population and Family Health
• R 3 p.m.-3:50 p.m.
• 0 points

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Required breakout for P8617 Research Design and Data Collection. Applies concepts learned in P8617 through small group interactions. All sections cover the same content.

• Department: Population and Family Health
• R 3 p.m.-3:50 p.m.
• 0 points

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Required breakout for P8617 Research Design and Data Collection. Applies concepts learned in P8617 through small group interactions. All sections cover the same content.

• Department: Population and Family Health
• R 3 p.m.-3:50 p.m.
• 0 points

Evidence to Action in Child Health

EVIDENCE TO ACTION IN CHI

This course is designed to provide students with an overview of key child health problems and programmatic solutions based on the evidence. By studying examples of significant child health problems and solutions in a range of populations in the United States and internationally, students will learn how to define and assess a child health problem and become familiar with public health intervention strategies and their potential impact. In addition, students will gain an understanding of how social and environmental conditions contribute to morbidity and mortality, as well as individual risk within a population and health disparities across populations. The format combines lectures and discussion with team-based learning. Assignments include readings (available on Canvas) to provide background for each session, and team-based exercises and presentations.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• 3 points

PT Management of Pediatric Conditions

Pediatrics

The American Physical Therapy (PT) Association’s Vision states that the role of the PT profession is “transforming society by optimizing movement to enhance the human experience.” This vision statement suggests that DPT graduates will have the knowledge and skills for general physical therapist practice with patients of various ages from birth to late adulthood. This 16-week clinical course in pediatrics during the fifth term of the DPT curriculum focuses on motor development, childhood disabilities, chronic health conditions and the physical therapy management from birth to young adulthood. PT services in the transition from pediatric to adult health care will be introduced to highlight the rehabilitation needs of patients who have childhood origins of diseases of adulthood.

The course introduces students to typical and atypical motor development and uses the International Classification of Functioning, Disability, and Health (ICF) to identify body functions and structure impairments (pathophysiology); activity limitations (systems) and participation restrictions (environmental factors) that influence or determine PT goals specific to acquisition of motor skills, functional mobility and locomotion during infancy, childhood, adolescence and young adulthood. The Elements of Patient Management defined by the APTA Guide to Physical Therapist Practice (version 3.0) is used to frame approaches in pediatric PT management. These elements include examination, evaluation, diagnosis, prognosis (including plan of care), intervention and outcomes. Students administer and interpret norm- and criterion referenced measures specific to pediatrics to identify impairments, activity limitations and participation restrictions. Patient management is considered using the “Traffic Light” framework to consider yellow and red flags in making plans of care or referrals for pediatric patients. The plan of care is considered in a broad context including direct interventions, coordination, communication, and consultation and considers personal (child’s culture, family, personality, and age) and contextual factors (impact of legislation, practice setting, team collaboration, service delivery models and child’s home and community supports). A problem-based format with complex patient cases serves as the basis for developing an evidence-based plan of care.

• Department: Physical Therapy
• 4 points

STAGE MANAGEMENT METHODOLOGIES III

STAGE MGMT METHODOLOGIES

.

• Department: Theatre Arts
• T 10 a.m.-12:50 p.m.
• Instructor: Justin Scribner
  Info
• 3 points

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• Instructor: Lynnise Pantin
  Info
• 3 points

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• Instructor: Lynnise Pantin
  Info
• 4 points

ADV ENTREPENEURSHIP & COMM DEVEL CLINIC

• Department: Law
• 1-4 points

Prosthetics

PROSTHETICS

This is the second of a pair of courses on orthotics and prosthetics in physical therapy. This 8-week course during the 5th term of the DPT curriculum emphasizes knowledge of prosthetic components and principles of biomechanics in the application, analysis, evaluation, and prescription of prosthetics in the context of comprehensive care of those with upper- and lower-extremity amputation.

Students in this course will expand their knowledge of prostheses used in physical therapy for those with upper- and lower-extremity amputation. Emphasis will be placed on biomechanical principles, the available evidence base, and clinical evaluation and management considerations underlying the clinical decision making of prosthetic prescription and clinical care for the individual patient/client. Particular attention will be paid to developing gait assessment skills to allow evaluation of gait abnormalities that can be affected with prostheses including the determination of a comprehensive plan of care to address gait dysfunction. This course requires independent clinical problem-solving to determine orthotic solutions and a comprehensive plan of care for unique cases.

• Department: Physical Therapy
• 2 points

Qualitative Data Analysis

QUALITATIVE DATA ANALYSIS

The collection of qualitative data is widespread and growing in public health research, however the credibility and quality of qualitative research rests upon utilizing systemic rigor in collecting, recording, organizing, categorizing, and interpreting qualitative findings. Focusing in particular on focus group data (though individual interview data can also be used), this course introduces a variety of approaches to qualitative data analysis, with a focus on applying thematic or framework analysis, and facilitates their application and manuscript development through hands-on group work and work outside of class.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Stephanie A Grilo
  Info
• 3 points

DNP Seminar in Pediatric Primary Care II

DNP SEM PED PRIM CARE III

This is the final seminar in the sequence for the DNP student. This seminar will continue to foster the student’s clinical decision-making process while incorporating evidence-based practice for the provision of primary care to pediatric patients across settings. Utilizing the clinical encounter format and CUSON DNP Competencies in Comprehensive Care as a framework, the student will analyze clinical decisions, appraise and apply evidence for best practice.

• Department: Nursing
• M 10 a.m.-11:50 a.m.
• 2 points

Methods in Program Evaluation

METHODS IN PROGRAM EVALUA

Increasing demand for transparency and accountability, particularly with respect to donor-funded humanitarian programs, has heightened the need for skilled evaluators. To this end, students in this course will become familiar with various forms of evaluation and acquire the technical skills necessary for their development, design and execution through lectures and discussion, exercises, guest presentations and real-world examples. Specifically, students will discover evidence-based methods for identifying stakeholders, crafting evaluation questions, designing instruments, sampling and data gathering to achieve good response rates, analysis and synthesis of information for report-writing and case studies.

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• Instructor: Marlene O Riquelme
  Info
• 3 points

DIRECTING FOR STAGE MANAGERS

In the collaborative world of theatre, the director is at the helm. We, as stage managers, support the director’s creative process from rehearsals through opening night. What happens when the director leaves and turns over the maintenance of the production to the stage manager? This course will help give you the tools to meet that challenge. Beginning with rehearsals, how do we best observe directors so that we can understand and preserve their vision? In preparation for working with the cast, we will discuss the various acting methods. How do we prepare our script to direct cast replacements, incorporating script analysis and acting beats. We will also review the basics of directing and identify the most influential directors now, and in recent history.

• Department: Theatre Arts
• T 2 p.m.-4:30 p.m.
• Instructor: Matthew Dicarlo
  Info
• 3 points

Global Health Law in Context

GLOBAL HEALTH LAW IN CONT

This course will provide an overview of the regulatory and legal aspects that govern and shape global health, including both hard and soft law instruments. Many reforms and innovations in global health law have occurred in response to crisis and advocacy (such as the Doha Declaration, the Framework Convention on Tobacco Control and the PIP Framework). Yet, not all instruments have been equally effective in achieving their goals. The course will examine how these legal instruments shape global health and responses to disease as well as the context in which these reforms arose and will critically consider these instruments in their political context to understand how different interests have shaped the effectiveness and impact of law on global health. Topics covered would include: human rights, justice and global health, pandemic response (the international health regulations and the pandemic influenza preparedness framework), corporate power, trade law and global health (including the TRIPS Agreement and tobacco control), non-communicable diseases and law (including the framework convention on tobacco control and the international code on breastmilk substitutes), equity and the ongoing pandemic accord negotiations, and using global health law to address rising threats such as antimicrobial resistance and climate change. Through lectures, case studies, and critical discussions, students will gain foundational knowledge, assess the impact and limitations of global health laws, and develop skills for identifying areas for reform and advocacy. This course aims to give students 1) an overview and foundational understanding of key global health law instruments and how they operate 2) a critical understanding of the shortcomings and strengths of the instruments and 3) the ability to identify areas for reform and advocacy efforts to improve global health outcomes. Readings for this course will consist of interdisciplinary global health law scholarship, legal scholarship and public health policy research.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Safura Abdool Karim
  Info
• 1.5 points

Service-Based Research Design and Data C

SERVICE-BASED RESEARCH DE

Public health research, particularly service-based research, is a challenging enterprise. Its execution requires grounding in scientifically-based, standardized approaches to research design and implementation, as well as flexibility and skill in adapting those techniques to the unique needs of any program, organization, setting, or population. Many of us have had experience with "studies" that did not adequately collect data needed to initiate, evaluate, and/or improve whatever health problem or issue it was supposed to. This course provides students with the requisite skills for conducting successful service-based research, including fundamental concepts and components of research design, the development of research questions and hypotheses, and decision-making strategies for study data collection protocols and materials. In this course, students will also actively engage in qualitative and quantitative data collection, becoming familiar with field considerations, pre-testing, interviewing techniques, and the design, preparation, and use of topic guides for in-depth interviews/focus groups, and structured questionnaires for in-person, self-administered, and on-line surveys. By the conclusion of the course, students will have a complete, self-designed questionnaire, and will be able to plan and execute a sound research study.

• Department: General Public Health
• R 5:30 p.m.-6:50 p.m.
• Instructor: Silpa Srinivasulu
  Info
• 3 points

REHEARSAL AND PRODUCTION

• Department: Theatre Arts
• Instructor: Linda Marvel
  Info
• 3 points

Immigrant Health

IMMIGRANT HEALTH

Migration is a complex social phenomenon which deeply affects human life. Immigrants face difficulties adjusting to destination environments and are potentially exposed to adverse policies and experiences such as discriminations and stigma, affecting their well-being, regardless of reasons for migration. Understanding migration and its impact on health is important for disease prevention, preserving the health and rights of migrants and assuring the well-being of the communities of which they are a part of. This course will identify and analyze the economic, institutional, socio-political and cultural factors affecting the health and well-being of immigrants in the US. It will assess past and existing policies and programs to ascertain the extent to which they respond(ed) to the needs of the populations. This course will look at existing health disparities among immigrant populations. Students will explore structural factors affecting the health of immigrants and the existing health disparities. Students think critically about programs and policies that address important health disparities in the context of immigration issues.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Silvia Cunto-Amesty
  Info
• 1.5 points

Adverse Childhood Experiences and Trauma

ADVERSE CHILDHOOD EXP & T

Children who experience safe, stable, and nurturing childhoods that foster resilience undoubtedly experience better lifelong health and well-being. The 1998 landmark study, Adverse Childhood Experiences (ACEs), demonstrated that when adults recalled negative experiences, they had significantly higher rates of poor lifelong physical and emotional health. It is through the exposure of the developing brain to this constant toxic stress that results in changes to brain infrastructure, ultimately reducing executive function and increasing the risk of poor lifelong health and well-being outcomes. Despite adversity and presence of ACEs, research has shown that positive childhood experiences can have long-lasting protective effects on adult well-being and health. Designed for second-year students, this service learning course will explore (1) the scientific evidence underlying the impact of childhood adversity on health and social functioning across the lifespan, and (2) strategies to address both the causes and consequences of ACEs and trauma. Students will integrate the knowledge gained in the classroom by developing a service project with their peers. This course will be open to students from other Columbia University professional schools, including but not limited to The School of Nursing and the School of Social Work.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Bijan Kimiagar
  Info
• 3 points

S APPELLATE ADVOCACY

• Department: Law
• 3 points

Neonatal and Pediatric Advanced Pharmaco

NEO & PEDS ADV PHARM

The goals of this course are to provide students with a knowledge and understanding of clinical pharmacology, pharmacokinetic and pharmacodynamic principles with application to neonatal and pediatric patients. The prevention and treatment of various disease states affecting neonatal and pediatric patients will be explored. This course will review pharmacotherapeutics including appropriate use, therapeutic medication monitoring, adverse medication reactions, precautions and contraindications, and medication safety as it affects the neonatal and pediatric population.

• Department: Nursing
• M 3:30 p.m.-6:20 p.m.
• Instructor: Susan Villegas
  Info
• 3 points

S ADV CIV PRO:SCHOL/LIT PERSP

• Department: Law
• 2 points

SCENE STUDY II

SCENE STUDY II: CHEKHOV

• Department: Theatre Arts
• F 10 a.m.-12:50 p.m.
• Instructor: Brian Kulick
  Info
• 3 points

S ART, CULTURAL HERTIAGE/LAW

• Department: Law
• 2 points

Pediatric Primary Care Nursing IIIA: Cli

CLIN PED PRIM CARE NURSNG

This practicum focuses on the delivery of episodic illness care to children and adolescents in the ambulatory settings and on planning and managing the care of hospitalized children. The Pediatric Clinic is the main clinical setting. Here the student will learn how to assess children with common episodic illnesses, to develop and discuss differential diagnosis, to manage the care of children with minor illnesses, and to work with other health professionals collaboratively. When the illness requires hospitalization, the student will design and implement a plan of care, including discharge plans and teaching. Students utilize their knowledge of common child and adolescent illnesses and the information presented in M6630 and M8670 to assess and develop plans of care for all children and adolescents.

• Department: Nursing
• Instructor: Sabrina Opiola McCauley
  Info
• 4 points

Sexual and Reproductive Health in Humani

SEX & REPRO HLTH IN HUMAN

All people have a right to sexual and reproductive health (SRH) services, including the millions of people in the world who are affected by conflict, forced displacement, natural disasters or other emergencies. Complex emergencies pose many barriers to the implementation, quality and accessibility of SRH services at the same time as they also carry direct risks to SRHR, including gender-based violence. Most emergency-affected populations include large numbers of women and adolescents, but their SRH needs have too often been neglected in emergency interventions. This short course will help students to understand the challenges of and opportunities for provision of SRH services in humanitarian settings and related policy issues, which constitute a relatively new field of public health. The course will invite experts in this field from organizations active in service provision or advocacy.

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• Instructor: Sara E Casey
  h-index: 16 Info
• 1.5 points

CURRENT ISSUES IN STAGE MANAGEMENT

CURRENT ISSUES IN SM

The role of the stage manager continues to change in response to various production models, directing styles, and most importantly: the cultural/social climate in which shows are created, as well as the individual lived experiences of the humans who are involved in the creative process. Theory is vital, but theory must work in practice with the specific people who are in the room with the stage manager. This course will provide a holistic approach to this premise with up-to-date resources, conversations with guest artists, and thoughtful reflection on how the ever-changing theatrical workspace affects moment-by-moment interactions for all stage managers. We will dive into various discussion around diversity, inclusion, and equality and how it relates to the world of theatre and stage management. Guest speakers will join us to provide testimony to their experience within the Broadway community, spark reflection and engage in discussion on how the industry moves forward.

• Department: Theatre Arts
• R 10 a.m.-12:50 p.m.
• Instructor: Cody Richard
  Info
• 1.5 points

Investigative Methods in Complex Emergen

INVEST METHODS IN COMPLX

The design, implementation, and evaluation of health interventions in complex emergencies requires a particular professional orientation and skill set. Throughout this course, students will gain practice with and understanding of the complementary roles of qualitative and quantitative approaches and how they can be tailored to emergency settings. By the end of the class, students should be competent in a range of skills including applying complex sampling strategies, designing surveys, leading focus groups and participatory activities with local stakeholders, estimating key epidemiologic indicators, and analyzing data and information from diverse sources. Through individual assignments, group work, lectures, case studies and participatory discussions, students will develop diverse skills and experiences that they will be able to apply to their future work in a range of complex field settings.

• Department: Population and Family Health
• R 9:30 a.m.-11:20 a.m.
• Instructor: Claire Greene
  Info
• 3 points

Abortion in the United States: Politics

Abortion in US Politics&P

This course examines a range of historical and current issues relating to the politics and policies of abortion with a focus predominantly on the United States. It will review the history of abortion politics and policy in the United States – and examine how abortion has become so politically fraught – to better understand how access and outcomes have changed over time. In the seven sessions, students will analyze real-time policy debates and developments in the courts, in state legislatures and in federal policy. Students will review recent social science research and messaging research and will engage with a wide range of texts and resources and will hear from experts in the field. The class will delve into recent research studies on abortion access in the post-Roe environment and examine how various laws have impacted abortion access, how immigration status impacts access to care, and how abortion access impacts economic outcomes across the lifecycle. It will review the major Supreme Court cases that have impacted sexual and reproductive health and rights and explore ongoing litigation. Students will also have the opportunity to explore the ways that U.S. international policy have impacted abortion access internationally. Lastly, it will review how states are experimenting with policies that expand access to sexual and reproductive health care and allow students to imagine what inclusive, effective policies could look like at the state, federal and international level.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Andrea M Flynn
  Info
• 1.5 points

Psychosocial and Mental Health Issues in

PSYCHOSOC IMPCT-FORCED MI

Contemporary armed conflicts and complex humanitarian emergencies create significant mental health burdens and psychosocial suffering that damages health and well-being, limits development, and enables cycles of violence. Taking a multidisciplinary approach, this course examines the sources of psychosocial vulnerability and resilience in situations of forced migration and analyzes what kinds of emergency psychosocial and mental health interventions are most effective, appropriate, and scalable. It reviews broadly the current state of knowledge and practice, surveys practical tools of holistic psychosocial and mental health support in emergency settings, and analyzes the current limitations of the field. The course probes how issues of culture and power shape understandings and measures of mental health and psychosocial well-being, and it invites critical thinking about the implications of the “Do No Harm” imperative in regard to psychosocial and mental health supports. It also encourages thinking about how psychosocial support relates to wider tasks of humanitarian relief, economic and political reconstruction, protection, and peace building.

• Department: Population and Family Health
• T 4 p.m.-6:50 p.m.
• Instructor: Claire Greene
  Info
• 1.5 points

Demography and Public Health: Understand

DMGRPHY & PUB HLTH: UND T

Each year there are 146 million births, 57 million deaths, and the world population grows by 89 million people – about 243,000 per day or 10,000 an hour. This has an impact on the people and nations of the world--public health; economies; national security, environment, etc. in countless ways. This course focuses on the determinants of these changes and their consequences for the future health and well-being of the human population. This is also an introduction to how demographers study the determinants and consequences of population trends. The course provides an understanding of the field of demography, the study of human populations, and how they change by birth, death, and migration, and ultimately shape population health. The course builds on an overview in the CORE to demonstrate demographic issues and methods in public health. The course presents population issues and policies in global contexts as well as in the United States.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Meghan C Gallagher
  Info
• 1.5 points

Human Rights Law, Accountability & Gover

Protection of Human Right

The objective of this course is to provide students with an understanding of the sources and content of international human rights law (IHRL) including who the law protects (rights-holders), who it obligates (duty-bearers), and how human rights are enforced in law and practice. The course will situate the human rights regime within the broader corpus of international law to protect rights in different contexts, including international humanitarian law, international criminal law and international refugee law. Key challenges and contemporary debates in international human rights law will be explored, including the relationship and relative importance of civil and political rights versus economic, social and cultural rights, and the role of the law in holding non state actors accountable for human rights abuses, including corporations and armed groups. The course will profile and discuss how the law has evolved and adapted over time to serve as a dynamic tool to protect individuals. In so doing, we will explore the historical role of civil society in shaping and influencing the development of the law. The course will begin with an overview of the origins and sources of international human rights law and the political factors that shaped its content and that continue to feature in contemporary debates around human rights. Session two will introduce students to the key global and regional mechanisms that seek to enforce human rights in law and practice. Subsequent sessions will explore a limited number of rights in more detail including the right to life, looking at both its civil and political rights dimensions, as well as economic and social rights to food, health and adequate housing that are critical to living a life of dignity. The right to be free from torture and cruel and inhuman treatment will also be explored and situated in the context of contemporary debates around its application to the private sphere including healthcare settings. The final two sessions will focus on the challenge of human rights protection in the context of conflict and displacement. Students will examine the international refugee regime as well as efforts that have been made to develop a framework to protect those who are internally displaced as a result of conflict. The final session will review basic concepts of international humanitarian law (IHL) – who it protects and who it obligates – and also examine the increasingly important relationship between IHL and IHRL, and the evolving system of international criminal law, exploring

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Christian M de Vos
  Info
• 1.5 points

Advocacy for Sexual and Reproductive Hea

Advocacy for SRH & Justic

Sexual and Reproductive Health, Rights, and Justice (SRHRJ) issues are often subject to intense political debate, overshadowing evidence-based approaches and rational discourse. This course is designed to equip public health students with the tools and skills they need to navigate these complexities and drive meaningful change. This is a course for students who want to understand and practice how their public health degree can be useful within advocacy movements. Together, we will explore the critical role of public health professionals in advocacy, with a focus on SRHRJ. Through a global lens, the course highlights strategies that professionals can use to foster equitable, evidence-driven advocacy. Students will learn to approach these challenges as evidence-based experts, strategic communicators, policy analysts, and collaborative leaders in advocacy movements. By the end of the course, students will not only understand the varied contributions to effective advocacy but also how to actively lead and participate in transformative movements.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Bergen H Cooper
  Info
• 1.5 points

Capstone Paper-Heilbrunn Department of P

CAPSTONE

No syllabus.

• Department: Population and Family Health
• 0 points

Abortion: Provision, Practice & Advocacy

Abortion Provision & Advo

Abortion is healthcare and it is crucial for public health students to learn about abortion access in the United States and its significant impact on health outcomes. Abortion has become a complex topic, fraught with political interference and intersects with numerous aspects of healthcare, including reproductive rights, maternal health and social justice. Students will explore the real-word implications of abortion policy through readings, data analysis, vigorous class discussion and guest speakers. Understanding the medical, legal and ethical dimensions of abortions will allow students to develop a comprehensive understanding of reproductive health and the factors that influence it on the ground. By studying abortion, starting from the basics, students will explore the boarder implications of healthcare systems, policy development and overall well-being of individuals and communities. With this knowledge, students will be able to contribute to the development of evidence-based strategies, interventions and advocacy that address reproductive needs and promote equitable access to safe and comprehensive care.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Meera J Shah
  Info
• 1.5 points

EXCHANGE PROGRAM

• Department: Business
• Instructor: Faculty
  h-index: 37 Info
• 6 points

EXCHANGE PROGRAM

• Department: Business
• Instructor: Faculty
  h-index: 37 Info
• 3 points

CREATIVE PRODUCING

• Department: Theatre Arts
• F 10 a.m.-noon
• Instructor: Steven E Chaikelson
  CULPA: 5 Info
• 3 points

Management Consulting Lab

This full-semester, lab course and strengthens your consulting, problem solving, and communication skills through work on a semester-long project with a company that is based in Africa. Students will work with companies that are enrolled in the Entrepreneurship and Competitiveness Africa. Known as EC-Africa, this program is offered by CBS Executive Education and equips African entrepreneurs with the skills, tools, and contacts to professionalize and grow their businesses in today’s global environment. Each company enrolls a team of two or three senior staff — CEO, founder, managing director, CFO, COO, or other leaders. The companies are all looking to scale. Each company is unique in industry and size, and typically ranges from $1M to $15M in annual revenue, and 10 to 500 employees. To learn more about the EC-America program and the enrolled companies, check out the EC-Africa website (https://business.columbia.edu/ecp)
The class is valuable not only for students who are going to work in management consulting after their MBA, but for everybody who wants to apply their learning from the MBA to the benefit of a company as well as those who want to sharpen their entrepreneurial skills. Through MCL, companies get access to CBS MBA students to work on a critical project. In return, MBA students experience a structured approach to learn 1) rigorous problem solving and project management skills, 2) client interactions, and 3) application of knowledge and skills learned in their coursework. The structure of the MCL course is very different than a normal class. The class is almost entirely project-based, and students are grouped into teams of three depending on their expertise.

The projects with companies from EC Africa, will also provide insights into opportunities and challenges for firms in Africa. Africa is the world’s second-fastest growing region – after emerging Asia – according to the African Development Bank Report. 1.3 billion people live in Africa and according to the United Nations, the population is expected to increase to 2.5 billion by 2050. The working-class population in Africa is growing by 2.7 percent each year (compared to 1.3 percent in Latin America and 1.2 percent in Southeast Asia). McKinsey projects that by 2025 two-thirds of the estimated 303 million African households will have discretionary income and consumer spending will reach $2.1 trillion.1 Not surprisingly, many firms and investors are viewing Africa as having tremendous of potential – but there are also uniq

• Department: Business
• T 6 p.m.-9:15 p.m.
• Instructor: Joe Timko
  Info
• 3 points

EXT: TRUSTS,WILLS & EST PLN

• Department: Law
• 2 points

EXT: TRUSTS,WILLS & EST PLN

• Department: Law
• 2 points

Consumer Finance

• Department: Law
• 4 points

Business and Climate Change

Climate science informs us that global emissions of greenhouse gas emissions must be rapidly and dramatically reduced if humanity is to avoid catastrophic climate change. After three centuries of rising emissions, the entire global economy must now decarbonize in the coming three decades. Fortunately, most of the technologies and investment capital necessary to reduce and eventually eliminate emissions exist or are in development, but the urgency to implement those solutions is critical.
This course provides an overview of climate change, its effects on business, and how businesses can (and should) respond. The course covers emissions sources and their impact on climate change, followed by an exploration of the policy landscape, including current legislation, carbon markets, and climate justice. The course then evaluates current and evolving mitigation technologies, reviews the tools of climate finance, and considers strategies for reducing emissions to net zero. Finally, the course introduces the role of businesses in addressing climate change, including net-zero goals, actions they can take to mitigate their impact, and the perspectives of shareholders.
Throughout the course, the business case for climate action is emphasized, highlighting the economic benefits of taking action to address climate change.

• Department: Business
• R 9 a.m.-1 p.m.
• M 9 a.m.-12:15 p.m.
• Instructor: Gernot Wagner
  Wikipedia Info
• 1.5 points

Evidence Based Practice II

This 9-week course during the second term of the DPT curriculum is the second one in a series of two courses on evidence-based practice. It equips students to apply or translate research evidence to patient care practices and clinical decision-making.

This course is the second in a series of two courses, which prepare students with knowledge and skills to be an evidence-based physical therapist. The two courses are offered in the first two semesters of the Doctor of Physical Therapy program. The American Physical Therapy Association recognizes the use of evidence-based practice as central to providing high quality clinical care and decrease unwanted variation in practice. Evidence-based practice is a method of clinical decision-making and practice. It includes the integration of best available scientific research with clinical expertise and a patient’s unique values and circumstances. This course focuses on appraising various types of research evidence that were not covered in the first course of the series. The various types include prognostic studies, systematic reviews, clinical practice guidelines, studies with alternative designs, and studies of outcome measures.

• Department: Physical Therapy
• 2 points

Evaluation Of Health Programs

EVALUATION OF HEALTH PROG

Program evaluation is an essential competence in public health. Across all areas of public health, stakeholders pose questions about effectiveness and impact of programs and interventions. This course will examine principles, methods and practices of evaluating health programs. A range of evaluation research designs and methods will be introduced and strategies to address challenges in real world program settings will be emphasized. The course will incorporate examples of evaluations of actual health programs and opportunities to learn through professional program evaluation experiences of the instructor. The combination of lectures, textbook readings, examples, discussions, in-class exercises, and an extensive applied group assignment to design an evaluation for a real program will help students gain evaluation skills and an appreciation for the art and science of program evaluation. The goal is for students to learn competencies required of an entry-level program evaluator, including design and implementation of evaluation studies and interpretation and communication of evaluation findings.

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Robert E Fullilove
  Info
• 3 points

COLL IN INTERNATIONAL TRADE

• Department: Economics
• W noon-1 p.m.
• 2 points

SMS Master's Thesis

SOCIOMEDICAL SCIENCES MAS

The Master's Thesis is the capstone requirement of all students in all tracks of the MPH program of the Department of Sociomedical Sciences (SMS). The thesis is intended to reflect the training you have received in the MPH program and demonstrate your ability to design, implement, and present professional work relevant to your major field of interest.

Writing the thesis is an essential experience that could further your career development. Employers seek in potential employees with a MPH degree the ability to write articles and reports, and want to see evidence that you can design studies, analyze data, write a needs assessment, and/or design a health program. If you plan to continue your academic studies, developing expertise and demonstrating your ability as a writer are two important skills required of doctoral candidates. A well-written paper is a great asset that you can bring with you to a job interview or include in an application for further study. The thesis ought to demonstrate your ability to think clearly and convey your thoughts effectively and thereby provide an example of your understanding and insight into a substantive area in which you have developed expertise.

• Department: Sociomedical Sciences
• Instructor: Christian Gloria
  Info
• 2 points

Seminar in Sexuality, Gender, Health, an

SEXUALITY,GENDER,HLTH-HUM

This seminar uses the new scholarship on sexuality to engage with ongoing theoretical conversations and activism in human rights, gender, and health. Pressed by the increasing recognition of the importance of sexuality in a wide range of rights and advocacy work (for example, HIV/AIDS, sexual and reproductive health, and sexual violence), theorists and advocates alike have struggled with complex, sometimes fluid and elusive nature of sexuality. What is this sexuality" in need of rights and health? How does it manifest itself across a range of persons and cultures? And how can culturally and historically situated work about sexuality inform and improve legal and advocacy interventions? The seminar also turns a critical eye on recent scholarship, in light of current issues raised by policy interventions and advocacy in many countries and cultures. Finally, the seminar aims to promote dialogue and exchange between academic, activist, and advocacy work."

• Department: Sociomedical Sciences
• M 5:30 p.m.-8:20 p.m.
• Instructor: Martez Smith
  Info
• 3 points

Global Immersion: Consulting and Advisin

GIP: Family Enterprises I

Prerequisites / Co-requisites
Students must have completed or be currently enrolled in
any two
of the following courses:



B8579: Navigating Dynamics and Conflicts in Family Enterprise



B8464: Finance in the Family Firm



B8528: Family Enterprise and Wealth



B8521: Foundations of Family Enterprise



B8529: Family Business Management



Many advisors mistakenly equate years of practice with competence, overlooking the need for specialized training in family enterprises. Research highlights a troubling misalignment: while family firms prioritize relational concerns as key drivers of business operations, strategy, decision-making, and work roles, advisors often focus on structural and cognitive aspects. This misalignment can lead to ineffective or even damaging outcomes for both the family and the business. The primary objectives of this course are to identify and build the skills related to the profession of advising family enterprises to increase the potential for creating long-term value for clients and advisors and to create awareness around the biggest risks and mistakes advisors may encounter while advising family enterprises, exploring the concept of code of ethics. This course aims to bridge the gap between advisors' general practices and the specific needs of family enterprises by providing specialized education and firsthand cultural experiences. As culture plays a significant role in shaping the decision-making process of enterprising families, particularly in terms of individualism and collectivism, this class offers a unique opportunity to explore the profound impact of these factors on the identity of such families. By immersing ourselves in Italy, we will witness collectivism in action, gaining invaluable insights into its influence within families and among advisors. Moreover, this international trip provides a platform to experience firsthand the contrasting dynamics of transactional and relational environments, enhancing our understanding of the multifaceted nature of business relationships. By the end of this course, participants will have explored and experienced the core of advising family enterprises as a profession, including appreciating specific skills, interpersonal and value-based competencies, and concrete behaviors showing professionalism to be better prepared to appreciate and navigate the complexities of family enterprises. Travel to

• Department: Business
• T 2:20 p.m.-3:50 p.m.
• Instructor: Gaia Marchisio
  Info
• 3 points

ROLE OF THE THEATRE PRODUCER

.

• Department: Theatre Arts
• T 10 a.m.-noon
• 3 points

Global Immersion: Bridge of the Americas

Global Immersion: Mexico

Mexico is the U.S. largest trading partner and also the largest economy in the Spanish speaking Latin America. Its strategic position, offers a complex and dynamic business environment with rich opportunities resulting from its geographic proximity to the United States, and its pivotal role in the Latin American innovation ecosystem. These opportunities are accelerated by the changing geopolitical forces shaping global trade, and the rapid adoption of technology and artificial intelligence across financial services, e-commerce, healthcare, education, among other sectors. Mexico, however, has faced hard-to-solve challenges limiting its growth and development potential, including chronic inequality, weak legal institutions, high corruption levels, insecurity, among others, that plague other emerging economies. The objectives of this course are twofold. First, to develop an informed perspective of the critical partnership between the United States and Mexico resulting from their geographic proximity, shared border and security concerns, cultural and social ties, deep economic integration, common environmental challenges, and collaboration in the promotion of regional stability. Second, to analyze the challenges and opportunities facing new and growing entrepreneurs in emerging markets, with focus on the Mexican business and innovation ecosystems as a laboratory that is relevant for many emerging economy settings. The class will assess a combination of established business models with emerging tech-enabled companies and will provide direct opportunities to interact with business leaders, founders, financiers and other important figures in Mexico. This three-credit course meets weekly for half a term in the Spring 2026 in New York, followed by a one-week immersion in Mexico, March 14-21, 2026, including company meetings, field trips and the trip extension to Oaxaca that will allow students to immerse into a rich cultural, gastronomical and art journey. Mexico City and Oaxaca are both UNESCO World Heritage Sites. The 2025-2026 Global Immersion Program mandatory fee for all classes is $2,100 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover roundtrip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first-class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has

• Department: Business
• M 10:50 a.m.-12:20 p.m.
• Instructor: Francisco Perez-Gonzalez
  Info
• 3 points

Adv. Topics in Formal Political Theory

Adv Formal Political Theo

This course will prepare graduate students in political science and economics who have completed their basic formal and quantitative training for research in formal political theory. The specific substantive focus of the course will depend on the distribution of students’ interests, but topics will include electoral and legislative institutions, autocratic politics, political behavior, persuasion, and conflict. The topics should be of broad relevance for graduate students interested in political economy across the social sciences.

The course will be conducted primarily in seminar format, complemented by frontal instruction. For each topic, we will focus on a small number of relatively recent articles and working papers. Students will also present on topics related to their own research.

• Department: Political Science
• W 2:10 p.m.-4 p.m.
• Instructor: Carlo Prato
  h-index: 11 Info
• 4 points