Epidemiology of Chronic Disease Seminar

EPI OF CHRONIC DISEASE SE

The primary objectives in this course are to learn to systematically review and summarize primary research in chronic disease epidemiology, to synthesize scientific evidence to establish causal inference, and to understand how this evidence relates to scientific decision making for improving health outcomes. In this course, we will evaluate 4 topics in the epidemiology of chronic diseases. By the end of the semester, students will improve their ability to interpret the literature on current topics in chronic disease epidemiology and will be able to evaluate how the evidence can inform health decision making and causal inference. Readings will be based upon publications highlighted in the Dean’s Seminar Series on Chronic Disease and the Department of Epidemiology’s Chronic Disease Cluster seminars.

• Department: Epidemiology
• Instructor: Lauren C Houghton
  Info
• 0.5 points

Approaches to American Material Culture

How shall we approach the vast collection of artifacts left by Americans in the eighteenth through twentieth centuries?  What can silver tea services, Amish quilts, rubber telephone receivers or ebony Art Deco coffee tables tell us about the people who designed, produced and used them?  How can we understand the sourcing and transformation of raw materials as culturally embedded practices that reinforce, contest or evolve power dynamics between members of different human communities? What role have everyday objects played in mediating Americans’ relationships to the natural world?  How can the study of material culture deepen our understanding of U.S. entanglements with global history?

In this graduate seminar we will explore the methods used by art historians and others to explore the meanings of material culture.  The class will involve several visits to local collections and each student is expected to produce an 18-20 page research paper on a single object or class of objects.

• Department: Art History and Archaeology
• W 2:10 p.m.-4 p.m.
• Instructor: Elizabeth Hutchinson
  CULPA: 9 Info
• 4 points

Epidemiologic Methods in Global Mental H

EPI MTHDS GLBL MENTL HLTH

Mental, neurological, and substance use (MNS) disorders are substantial drivers of the global burden of disease. The burden is particularly high in low-and-middle-income countries (LMIC) where over 80% of persons in need of MNS services go untreated. Yet for decades, attention to MNS epidemiologic research in LMIC was scarce relative to both psychiatric epidemiology studies conducted in high-income countries as well as infectious disease epidemiology studies in LMIC. Recently, however, the emerging field of global mental health has been recognized by international agencies, including the United Nations (via the Sustainable Development Goals) and the World Health Organization (via the Mental Health Action Plan) as major funding agencies, including NIH, CDC, and the UK MRC have followed suit in prioritizing global mental health research. 

 

As the field has emerged, challenges in how to appropriately conduct public mental health research in LMIC contexts have surfaced. Such challenges require the appropriate application of epidemiologic methods in order to accurately measure and describe MNS problems in LMIC and evaluate and implement intervention approaches. Epidemiologic methods to be discussed in this course include: complex survey designs to measure MNS prevalence in humanitarian and emergency settings; validation of mental health screening tools in the absence of a gold standard criterion among culturally diverse populations; evaluation of MNS intervention effectiveness using experimental and non-experimental designs; novel methods for assessing clinical competency and intervention fidelity of lay mental health providers in LMIC; and implementation science tools, designs, and analysis approaches for translating evidence-based interventions into practice in LMIC. 

 

The course is designed to complement Priorities in Global Mental Health (P6813), which provides a broad overview of priority issues in global mental health, and epidemiologic methods series courses (e.g., Quant Core Module / P6400, and Epidemiology II). The course is also designed to be practical in the sense that the intent is for students to learn the ‘how to’ of conducting global mental health epidemiologic studies in the field. Each lecture will apply a core epidemiologic method or concept (e.g., information and selection bias; survey, cohort, case-control, and RCT study designs; effect modification; and causal inference) to the field of global mental health. Through lectures, int

• Department: Epidemiology
• W 10 a.m.-11:20 a.m.
• Instructor: Jeremy C Kane
  Info
• 3 points

Seminar in Social Determinants of Health

SEMINAR IN SOCIAL DETERM

Seminar for students in the Social Determinants certificate program

• Department: Epidemiology
• Instructor: Lisa Bates
  Info
• 0-1 points

Generative AI for Epidemiologists

Generative AI tools, such as Large Language Models (LLMs), represent a subset of artificial intelligence technologies capable of generating new content, including text, images, audio, and video, that mimics human-generated content. Unlike earlier AI approaches, such as machine learning, which are designed to recognize or classify data, generative AI can create novel data outputs by leveraging the patterns, styles, or information it has learned during its training process. This ability to recognize and generate patterns shares many similarities with the goals of Epidemiology, which focuses on identifying patterns of health and disease in populations.

Although these generative AI models are relatively new, their adoption in the research environment, including in Epidemiology, is rapidly increasing. The introduction of LLMs has the potential to revolutionize scientific research by providing unprecedented speed, innovation, and efficiency. This is achieved by enabling novel and compelling ways to explore data. However, the complexity of the neural networks behind these models' decision-making processes and lack of transparency in data training sources, can make it challenging to understand how they arrive at specific outcomes and biases. The opacity of these models, coupled with the necessity of training them on potentially biased data sets, underscores the need for responsible use. Epidemiologists, therefore, face the challenge of ensuring that research findings generated by AI are real, ethical, and reliable.

This course is designed to introduce LLMs, highlighting their potential to enhance epidemiological research. It aims to explore innovative ways LLMs can be utilized, understand the myriad ethical considerations involved, investigate the potential public health concerns raised by AI, learn how to conduct basic analyses, and examine firsthand applications of LLMs within the field of epidemiology. The class will include informational lectures with in-class applied discussions and laboratory learning exercises using LLMs.

• Department: Epidemiology
• R 1 p.m.-3:50 p.m.
• Instructor: Allison E Aiello
  Info
• 3 points

The Performative Object

The 1960’s and ‘70s witnessed an explosion of performance works in the visual arts. Departing from precedents in the early 20th century, performance during this period is marked both by its international reach and breadth of artistic experimentation: process painting, extreme bodily acts, textual scores, video and audio recordings, sculptural installations, ritualistic drawings, and direct political interventions, proposing complex relations between object, process, and act. This course explores this history and its legacy through the lens of two contributing factors: first are political events, upheavals and revolutionary movements that erupted across the globe, generating artistic performance as protest and activism; and second is an emergent media culture characterized by technologies of repetition and recording, resulting in performance works that are defined through reproduction rather than liveness, while taking inspiration from experimental film, music, and dance. To explore these themes, the class will examine select case studies of individual artists, movements and collectives: among which include the NY based Guerilla Art Action Group; Japanese Gutai and international Happenings; Brazilian neo-Concretism; South Korean Experimental art (
silheom misul
); as well as video, audio, photographic and durational works (by Ana Mendieta, Bruce Nauman, Adrian Piper, Tehching Hsieh, etc.), to name a few. In final research papers, students will trace this genealogy, examining contemporary performance works that are realized variously through networked and digital forms, uncapturable ephemerality, or direct social action.

• Department: Art History and Archaeology
• W 12:10 p.m.-2 p.m.
• Instructor: Janet L Kraynak
  Info
• 4 points

Lifecourse Epidemiology

LIFECOURSE EPIDEMIOLOGY

Life course epidemiology is the study of exposures, both physical and social, that occur during the periconceptional period, during gestation or during early childhood and adult health and disease risk. This course will examine conceptual models and identify study designs appropriate for a variety of life course research questions, as well as the limitations of these designs. Understanding the approaches to the life course, the development and evaluation of epidemiologic research designs related to the life course, and the contextual models and their relevance for the design and evaluation of research studies will be covered using a combination of lectures, case studies and small group work.

• Department: Epidemiology
• W 8:30 a.m.-11:20 a.m.
• Instructor: Daniel Belsky
  h-index: 47 Info
• 3 points

Dissertation Proposal Seminar I

Individual work with an adviser to develop a topic and proposal for the Ph.D. dissertation.

• Department: Music
• Instructor: Julia Doe
  Info
• Instructor: Kevin Fellezs
  CULPA: 4 Info
• Instructor: Aaron A Fox
  CULPA: 7 Info
• Instructor: Walter M Frisch
  CULPA: 17 Info
• Instructor: Giuseppe Gerbino
  CULPA: 12 Info
• Instructor: Knar Abrahamyan
  Info
• Instructor: Mariusz Kozak
  CULPA: 4 h-index: 5 Info
• Instructor: George Lewis
  CULPA: 10 Wikipedia h-index: 18 Info
• Instructor: Elaine Sisman
  CULPA: 13 Wikipedia Info
• Instructor: Benjamin A Steege
  Info
• Instructor: Christopher J Washburne
  CULPA: 31 Info
• Instructor: Ruth Opara
  Info
• 3 points

Photographies in Counterpoint

This course examines the impact of the display of different photographic practices around the world beginning in the 1990s on the heretofore universalizing discourse around photography and modernism. It will read certain canonical texts of photo criticism in counterpoint with research on African photography. We will also consider how the display of these photographs has heightened ethical questions around the competing rights of photographers and their subjects. Who has influenced whom?

• Department: Art History and Archaeology
• T 10:10 a.m.-noon
• Instructor: Zoe S Strother
  CULPA: 10 Wikipedia Info
• 4 points

Analysis of Large-Scale Data

Large data sets provide crucial information for monitoring the health of our nation and evaluating public health policies. The principal goal of this course is for students to develop the skills to identify, process, and analyze these data to answer a specific research or policy question. The class is an applied, hands-on course that provides an introduction to several major health data sets and guides students in processing and analyzing these data. Students will hone computer and statistical skills developed in other research methods courses. Students with also gain insight into active research projects that utilize large scale health data sets via a series of guest lectures. By accessing data that measure health variables of current importance, the class provides a foundation for developing a variety of health policy research questions.

• Department: Health Policy & Management
• R 1 p.m.-3:50 p.m.
• W 1 p.m.-3:50 p.m.
• Instructor: Zohn Rosen
  Info
• Instructor: Matthew J Neidell
  Info
• 3 points

Strategic Issues in Health Care Quality

STRATEGIC ISSUES IN HEALT

This course examines the movement to health care quality in the US, providing students with definitions of quality and a historical perspective on quality initiatives. Primary focus of the class is on quality initiatives in the past 10 years, including efforts by the Institute of Medicine, Agency for Healthcare Quality and Research, various accrediting organizations (e.g. NCQA), and employer-based initiatives such as HEDIS and Leapfrog. There will be in depth analysis of establishing and measuring the quality of health care in various organizational settings, on risk management and legal issues, and on recent efforts to link quality with pay for performance.

• Department: Health Policy & Management
• W 8:30 a.m.-11:20 a.m.
• W 6 p.m.-7:30 p.m.
• Instructor: Catherine Foster
  Info
• 1.5 points

PLAYWRITING III

• Department: Theatre Arts
• M 2:10 p.m.-5 p.m.
• Instructor: Charles Mee
  Info
• 3 points

Healthcare Services for Vulnerable, At-R

HLTH SERV FOR VULNERABLE,

The current systems for the delivery of health services in the United States often fall short of addressing the health needs of many people living in the communities they cover and in so doing contribute to health status disparities. The objective of this course is to help students develop a framework to understand the needs of traditionally under-served populations and the challenges facing the delivery systems that handle these groups. This course has two major foci. The first is understanding who the “vulnerable” populations are as it relates to access to needed health services and disparities in health status. The interaction between health care systems and health care disparities will be explored. Particular attention will be paid to issues surrounding poverty, literacy, immigrant health care and several vulnerable sub-populations including gay-lesbian, homeless and prison. The second focus is service delivery for individuals traditionally under-served. This component includes an examination of organizations and provider (particularly physician)-patient relationships. Students will have the opportunity to move from the classroom to the street, observing, first-hand, several hospital and community-based arrangements.

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

Governance, Health Law & Ethics

GOVERNANCE,HEALTH LAW & E

This course is intended to provide students with the legal framework governing health care administration, management and policy. Students will analyze case law, and selected statutes relevant to health care administrators, providers, and consumers of care. Students will be exposed to the evolution of laws and the ethical, practical and political impact of laws in the management of health care institutions.

• Department: Health Policy & Management
• W 5:30 p.m.-8:20 p.m.
• Instructor: Ari J Markenson
  Info
• 1.5 points

SUZUKI - RESEARCH ARTS

SUZUKI - RA

• Department: Theatre Arts
• Instructor: Shanga Parker
  Info
• 0 points

Advanced Healthcare Finance: Valuation a

ADVANCED HEALTHCARE FINAN

This course will take an in depth look at hospital finances using data from the New York area. Students will develop technical skills, learn hospital operations, and be asked to examine how structures created to optimize finance affects access to services for disparate patients across varying services.
Students will develop technical skills by creating their own excel models. Assignments will include budget and staffing models; financial plan projections; and cash-flow forecasts.
Students will also be asked to participate in a course long group research project that evaluates the nexus between healthcare reimbursement policy and access to services.

• Department: Health Policy & Management
• R 5:30 p.m.-8:20 p.m.
• Instructor: Jonathan Reese
  Info
• 3 points

Managing Human Capital in Health Systems

Manage Hum Capital in Hlt

Managing professionals is crucial to the success (or failure) of health care organizations because the provision of services primarily relies on human decision-making and interaction. Health care professionals determine the level of quality as well as the costs associated with health care services directly or indirectly. The goal of this course is to introduce students to the functions and issues associated with managing human resources in health care organizations through in class exercises and outside of class assignment that demonstrate the human resource challenges that graduates may face as health care executives in the future. Significant attention is given to: 1) workforce issues, 2) understanding legal issues related to the employment setting, 3) selection and retention of employees, 4) establishing performance standards and evaluating performance, and compensation, and 5) understanding the use and effects of monetary and non-monetary incentives in human resources management in the United States and globally.

• Department: Health Policy & Management
• M 5:30 p.m.-8:20 p.m.
• Instructor: Steven B Katz
  Wikipedia Info
• 1.5 points

New York City History

This reading and research course covers major themes in the history of New York City, with a focus on the twentieth century. We will look at the transformation of the city over the years that followed its consolidation in 1898; the ways New York was changed by the massive immigration of the first twenty years of the twentieth century; racial segregation in the city;  the impact of the Great Depression, the New Deal, and World War II on New York; urban renewal in the postwar years; deindustrialization and gentrification; and the economic, political, and social transformations of the late twentieth and early twenty-first century. Throughout, we will think about New York in relationship to other cities, and we will read classic works in urban history to gain comparative perspective. Finally, the course will feature archive visits and some walking tours to learn more about how to conduct research on New York City.

• Department: History
• T 12:10 p.m.-2 p.m.
• Instructor: Kimberly K Phillips-Fein
  Info
• 4 points

ANLYTC&MNGR DECISION MAKING II

• Department: Executive Classes in HPM
• Instructor: Kai Ruggeri
  h-index: 22 Info
• 3 points

THE SOUTH AFTER RECONSTRUCTION

The period of Southern history between the end of Reconstruction and World War I, during which the foundation was laid for a Southern Order more durable than any of its predecessors - either the Old South of King Cotton, the Confederate South of the Civil War era, or the Republican south of the Reconstruction. Field(s): US

• Department: History
• T 4:10 p.m.-6 p.m.
• Instructor: Barbara J Fields
  CULPA: 22 Wikipedia Info
• 4 points

Is Bigger Better? An Analysis of Consoli

Consolidation in HC Indus

This course examines one of the most significant but relatively recent developments in the healthcare market place: the trend toward increased consolidation of healthcare providers into larger practices and into vertically integrated delivery systems, as well as the parallel trend toward consolidation of health insurance companies into fewer, but much larger entities. It will draw upon economic theory, empirical research, and health policy and economic analysis to explore the implications of these developments, coupled with other emerging trends, on healthcare market competition, prices, profits, expenditures, and consumer welfare

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

DIRECTED STUDIES IN PLAYWRITING

DIRECTED STUDIES - PLAYWR

.

• Department: Theatre Arts
• F 10:10 a.m.-1 p.m.
• Instructor: Lynn Nottage
  Wikipedia Info
• 3 points

Public Health Law

PUBLIC HEALTH LAW

In this course we explore constitutional law through the lens of public health policy. We examine the relationships and tensions between individual and collective concerns. We evaluate public health issues from an American legal perspective to determine the constitutional soundness of the health promotion objective. In this course we consider multi-disciplinary factors and how they interact with issues of federalism, morality, economics and the politics of science. Readings include case law and related legal materials, in addition to writings by public health practitioners, historians, sociologists, economists and philosophers. Core topics include, among others, constitutional law and major constitutional cases relating to public health, economic analysis in law, tort litigation in public health, historical public health law perspectives, health promotion campaigns, property regulation, privacy protection, various case studies including immunization, civil commitment, infectious disease, tobacco policy and abortion law. Guest speakers provide additional current perspectives from practitioners.

• Department: Health Policy & Management
• T 1 p.m.-3:50 p.m.
• Instructor: Magda Schaler-Haynes
  Info
• 3 points

PLAYWRIGHT-DRAMATURG WORKSHOP

ADAPTATION

• Department: Theatre Arts
• T 2:10 p.m.-5 p.m.
• 3 points

Strategic Planning for Health Insurance

STRAT PLAN FR HLTH INSUR

Strategic Planning for Health Insurance Plans is designed to provide students with a broad and deep understanding of safety-net health insurance plan operations and management. Students will have the opportunity to manage plan finances, set benefit designs, and establish actuarially sound premiums, all while operating within the constraints of the Patient Protection and Affordable Care Act. In a very abbreviated period of time, student will be completely immersed in real-world situations where they will be forced to make appropriate decisions which will either sustain or submerge the health plan. In addition to expanding their knowledge base about the health insurance industry, students will enhance their competency develop in a number of areas including analytical thinking, strategic orientation, collaboration, and communication. The 21 hours of course work will contain a blend of lectures, class work and a group project. Students will be evaluated on class participation (20%), learning reviews (quizzes (30%), and a group project (50%).

• Department: Health Policy & Management
• R 5:30 p.m.-8:20 p.m.
• Instructor: Rodney K McKinney
  Info
• 1.5 points

MANAGERIAL & ORG BEHAVIOR

• Department: Executive Classes in HPM
• Instructor: Yuna S Lee
  Info
• 3 points

Managerial and Organizational Behavior

MANAGERIAL/ORGANIZATL BEH

This course has two overall goals. The first is to increase your effectiveness in understanding and managing individuals and teams in health care organizations. The course’s second goal is to prepare you to effectively design organizations. Effective managers not only must lead individuals and teams: they also must ensure that their organizations are well-designed to deliver the results that their strategies promise. This entails developing knowledge and skills to analyze key issues in organizational structure, power and politics, culture, and change.
The course combines conceptual and experiential approaches. We draw on several sources of knowledge to accomplish course objectives: (1) conceptual frameworks and research findings from the social sciences; (2) case studies; (3) roles plays, videos and exercises; and (4) your own work and personal experiences. The class will be highly interactive, and active participation in discussions is expected.
The course selectively surveys ideas and frameworks from the social sciences and explores their implications for leadership and managerial practice.

• Department: Health Policy & Management
• W 1 p.m.-3:50 p.m.
• W 5:30 p.m.-8:20 p.m.
• W 1 p.m.-3:50 p.m.
• Instructor: Yuna S Lee
  Info
• 3 points

STRATEGIC MANAGEMENT

• Department: Executive Classes in HPM
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

Strategic Management

STRATEGIC MANAGEMENT

Over the semester, the course considers questions of Mission and Vision (What areas, activities, or business(es) should we be in?") and questions of Strategy and Operations ("How can we perform or compete effectively in this area?"). It covers both strategy formulation ("What should our strategy be?") as well as strategy implementation ("What do we need to do to make this strategy work?"). The course also addresses several additional issues that are critical to the strategic management "process" (e.g.. designing planning systems, managing contention). The course emphasizes the multiple, related requirements of the leader/manager's job: analysis, creativity, and action.

• Department: Health Policy & Management
• M 5:30 p.m.-8:20 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

Comparative Strategic Management

COMP STRATEGIC ANALYSIS

Students apply advanced strategic frameworks and concepts to real-world, complex, strategic problems involving multiple healthcare sectors, institutions, players and/or disciplines/functions. Specific objectives include: the ability to conceptualize and model a complex, multi-faceted, multi-player healthcare strategic challenge in simple language and in a coherent framework that supports analyses and resolution; a deepened understanding of the inherent complexity and interdependency of the major challenges--economic, political, strategic, and operational--facing the healthcare industry and specific sectors, institutions, and players within the industry; the ability to apply strategic analysis and other curricular concepts and tools and field work experience to complex healthcare industry/management problems; the ability to think critically about issues, perspectives, and potential strategic options, using sophisticated analytical and problem-solving tools and informed judgement to formulate recommendations for presentation to senior healthcare executives and policy-makers; : the ability to formulate a set of strategic options--addressing the multiple health industry players and interconnected challenges--for consideration;
the ability to critique a number of strategic options available to a health industry/healthcare executive team (or multiple, interconnected teams) and conclude which sets of options may be optimal given internal institutional competences and external political, policy, and economic realities

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

Comparative Strategic Management

COMP STRATEGIC ANALYSIS

Students apply advanced strategic frameworks and concepts to real-world, complex, strategic problems involving multiple healthcare sectors, institutions, players and/or disciplines/functions. Specific objectives include: the ability to conceptualize and model a complex, multi-faceted, multi-player healthcare strategic challenge in simple language and in a coherent framework that supports analyses and resolution; a deepened understanding of the inherent complexity and interdependency of the major challenges--economic, political, strategic, and operational--facing the healthcare industry and specific sectors, institutions, and players within the industry; the ability to apply strategic analysis and other curricular concepts and tools and field work experience to complex healthcare industry/management problems; the ability to think critically about issues, perspectives, and potential strategic options, using sophisticated analytical and problem-solving tools and informed judgement to formulate recommendations for presentation to senior healthcare executives and policy-makers; : the ability to formulate a set of strategic options--addressing the multiple health industry players and interconnected challenges--for consideration;
the ability to critique a number of strategic options available to a health industry/healthcare executive team (or multiple, interconnected teams) and conclude which sets of options may be optimal given internal institutional competences and external political, policy, and economic realities

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

PLAY REWRITING & DEVELOPMENT

• Department: Theatre Arts
• 3 points

Managing Public Health Non-Profits

MANAGING PUB HLTH NON-PRO

Directing a public health non-profit requires knowledge of a variety of diverse content as well as organizational skills. This class will focus on leadership, facilitating change, human resources, strategic planning, grantwriting/fund-raising and assessing program effectiveness that public health professionals working as managers encounter on a regular basis. Students will have the opportunity to develop strategies for responding to daily management situations. The goal of the class will be to provide students an experience that will directly translate to working in public health organizations.

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

Consulting Practice

CONSULTING WORKSHOP

• Department: Health Policy & Management
• M 8:30 a.m.-11:20 a.m.
• T 8:30 a.m.-11:20 a.m.
• W 8:30 a.m.-11:20 a.m.
• R 1 p.m.-3:50 p.m.
• R 5:30 p.m.-8:20 p.m.
• T 1 p.m.-3:50 p.m.
• 3 points

TRANSFORMATION ECONOMIC MODELS IN HLTHCA

• Department: Executive Classes in HPM
• 1.5 points

Entrepreneurship for Healthcare Managers

ENTREPRENEURSHP-HLTH CARE

In recent years, entrepreneurship has gained enormous popularity, even becoming accepted as a means to address pressing social and environmental issues. A significant percentage of our economy is now based on small businesses, and an entrepreneurial career is more likely and possible than ever before. Even in a more traditional corporate career, entrepreneurial skills can serve a manager well as companies that see out new opportunities. The benefits of entrepreneurship are abundant: the creativity to grow and manager your own business, the freedom of time, the potential to accumulate significant wealth and the possibility of making the world a better place. How does it happen? How can we take an idea and a blank piece of paper and transform them into an operating business with customers, cash flow and profits?
This course will break the process into discernible steps and skills. It will teach skills in opportunity identification and evaluation as well as an understanding of the steps and competencies required to launch a new business. The focus will be on scalable businesses that are large enough to attract professional investors.

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

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
• M 5:30 p.m.-8:20 p.m.
• 0.5 points

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
• M 5:30 p.m.-8:20 p.m.
• 0.5 points

Transforming the Delivery of Healthcare

TRANSFORM-DELIVERY-HLTHCR

This course provides an advanced, critical analysis of the delivery and payment of healthcare services in the U.S. with a specific focus on actions innovative healthcare providers and health insurers are
taking to improve the quality of patient care, manage the escalating costs of providing such care, and enhance business performance. It will analyze the attractiveness and feasibility of new approaches to address the challenges facing providers, payers and patients operating in an inefficient, misaligned, and fragmented healthcare system. Particular focus will be given to the impact of the 2009 HITECH Act as well as the Affordable Care Act (ACA) of 2010. There will be guest lectures by a variety of major leaders in healthcare business and policy. The course will be useful for students interested in careers in health system management, health insurance, HCIT, healthcare consulting & banking, private equity, investment management, health policy, entrepreneurship in the healthcare services sector and pharmaceuticals, medical devices & diagnostics.

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

The Food Justice Movement: What Does it

FOOD JUSTICE MOVEMENT

This course will explore the complex and evolving relationship between food, public health and social justice. It will provide a context to understand the historical, behavioral, cultural and environmental impacts on access to food, and its integration with population health and the health system. Students will make connections between the food system, public health, and the development and implementation of health policy. Students will translate course material into a practical exercise by designing and implementing a community food and public health project. Food intersects with public health on many more issues than most people imagine.

• Department: Health Policy & Management
• R 1 p.m.-3:50 p.m.
• Instructor: Mark Bittman
  Info
• 3 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.-1 p.m.
• WR 4 p.m.-5:20 p.m.
• TR 4 p.m.-5:20 p.m.
• Instructor: Jeanne M Stellman
  h-index: 34 Info
• Instructor: Rebecca R Sale
  Info
• Instructor: Jeanne M Stellman
  h-index: 34 Info
• 0-6 points

Computing in Context: Health Policy

COMPUTING IN CONTEXT: HEA

This course consists of two components: a computer science component and a health policy-specific component. The first component consists of lectures, homework assignments, and in-class quizzes in the Department of Computer Science, which introduce students to algorithmic problem solving and implementing solutions in Python. These lectures will include students enrolled in context sections from other parts of the University, and assume no prior experience with programming whatsoever. They will be supplemented by a weekly lab at CUMC for Mailman students, which will focus on guiding students through practical examples/applications of the methods presented in the lectures. The second component of the class is context-specific, and includes a health policy analysis project, in which students apply programming methods learned in class to a health policy problem, as well as context lectures given at CUMC in the second half of the semester. These context lectures will focus on the ever-expanding role of computing and “big data” in health policy and healthcare, and will discuss recent research on these topics. Attendance for all lectures and labs is mandatory.

• Department: Health Policy & Management
• M 4 p.m.-5:20 p.m.
• Instructor: Sarah Ashcroft-Jones
  Info
• 3 points

The Politics and Policies of Humanitaria

POLIT & POLICY OF HUMAN A

With the Middle East and other regions of the world in political turmoil, and with the frequent occurrence of natural disasters and deadly epidemics, the demands on and the stakes involved with humanitarian aid in health grow steadily higher. Yet both historical and recent political and scientific controversies abound regarding how it should be planned and delivered. In this course, students will explore some of the most salient of these controversies and review concrete cases of intervention from Africa, Asia, the Americas, the Middle East, Europe and former Soviet Union. The twin objectives of the course are to provide students with: 1) a rigorous understanding of current policies and approaches to humanitarian aid in health, and 2) the analytical tools and historical perspective to participate, as public health professionals, in the field’s renewal. The course will be provided through a mix of lectures, discussion and debates. Major international UN and NGO practitioners will be invited to participate in the debates and a United Nations Headquarters tailored site visit will be organized.

• Department: Health Policy & Management
• S 9 a.m.-3:20 p.m.
• Instructor: Laetitia Atlani-Duault
  Info
• 1.5 points

Pedagogy of Sexuality Education

PEDAGOGY OF SEXUALITY EDU

Pedagogy of Sexuality Education will provide students with the background and skills they need to design, implement and evaluate effective sexuality education interventions. The course will emphasize teaching methodology for working with groups, and students will learn both theories of behavior change and techniques for influencing the key determinants that are relevant in encouraging sexual health. Further, all students will learn strategies for facilitating group learning, responding to the needs of students of various ages and developmental stages, and ways to engage parents. The course will include designing and delivering lesson plans and receiving substantive feedback from the other course participants and the instructor. The course will analyze emerging digital approaches to sexuality education and ways to translate what has been learned about effective in person sex education into digital strategies. We will also cover techniques for working effectively within tight time constraints and preventing controversy. The context in which young people are learning about sexuality as well as current dominant cultural scripts about sexuality will be examined.

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

CONTEMP CIV: TEXTS & ISSUES

• Department: Core (A&S)
• T 12:30 p.m.-2 p.m.
• Instructor: Marcus Folch
  CULPA: 6 Info
• 3 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 and policy. After introducing the principles, practices, and underlying assumptions of law, policy, and rights, the class offers students the opportunity to use human rights tools in documentation of health-related human rights violations and formulating programs, policy responses, and advocacy strategies to violations. A wide range of issues - sexual and reproductive rights, HIV/AIDS, health problems of criminalized populations, the intersection of the environment and health, and others - are explored to illustrate the importance of sustained human rights inquiry and analysis in public health.

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

Current Issues in Sexual Health

CURRENT ISSUES IN SEXUAL

This course will examine key issues in sexual and reproductive health and development over the life span. The issues included will represent positive as well as the more typical negative sexual and reproductive health outcomes and experiences. The examination will illustrate how issues in the field are often viewed as fitting with the reproductive health (RH) or the sexual health (SH) “box” and how a more integrated perspective would enhance our research questions, findings and policy/programmatic responses to these issues. It will also focus on gender, sexuality and sexual orientation, class and race/ethnicity as key intersectionalities that affect SRH outcomes and development.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• Instructor: Andrea M Flynn
  Info
• 3 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 but essential pre-analysis tasks often overlooked in the research training process. These include: Data entry, data cleaning, and data transformation. 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 SPSS in each class session. Reflecting the focus on skill building, this course includes weekly homeworks using SPSS.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Judith F Austin
  Info
• 3 points

Outbreak Preparedness and Response in Re

OUTBR PREP/RESP IN RES-LI

This course explores the technical and programmatic characteristics of the communicable diseases most frequently encountered in international emergencies. Discussions will focus more on the epidemiological aspects of prevention and control and how these measures can be implemented in the exceptional circumstances that surround emergencies, rather than on etiological, diagnostic, and treatment considerations, although these will be mentioned as well. Particular emphasis will be put on community-based control and evaluation activities. Political, cultural, and economic characteristics of disease control will also be discussed. Classes will mix lecture, video presentations, group discussion, and case studies.

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

Planning Child Survival Programs

PLANNING CHILD SURVIVAL P

Child mortality has steadily declined over the last century. In 1918, approximately one in three children died before the age of five. Today, that number is one in twenty. Global progress is however marred by tremendous disparities, and much more progress is possible. Students in the course will learn about the conditions that affect children in high-mortality settings; review the evidence base for major child survival interventions; and examine the practical issues related to their implementation. Students will look at these issues from a global, national, and program perspective, ranging from the impact of global policies, to the track record of national strategies, to key program management skills they will need to be effective. These skills include monitoring, evaluation, communication, cross-cultural understanding, leadership and human resources. Students will also learn about relevant cross-cutting areas of knowledge, such as health systems, community health, child development, crisis settings, aid effectiveness, inequality, and power dynamics.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Emmanuel D'Harcourt
  Info
• 1.5 points

Issues in School-Based Health

ISSUES IN SCHOOL-BASED HE

Class participants will be offered both a didactic experience and hands-on field exploration of the evolving public health mission and role of schools as an organized network for health education, medical care, and civic involvement. While the emphasis will be on the existing models of School Health available in the local urban New York area, students will also explore alternate school health models in rural, national, international, and global settings. This class is designed for MPH candidates from all departments who are looking to complete their graduate school experience through the integration and application of their skills sets with practical program experience on the field. Participants will work as a group with a community school to plan and develop a project proposal for funding and implementation. Students will interact with various local agency and community players in both the education and school health fields. This course will also expose candidates with an interest in school health, child health, health education and health promotion to local agencies and non-profits directly involved in education and school-related public health services.

• Department: Population and Family Health
• W 8:30 a.m.-11:20 a.m.
• Instructor: Wenimo C Okoya
  Info
• 1.5 points

Qualitative Data Analysis

This course is designed as an advanced seminar/workshop for 2nd year master’s students in epidemiology who are seeking to strengthen their critical thinking skills and hone their abilities to effectively communicate public health content to varied audiences, for varied purposes, through scientific writing and oral communication. This course will provide practical experiences that reinforce core epidemiology skills, including data interpretation, data synthesis, and critical analysis of epidemiologic research, with an emphasis on logic and reasoning, scientific argumentation, and effective communication. Didactic lectures/presentations and course discussions will focus on identifying and appropriately citing scientific sources; making logical scientific arguments; effective argumentation; effective writing and oral presentation skills development/enhancement; identifying challenges to effective written and oral communication and strategies to address them; skills development in the peer-review process, and tailoring scientific presentations to various types of audiences and for various purposes. Students should have a public health topic or research question of interest before the start of the semester. Students who enroll in this class can be exempt from P9419, Master’s Thesis I.

• Department: General Public Health
• W 7 p.m.-8 p.m.
• Instructor: Silpa Srinivasulu
  Info
• 3 points

Qualitative Data Analysis

QUALITATIVE DATA ANALYSIS

While the collection of qualitative data is widespread and growing in public health research, the credibility and quality of data analysis suffers from an absence of system and rigor in recording, organizing, categorizing and interpreting qualitative findings. Focusing in particular on interview data, this course introduces a variety of approaches to qualitative data analysis, and encourages their application through hands-on group work and homework assignments.

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

Digital Technology & Health Across The L

DIG TECH & HLTH ACRSS LIF

Digital technology is permeating nearly every sphere of public health, from the way that hospitals store and share records, to the way that parents interact with and ultimately raise their children. Understanding how new technologies present potential opportunities for intervention across the life course is a critical area of study for future health practitioners and researchers. This course will also cover how digital technologies can increase health risks.
Course topics will span the lifecourse (children, adolescents, adulthood and end-of-life) and the globe. Specific topics of study will include: immunization registries, text-based interventions and teen pregnancy; media and youth development; HIV, sexual behaviors, and cell phones; mobile dating and sexual health; mobile technology in displaced and refugee populations; diversity, technology and life transitions.
After completing this course, students will be well positioned to understand the current digital technologies, and to create and critique the technologies of the future. Students will be able to effectively analyze research studies and identify developmental and technological characteristics that contribute to risk and opportunities for protection. Students will formulate initiatives that reduce the potential risks and maximize potential protective characteristics using current health technology.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Philip J Kreniske
  Info
• 3 points

Gender-Based Violence in Complex Emergen

GENDR-BASED VIOL-COMPLEX

This seven-week course explores the socio-cultural and political factors that contribute to the existence of gender-based violence and which lead to an increased occurrence of acts of gender-based violence in complex emergencies, with an emphasis on conflict zones. Students will develop a practical understanding of effective interventions for preventing and responding to violence against women and girls in different phases of complex emergencies. Specifically, students learn the conceptual framework for preventing and responding to gender-based violence and the practical framework for developing gender-based violence programming. Furthermore, students review strategies for incorporating critical elements of gender-based violence programming: coordination among humanitarian agencies; evidence-based programming; and engaging communities in programming.

• Department: Population and Family Health
• F 1 p.m.-3:50 p.m.
• Instructor: Alina Potts
  h-index: 8 Info
• 1.5 points

Methods in Program Evaluation

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: General Public Health
• W 5:30 p.m.-6:50 p.m.
• Instructor: Vandana Tripathi
  Info
• 3 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

Painting in Sixteenth-Century Japan

PAINTING IN 16TH CENTURY

Japan’s brief Momoyama period (1573-1615) is often characterized as an “age of gold,” an era in which politically powerful warlords commissioned lavish works of art. During the 150 years between the Ōnin War and establishment of the Tokugawa shogunate in the early 17th century, a series of military rulers unified the warring Japanese states, and for the first time in Japan’s history engaged briefly with the world beyond China through contact with European missionaries and merchants. The same warlords participated in every sphere of cultural life, sponsoring the construction of lavish fortresses and temples, contributing to the development of the arts of Tea and Noh drama, and encouraging the importation of printed books from China and Korea. This course will explore the art of painting in the Japan’s “era of unification.” We will concentrate on the gilded screens and panel paintings that temples, castles, and palaces, but will also study fan paintings, portraiture, and genre painting in order to comprehend the profound impact that this pivotal era would have on all succeeding periods of Japanese art.

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 points

Environmental Justice Advocacy

ENVIRONMENTAL JUSTICE

In this course, students will learn about the disproportionate burdens of environmental contamination and resultant health disparities affecting marginalized communities across the United States and globally. The curriculum will explore the ways in which the environmental justice movement in the US has succeeded in implementing just forms of health research, progressive environmental health policies, and protections from racial/cultural injustice, as well as obstacles, policy impediments and potential paths forward. We will examine environmental health/justice theories and perspectives in the contexts of health impacts on various populations, including American communities of color and the socioeconomically disadvantaged, indigenous peoples, women and children. We will study climate change, natural disasters, urban pollution and segregation, extractive industries, and environmental sustainability. Students will be asked to critically examine these topics and also explore unresolved, chronic problems relating to environmental injustices and their health impacts.

• Department: Population and Family Health
• R 8:30 a.m.-11:20 a.m.
• Instructor: Yolande A Cadore
  Info
• 1.5 points

Planning, Managing & Communicating For E

PLN MNG & COMMS

Evidence-based public health (M Plescia, AJPH 2019) includes making decisions based on peer-reviewed evidence, using data systematically, and disseminating what is learned. Conducting evidence-based public health that reflects the mission and values of the Department of Population & Family Health (PopFam) requires skills to: clarify gaps in knowledge and evidence to explicate how such gaps can be filled; solicit funding and community support for research projects that can inform public health practice; ensure applied public health research is feasible, and carried out efficiently and according to plan; and that the results and “lessons learned” are disseminated to guide next action steps.  This course will provide students with skills to engage in culturally competent public health work from the get-go – recognizing how to be attentive to inclusion and equity in generating research and evaluation questions, project management, and communication and dissemination. This course is designed as a complement to students’ experiences with research or program-based practica and their subsequent capstone/integrated learning experience (ILE); therefore, priority will be given to second-year PopFam students.

• Department: Population and Family Health
• M 4 p.m.-6:50 p.m.
• 3 points

Child Development & Health Programs

CHILD DEVELOPMENT & HLTH

Childhood and adolescence are critical windows of opportunity in human development to influence health, learning and productivity throughout life. In the earliest years of childhood, survival, growth and development are interlinked; growth affects both chances of survival and the child's development, and all three are influenced by family care practices, resources and access to services. Adolescence is the second period of rapid growth when foundational learning associates with distinct neuro-maturational changes. Contributing to increased investment in the early years and adolescence are new demands related to changing economic, social, demographic, political and educational conditions. The course will focus on populations along the lifespan, thinking through child development and why and how programs positively affected health outcomes. Students will understand the role of early child development programs (ECD) in the achievement of improved educational success and improved long-term health. The course will also explore adolescence through a developmental lens and the complex life events and social constructs that can influence adolescent behaviors. Through interactive lectures, small-group discussions and debates, and presentations by established guest speakers, students will learn to analyze programs and services, including how we can work with parents, support young children and adolescents in time of emergencies, and work within the health care system through a variety of hospital, community, school and family-based approaches to promote health and positive development.

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

Training of Trainers of Public Health Pr

TRAINING OF TRAINERS OF P

The purpose of the course is to teach participants the key principles and skills needed to design, deliver, and evaluate participatory training activities for public health programs in the United States and in developing countries.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Ryan M Mateo Sharnbroich
  Info
• 1.5 points

SCENE STUDY II

SCENE STUDY II: CHEKHOV

• Department: Theatre Arts
• T 2:10 p.m.-5 p.m.
• Instructor: Moises Kaufman
  Info
• 3 points

TOPICS IN NUMBER THEORY

The course will cover various topics in number theory located at the interface of p-adic Hodge theory, p-adic geometry, and the p-adic Langlands program.

• Department: Mathematics
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Eric Urban
  CULPA: 12 Wikipedia Info
• 4.5 points

Epidemiological Methods for Measuring Hu

EPID MTHDS-MEAS HUM RTS A

The occurrence of murder, disappearances, and rape are common during complex emergencies and yet the rate of these events is rarely measured while the conflict is ongoing. In some cases, groups are denied life-sustaining services because of race, politics, or HIV status. Public health practitioners are uniquely situated and qualified to advocate for populations whose human rights and survival are threatened by the intentional actions of organized groups. This class will teach students techniques for detecting and estimating the rates of these major abuses of human rights in order to better advocate for the abused, and to permit the evaluation of programs designed to prevent such events. At the end of the course, students will be expected to be able to evaluate the sensitivity of surveillance systems, and undertake surveys, designed to measure the rates of violent deaths and rape. Classes will involve a combination of lectures, case studies, and a research project ending with a debate. Students will be evaluated based on class participation and a paper.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• 1.5 points

Public Health and Humanitarian Action

PUB HLTH & HUMANITARIAN A

Humanitarian action has come to occupy a central place in world politics and a theory of rights rather than charity is now driving international assistance and protection in wars and disasters. Global events over the past two decades indeed suggest that the world needs a humanitarian system capable of responding reliably, effectively and efficiently across a full range of emergencies. Whether people are suffering as a result of an earthquake in China or organized violence in Darfur, the humanitarian response system is expected to reach them in a timely and informed manner. Global wealth suggests that it can; and, global morality says that it should. Success of humanitarian action depends upon political, technical and organizational factors. The practice of public health focuses on improving the technical and organizational capacities, but this course will display that political forces are equally essential for alleviating human suffering. Deep problems of political distortion and perennial problems of agency performance and practice continue to compromise global, impartial and effective humanitarian action. This course examines efforts to provide humanitarian assistance and protection in war and disaster crises. It combines the theoretical with the possible, highlighting constraints to action from the perspective of the humanitarian agency and professional worker in the field. Key public health priorities—including the major causes of disease and death and how best to detect, prevent and treat them--are examined. Particular attention is paid to human rights and humanitarian protection, including their nature, content, and linkages with public health assistance. Students will be exposed to current trends and debates, sides will be taken and defended, and the class will be enriched by the participation, contributions and challenges of the students.

• Department: Population and Family Health
• R 1 p.m.-3:50 p.m.
• Instructor: Juliana A Bol
  Info
• 3 points

Forced Migration Practicum Seminar

FORCED MIGRATION PRACTICU

This course offers a forum for students to reflect upon and discuss their experiences in the practicum environment. Through discussion and presentation, students have the opportunity to integrate their practicum experience into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Students who have previously completed their required practicum will deliver a professional presentation of findings from the research conducted or programmatic input provided during the internship. Through this mode of presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.

• Department: Population and Family Health
• W 11:30 a.m.-12:50 p.m.
• Instructor: Sara E Casey
  h-index: 16 Info
• 0-1 points

Capstone Paper-Heilbrunn Department of P

CAPSTONE

The Capstone Paper requires students to demonstrate their abilities to think and communicate clearly, reflect on their new knowledge and training, and make professional contributions to their main fields of interest, with guidance from faculty capstone readers. It serves as the final piece of evidence that the student is prepared to practice as a public health professional. The value of a well-researched and well-written Capstone Paper extends far beyond the MPH degree. Effective organizations depend upon staff members who can design needs assessments, programs, evaluations, and strategic plans, and document them in writing. Policy advocates seek professionals to articulate complicated public health evidence and ideas in briefs, articles, reports, and monographs. Doctoral programs look for students who can conceptualize, analyze, and communicate complex, interdependent health circumstances. Capstone Papers stand as concrete examples of students’ mastery of substantive areas, as well as proof of their competencies in key public health skills.
The department will share the Capstone handbook with students, which includes details about the options to meet the Capstone paper requirement.

• Department: Population and Family Health
• 0 points

Key Issues in Adolescent Sexual and Repr

ISS IN ADOLESC SXL/REPRO

This seminar will focus on key issues in adolescent sexual and reproductive health research both domestically and internationally. Using a Journal Club structure, students will discuss, dissect and debate recent and classic research papers – primarily through student-led discussions. Students will gain a greater understanding of the role of research in contributing to adolescent sexual and reproductive health advocacy, policy and programming in the U.S. and internationally. Students will also be able to effectively evaluate research designs and formulate initiatives promoting adolescent sexual and reproductive health. Through a combination of journal article reviews, occasional lectures, and group discussions, students will use science and research to inform their future career goals. Specific topics will include: abstinence-only until marriage policies, programs and funding; school-based health centers;LGBTQ youth; replicating successful interventions; and coital and non-coital sex.

• Department: Population and Family Health
• T 4 p.m.-5:20 p.m.
• Instructor: Lauren S Chernick
  Info
• 1.5 points

Interdisciplinary Seminar in Population

INTERDISP SEMINAR IN POPF

This course offers a forum for students to reflect upon specific public health topics within their field of study. Through discussion and presentation, students will have the opportunity to integrate their chosen topics into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Through presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.
The initial sessions will be led by faculty, who model seminar leadership and participatory discussion. Subsequent sessions will be co-led by students, who will rotate in this responsibility. In advance of each session, the lead students will work with faculty to refine the suggested reading list of documents or presentations for critical analysis and reflection. All participating students will prepare annotations and commentary, which will be available to other students, and will be a foundation for discussion in each session. An overall grade for such analysis will be awarded.
Students will present a brief list of key readings for a specific topic and a two-page outline of the proposed review for discussion before session 3. Students will start leading the discussion of those topics beginning in session 4 of the class. Where possible, the student(s) leading each session will have real-world work experience in that area. Students will be graded on their specific summary outline and the leadership of their class discussion. Students will then choose one topic to focus on, and will submit a final version of their review paper (to length and format required by the targeted journal) within seven days of the final session of the class (session 14).

• Department: Population and Family Health
• Instructor: Stephen P Kachur
  Info
• 1.5 points

Health Advocacy

HEALTH ADVOCACY

For anybody who’s spent even a little time in public health circles, it doesn’t take much effort to list the many societal ills that desperately call for action. What’s equally important, though, is answering the classic question that’s bedeviled advocates for centuries: “What is to be done?” This course will help us sharpen our answers to that question through study of recent advocacy efforts around COVID-19; HIV/AIDS; climate change; reproductive rights; environmental justice/racism; mass incarceration and criminal justice reform (particularly in the context of the Black Lives Matter movement), and others. Along the way, we’ll also learn about enduring dilemmas scholars have identified that confront all health advocates. These include: the costs and benefits of working within (versus outside of) formal politics; framing rhetoric to reach wider audiences; the virtues and drawbacks of confrontational direct action; public apathy towards “health” issues; oppositional movements at complete odds with theirs; and more recently, the potential of social media.
This course also contains a skills component, where students will learn basic legislative, legal, and media research that can aid advocacy efforts.

• Department: Sociomedical Sciences
• R 4 p.m.-6:50 p.m.
• Instructor: Merlin Chowkwanyun
  Info
• 3 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.
• M 1 p.m.-3:50 p.m.
• Instructor: Robert E Fullilove
  Info
• Instructor: Michael P McNeil
  h-index: 3 Info
• 3 points

SMS Thesis Proposal

SMS THESIS PROPOSAL

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
• F 10 a.m.-11:30 a.m.
• Instructor: Christian Gloria
  Info
• 1 points

COLL IN INTERNATIONAL TRADE

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

ROLE OF THE THEATRE PRODUCER

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

MICROECONOMIC THEORY COLLOQ

Prerequisites: G6215, G6216, G6211, G6212, G6411, G6412. Students will make presentation of original research in Microeconomics.

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

Labor & Public Finance colloquium

Labor & Public Finance Co

Prerequisites: G6215, G6216, G6211, G6212, G6411, G6412. Students will make presentations of original research in Microeconomics.

• Department: Economics
• W 1 p.m.-2 p.m.
• Instructor: Wojciech Kopczuk
  CULPA: 5 Wikipedia h-index: 34 Info
• 2 points