Sustainable Development and Global Envir

SUSTAIN DEVEL & GLOB ENVI

This course is intended to give students a broad overview and introduction to global environmental health issues in relation to sustainable development. Environmental health and sustainability issues of concern worldwide are highlighted, and global trends in health status and environmental quality discussed in relation to driving forces and pressures on the environment which lead to adverse health consequences. The historical roots and changing nature and scope of environmental health is discussed in relation to global environmental change, sustainability and the evolving global agenda on sustainable development. Concepts and interpretations of environmental health, sustainability and sustainable development are examined and critiqued, and their various dimensions, underlying principles and values assessed.
The concept of ecosystem health and planetary health is introduced and the implications for health and well-being of the deterioration of ecosystems and ecosystem services is examined. The overloading of ecosystems, evidenced by such factors as climate change, biodiversity loss, land degradation and related factors are highlighted. Conceptual frameworks for understanding the multiplicity of sources and pathways and complexity of linkages between health, the environment and development sectors are presented and compared, and methodological challenges in assessing such linkages focused on. The relationship between sectors like agriculture, energy, housing and urban settlements - with sustainability and environmental health is examined through case studies.
The policy and planning process for addressing environmental health and sustainable development concerns at various tiers of government is examined, with a focus on the concept of intersectorality. The underlying principles of intersectoral action and its application to addressing complex, multifaceted problems, whose determinants lie outside of the health sector, is discussed. Issues such as environmental justice and equity, and the role of partnerships and stakeholders in the different phases of the policy and planning cycle is highlighted. Tools for policy and decision- makers in environmental health and sustainable development such as indicators and health impact assessment methodologies are emphasized. Finally, the different disciplines, professionals and players associated with environmental health and sustainable development, and the implications of the expanding and changing nature of environmental health is discussed in relation to the o

• R 1 p.m.-3:50 p.m.
• Instructor: Yasmin von Schirnding
  Info
• 3 points

Introduction to Network Science

Intro to Network Science

As a methodological tool and a theoretical paradigm, network analysis has been increasingly used in public health. This course introduces fundamental concepts in network science and complex systems, applications in public health, and quantitative skills in analyzing network data. The course centers around two themes – the structure and function of networked systems. We will delve into a variety of public health applications including climate and health, transmission of infectious diseases, diffusion of health behaviors, social networks, and exposome and health. Over the course, students will have hands-on excises and group projects to perform analysis on network data. Students are expected to gain an overview of current research topics on network analysis in public health and develop practical quantitative skills to analyze network data.

• T 8:30 a.m.-11:20 a.m.
• Instructor: Sen Pei
  Info
• 3 points

Analysis of Environmental Health Data

ANALYSIS OF ENVIRONMENTAL

Working with data is a fundamental skill for all EHS MPH graduates, irrespective of their area of concentration. Data is the foundation of all research and becoming comfortable describing, analyzing, interpreting, summarizing and presenting is critical for the success of all environmental health scientists. This course will teach students how to work with data at a fundamental level. We will use a large, publicly available dataset (e.g., New York City Health and Nutrition Examination Survey (NYC NHANES)) data to illustrate analytic techniques and approaches. This course is required for all students in the EHS MPH department, regardless of certificate selection and should be taken prior to certificate based required courses.

• M 1 p.m.-3:50 p.m.
• Instructor: Anne E Nigra
  Info
• 3 points

Journal Club in Molecular Epidemiology a

JOURNAL CLUB-MOL EPI&TOXI

The primary objectives in this course are to learn to systematically review and summarize primary research in molecular epidemiology and toxicology, to synthesize scientific evidence from both disciplines to establish weight-of-evidence, and to understand how this evidence relates to scientific decision making for improving health outcomes. In this course, we will evaluate 6 topics in environmental health, each for a 2 week (2 session) block. During the first week of each block, we will review and critique the human and experimental literature separately. During the second week of each block, we will integrate and synthesize this literature to describe the weight of evidence. By the end of the semester, students will improve their ability to formulate the weight of scientific evidence about current topics in environmental health and will be able to evaluate how this weight of evidence can inform environmental health decision making.

• R 11:30 a.m.-12:20 p.m.
• 0 points

Principles of Genetics & the Environment

PRIN-GENETICS & ENVIRONME

Our fundamental understanding of genetics is constantly being challenged with new discoveries. This course will provide students with a deep knowledge of the principles of genetics, while exploring how new discoveries are changing our understanding of some basic principles. In addition, students will learn to appreciate how our underlying genetic makeup influences the effects of environmental exposures on human health. The course follows a logical progression: We will start with molecular genetics, describing the structure and function of genes and how gene expression is regulated. Next we will cover classical genetics, focused on modes of inheritance, both Mendelian and non-Mendelian. This will be followed by an overview of human genetics. We will end the course by learning about gene environment interactions, with a focus on some of the most common complex genetic diseases. For the most part students will learn basic principles through an understanding of the experiments that lead to their discovery. The format of the course is meant to be interactive. It will include didactic lectures, group work and critical evaluation of primary papers.

• M 1 p.m.-3:50 p.m.
• Instructor: Greg A Freyer
  Info
• 3 points

The Scientist and the Storyteller

Scientist and Storyteller

Designed for students in science and public health programs, this course bridges the gap between scientific research and the distribution of important health information to the public. Students are given an in-depth look at how science journalists work:  their reporting techniques, writing and producing methods, and, ultimately, how they contextualize and distribute scientific information to their audiences.  Students will be taught best practices for collaborating with journalists to ensure that their research reaches the public in the most intelligible and factual ways.  For students training in science journalism, this course will provide perspective into how scientists think and the way they are trained to report research findings to scientific and lay audiences.  Providing an opportunity for cross-talk between these two adjacent disciplines, this class will train scientists to be better communicators and journalists to be better translators of scientific information.   Co-taught by leaders in the fields of public health and journalism, this course is a practical guide for researchers hoping to extend the reach and impact of their work.

Grades will be based on class participation and successful completion of a final project. For the final project, students will be assigned in groups to interview a public health scientist about a recent publication.  Students will independently prepare a story (any format is acceptable) to communicate the study findings as a work of journalism.  

• T 1:10 p.m.-3:40 p.m.
• 3 points

Food Security, Plant Biology, Climate Ch

Food Secur Plant Bio Clim

As human populations continue to expand, concurrent increases in energy and food will be required. Consequently, fossil fuel burning and deforestation will continue to be human-derived sources of atmospheric carbon dioxide (CO2). The current annual rate of CO2 increase (~0.5%) is expected to continue with global atmospheric concentrations exceeding 600 parts per million (ppm) by the end of the current century. The increase in carbon dioxide, in turn, has ramifications for both climate change but also for plant biology. In this course, our focus will be on how CO2 and climate change alter plant biology and the subsequent consequences for human health.

Overall, the course will have three main components. We begin with an overview of interactions between the plant kingdom and human health, from food supply and nutrition to toxicology, contact dermatitis, aero-biology, inter alia. In the second section, we segue to an overview of rising CO2 and climate change, and how those impacts in turn, will influence all of the interactions related to plant biology and health with a merited focus on food security. Finally, for the remainder of the course, our emphasis will be on evaluating preventative strategies related to mitigation and adaptation to climate change impacts specific to potential transformations of plant biology’s traditional role in human society.

The course is appropriate for students who are interested in global climate change and who wish to expand their general knowledge as to likely outcomes related to plant biology, from food security to nutrition, from pollen allergens to ethnopharmacology.

• T 8:30 a.m.-11:20 a.m.
• Instructor: Lewis Ziska
  Wikipedia Info
• 3 points

Public Health Impacts of Climate Change

PUB HLTH IMPACTS-CLIMATE

Public health dimensions of climate change are of growing concern in both developing and developed countries. Climate-related health impacts may arise via heat waves, air pollution, airborne allergens, compromised ecological services, water- or vector-borne diseases, and shifts in agricultural productivity. Our ability to identify, understand, predict and ameliorate public health impacts of climate change will depend on how effectively we assimilate and synthesize information and tools from a range of disciplines, including atmospheric sciences, climate modeling, epidemiology, ecology, risk assessment, economics, and public policy. The overall objective of P8304, Public Health Impacts of Climate Change, is to lay a foundation for this cross-disciplinary perspective by engaging graduate students drawn from across the University in topical lectures, group exercises and discussions built around the emerging knowledge base on the public health dimensions of climate change.

• R 4 p.m.-5:20 p.m.
• Instructor: Cecilia J Sorensen
  Info
• 3 points

Basic and Applied Nutritional Science: E

BASIC & APPL NUTRITIONAL

Whether you realize it or not, policies over which you have little or no control dictate the nutritional content of the foods you consume. Are these policy decisions well informed by solid scientific evidence? In developing countries where such policies do not exist there is a disproportionately higher prevalence of malnutrition – is there sufficient scientific evidence to warrant implementation of new policies abroad? The overarching goal of this course is to provide a framework for students to become proficient in translational aspects of nutritional science, using a case-studies approach to allow for a very broad, but also in-depth, comprehensive evaluation of a select number of major nutritional issues that are currently being heatedly debated on both local and global scales. The primary focus of the course is on engaging students in the critical appraisal of the continuum between basic research, applied research, and programs and policy decisions related to nutrition. The “cases” in our case-studies approach will use as paradigms a set of emerging international issues related to nutrition and health.
The course is appropriate for students who are interested in expanding their general knowledge base in nutritional sciences and who wish to improve their proficiency in skills necessary to become effective, well-informed consultants for program leaders and policy makers on nutrition-related topics, with broader applications in public health.

• W 1 p.m.-3:50 p.m.
• Instructor: Mary V Gamble
  Info
• 3 points

Toxicokinetics

TOXICOKINETICS

Lecture and in-class practice to help develop the skill to analyze experimental data and evaluate literature reports regarding toxicokinetic aspects of chemical exposure. Emphasis on the ability to solve real problems. Topics cover the concept of compartment, analysis of blood and urine data, absorption kinetics, multi- or noncompartment analysis, PBPK modeling and risk assessment, and factors affecting toxicokinetic parameters of environmental toxicants. Midterm exam and final presentation.

• M 5:30 p.m.-8:20 p.m.
• Instructor: Gregory P Geba
  Info
• 1.5 points

Applied Environmental and Industrial Hyg

APPLD ENVRNTL & INDUST HY

This essential course for EHS professionals introduces the student to the field of Industrial Hygiene and Safety Engineering and the application of their principles in the protection of workers and public. EHS Managers, Researchers, Engineers and Consultants will all find the course of benefit. It provides information on contaminants, hazardous work procedures, exposure monitoring, personal protective equipment, site testing and the equipment used to perform work which has the potential to expose workers above permissible levels. The course curriculum integrates the training requirements for certification by OSHA necessary to conduct basic EHS field activities and allows the student to test for and obtain certification. The OSHA training certificate is an industry recognized continuing education certificate that is accepted by EHS employers.
Superfund sites, environmental investigations, and any other work operation requiring sampling or field research of toxic substances at uncontrolled sites is subject to compliance requirements under OSHA. At the completion of the course the participant will be eligible to take an examination for certification under the OSHA 29 CFR 1910.120 standard as an “Occasional Site Worker.” Successful completion of the exam and course will give the certificate holder the ability to access hazardous sites to conduct Environmental Health Investigations.

• R 4:30 p.m.-7:20 p.m.
• Instructor: Marco J Pedone
  Info
• 3 points

Introduction to Data Science for Environ

Intro to Data Sci Enviro

The goal of this course is to give students a stronger theoretical foundation on data science and a provide them with a technical toolkit. This course will prepare students with skills they will need to undertake research that relies on strong quantitative and data science foundations and will help prepare students to excel in other Data Science-focused course offerings in the department of Biostatistics and Environmental Health Science (EHS). This course will build on the first half of P6360 Analysis of Environmental Health Data, which introduces coding in R and the basic framework for conducting EHS-related data analysis across EHS disciplines (e.g., toxicology, epidemiology, climate and health). This course will cover both conceptual and practical topics in data science as they relate to environmental health sciences. Each session will be divided into two parts. In the first hour of the class there will be a lecture. Following a brief 5-minute break, the last two hours of the class will be spent on a lab project where students will apply the methods they learned in the lecture.

• R 1 p.m.-3:50 p.m.
• Instructor: Tiffany R Sanchez
  h-index: 11 Info
• 1.5 points

Environmental Determinants of Human Heal

ENVIR DETERM OF HUMAN HLT

This course was designed to provide a foundation in major topics in Environmental Health, aimed at MPH students in EHS. The course explores fundamental principles of environmental health that are not provided in the other departmental required courses; Risk Assessment, Analysis of Environmental Health Science Data and Fundamentals of Toxicology. Lectures will expand on topics introduced in the Environmental Determinants of Health core course, as well as introducing additions topics deemed central to an MPH student in EHS. This will be team taught and use both didactic and case based approaches to learning. Students will also engage in scientific writing and critical analysis of research in topics relevant to environmental health sciences.

• R 8:30 a.m.-11:20 a.m.
• Instructor: Matthew Perzanowski
  h-index: 52 Info
• 3 points

Laboratory Methods in Environmental Heal

LABORATORY METHODS IN EHS

This course explores foundational environmental health laboratory approaches and techniques that cannot be taught in a classroom setting. It provides the necessary hands-on lab experience to supplement theoretical and case-study examples taught in the classroom. Students are exposed to a wide variety of experimental approaches and techniques used in Environmental Health Sciences. Laboratory exercises are flexible and directed, in part, by students’ interests and expertise but may include DNA and/or RNA purification from various biological samples, forensic analysis by polymerase chain reaction (PCR), epigenetic modification/DNA methylation studies, gel electrophoresis, ELISA, heavy metal analysis by MS-ICP, cell culture analysis of potential neurotoxins, radiochemistry, Western blotting, microbial contamination, and others. Students will be expected to read relevant foundational manuscripts and relevant methods papers, as well as keep an accurate and detailed laboratory notebook with their experimental notes, findings and subsequent data analysis. Students will demonstrate knowledge of the material with either written or oral final exam presentations.

• T 5 p.m.-8:20 p.m.
• Instructor: Norman Kleiman
  h-index: 26 Info
• 3 points

Climate and Health Weekly Seminar

SEM-CLIMATE & HEALTH STUD

• T 11:30 a.m.-12:30 p.m.
• Instructor: Lewis Ziska
  Wikipedia Info
• 0 points

Environmental Justice Health and Policy

ENV JUSTICE HLTH POL ANLY

This course is designed to prepare public health professionals to identify, analyze, and address Environmental Justice (EJ) concerns in the development and implementation of policy and practice related to environmental health, land use, and environmental protection. We will begin by establishing a firm grounding in the theory and evidence behind the American EJ movement through study of the seminal research literature as well as government assessments and case studies of touchstone events. From that point of departure, we will examine existing health disparities and emerging EJ issues, emphasizing the tools available to public health policy makers, researchers, and advocates. We will assess the progress the movement has made in its 30-year history, evaluate the limitations of “first-generation” advocates’ toolbox, explore new approaches that would fully realize EJ goals, and the application of EJ analysis to environmental and health policy. When appropriate, individual class meetings will incorporate interactive exercises, such as role play, aimed at building the students’ ability to analyze issues from different perspectives.

• M 5:30 p.m.-8:20 p.m.
• Instructor: Anhthu Hoang
  Info
• 1.5 points

Water, Sanitation, and Human Health

WATER,SANITATION & HUM HE

This course presents an in-depth analysis of issues relating to water, sanitation and hygiene in both the developed and developing worlds. Students will become familiar with the hydrologic cycle, the major causes of enteric morbidity and mortality, and the design, financing and implementation of sanitation systems. This course is designed for both engineering and public health students and is intended to foster dialog between the two communities. Class meets once per week for 3 hours, and consists of lecture, discussion of assigned reading, break-out work and student presentations. Student requirements include assigned readings, in-class participation in break-out work, group presentations and a final term paper. Each student will be assigned a break-out group that will work together both during and outside class on a variety of water and sanitation problems. Each group will pick two cities, one in the developed world and one in the developing world, on which they will focus their efforts throughout the term.

• M 5 p.m.-8:20 p.m.
• Instructor: Shannon Marquez
  Info
• 3 points

Advanced Analytic Methods in EHS

ADVANCED ANALYTIC METHODS

This course will introduce advanced methods and tools commonly used in Environmental Health Sciences. These topics include advanced regression techniques especially pertinent to environmental health, methods to quantify and correct for exposure measurement error, mixtures methods, etc. Each class will have two components: a lecture and a coding lab. Although other courses in the School and other Departments might also present some of the methods covered here, the emphasis of this course will be on applications in EHS specifically and the appropriateness, assumptions, strength, limitations and interpretation of results in the EHS framework. Air pollution will be primarily used in class as the example exposure of interest (as many of these methods were first used in air pollution health studies), but not exclusively. R will be used for all coding.

• T 4 p.m.-6:50 p.m.
• Instructor: Marianthi-Ann Kioumourtzoglou
  Info
• 3 points

Computational Toxicology

COMPUTATIONAL TOXICOLOGY

We are exposed to thousands of chemicals in the air, on our food, and as part of consumer products with many hundreds more new chemicals brought to market every year. Yet, only a very small proportion of these have been comprehensively tested for safety. Existing toxicological methods are often insufficient to test every new or existing product due to various constraints including economics, relevance, politics, and ethics. The advent of computational strategies, with high-throughput in vitro and in vivo toxicology data, now permits predictive approaches to a priori, predict potential health risks of chemicals which have not be tested in the laboratory. These strategies range from predicting cellular toxicity based on similarities of chemical structure with chemicals of known toxicity, to forecasting human cellular toxicity from pesticides on food and other exposures using high-throughput cellular assays. Integrating publicly available “omics” data, environmental and personal monitoring data, and bioinformatics, is empowering innovative discovery about exposure-outcome relationships. The goal of this course will be to expose students to the various data sources and approaches that are used to predict toxicity and introduce innovative data manipulation and display strategies that are increasingly needed in data heavy disciplines. This is a hands-on course; students will be required to mine publicly accessible data and perform their own analyses, regularly presenting their work in the classroom. Students will be evaluated on their ability to integrate the material and apply it to real data in order to garner thoughtful, novel insight into predictive or integrative toxicity.

• M 8:30 a.m.-11:20 a.m.
• Instructor: Brandon Pearson
  h-index: 24 Info
• 3 points

Public Health GIS

PUBLIC HEALTH GIS

Geographic Information Systems (GIS) has emerged as an essential tool for public health researchers and practitioners. The GIS for Public Health course will offer students an opportunity to gain skills in using GIS software to apply spatial analysis techniques to public health research questions. The laboratory section of the course will give students the opportunity for hands-on learning in how to use GIS systems to analyze data and produce maps and reports. These laboratory exercises will be designed to increasingly challenge the students to incorporate the analytic skills and techniques they have learned in other courses with the geospatial and spatial statistics techniques commonly used in GIS. Guest speakers will be invited to share their real-world examples of GIS in Public Health research and practice. These speakers will include Columbia researchers and staff from government agencies or non-profit organizations.

• W 1 p.m.-3:50 p.m.
• W 5:30 p.m.-8:20 p.m.
• Instructor: Joel Capellan
  Info
• 3 points

EHS Policy Seminar

POLICY CERT PREPRACTICUM

This course is required of EHS Policy Track students in the semester before they complete their practicum. Most class sessions will entail a presentation by a environmental health policy practioner followed by class discussion. Past guests include people from the US FDA, NYU Law School, and the New York State Department of Environmental Protection. Students will prepare biweekly position papers and a research essay. Open to non-policy track students by permission of instructor only.

• T 11:30 a.m.-12:20 p.m.
• Instructor: Darby W Jack
  Info
• 0 points

Foundations in Environmental Justice: Fr

Socially vulnerable communities bear a disproportionately high burden of environmental exposures due to structural challenges such as racism. This multi-disciplinary course will introduce environmental justice scholarship and advocacy through a public health lens. The class will explore foundational theories critical to the environmental justice movement, innovative research approaches for characterizing inequities in environmental health as well as analyzing potential solutions, and community-driven strategies for systemic change. This course will draw on cross-disciplinary materials from academic articles and communications for a broad audience, such as podcasts, news articles, or non-technical reports. Lastly, using a range of practice-based approaches, students will have opportunities to reflect on their own social position and how that informs their public health approach.

• T 1 p.m.-3:50 p.m.
• Instructor: Ami R Zota
  Info
• 3 points

Capstone: Critical Thinking and Analysis

CRITICAL THINK/ANALYSIS I

Critical Thinking and Analysis in Environmental Health Sciences is a culminating experience for EHS students in which they will synthesize the knowledge and experiences they have gained in their MPH core, department specialization and certificate coursework. The primary objective of this course is to enable students to critically examine and analyze a body of scientific knowledge and to effectively communicate such knowledge to lay and scientific audiences. An interactive, highly participatory experience, it typically focuses, in depth, on one or two topics within the field of Environmental Health Science that are of current national and international interest and represent a major human public health concern. The Capstone course will reinforce fundamental concepts acquired through prior departmental and certificate based coursework related to the underlying scientific basis of human health concerns arising from environmental exposure. The pedagogical approach of this course will utilize a combination of outside reading, didactic instruction, engaging class discussion and team-based learning. Students will be required to critically evaluate current knowledge and present, both orally and in writing, the broad outlines and specific aims of a research proposal to address critical gaps in understanding. At the completion of this course, students are expected to be able to critically evaluate and assess scientific evidence as well as successfully conceptualize, create and defend a research proposal. The ability to communicate research concepts and clear, cogent and well thought out research proposals, either orally and written, are essential for many students preparing entry into the workforce, whether in government service, profit or non-profit corporations, academia, scientific research, policy and planning, administration or regulatory affairs. Graduating EHS MPH students are expected to have considerable facility in public speaking skills, interpretation of scientific literature, critical thinking and analysis of published research findings. Each semester, in consultation with the class, a relevant and timely topic is selected to examine in depth. Creation of a NIEHS-style grant application concerning a previously unaddressed topic is an important component of this class.

• W 8:30 a.m.-11:20 a.m.
• 3 points

Journal Club in Environmental Health Sci

JOURNAL CLUB IN ENVIR HEA

Journal Club is a one credit course that meets once weekly and is designed to keep doctoral students (PhD and DrPH) abreast of current developments in specific areas of interest to Environmental Health Sciences. Each semester, in consultation with the class, a new topic is selected to examine in depth utilizing critical analysis of recent publications. Students are each expected to present an article to the class and to provide critical thinking and evaluation of research findings and the authors’ conclusions. In preparation for entry into the public health workforce, whether in government service, profit or non-profit corporations, academia, scientific research, policy and planning, administration or regulatory affairs, the students are expected to improve their skills in public speaking, reading of scientific literature, critical thinking and analysis of published research findings. Vigorous discussion among the class is expected each week.

• M 1 p.m.-2 p.m.
• Instructor: Hui-Chen Wu
  Info
• 1 points

Advanced GIS and Spatial Analysis

ADVANCED GIS AND SPATIAL

This course builds upon foundational GIS and spatial analysis concepts and skills built in the introductory GIS course through the application of advanced spatial statistical modeling procedures. Students in the course will learn how it integrate GIS with statistical programming tools as a way to extend the utility of the GIS beyond a tool for mapping. Topics covered include 1) Graphical and quantitative description of spatial data, 2) Kriging, block kriging and cokriging, 3) Common variogram models, 4) Spatial autoregressive models, estimation and testing, 5) Spatial non-stationarity and associated modeling procedures and 6) Spatial sampling procedures. Students will complete a series of in-class labs and develop a final research project from these labs or an independent project.

• W 5:30 p.m.-8:20 p.m.
• Instructor: Jeremy Porter
  h-index: 19 Info
• 3 points