PT Management of the Adult with Neurolog

PT Mgmt of Neuro Cond I

This 8-week course during the fourth term of the DPT curriculum is the first of a two-part series which applies the Patient Management Model to adults with neuromuscular conditions, in particular acquired brain injury disorders, stroke, and traumatic brain injury. 

Examination, intervention, progression and outcome assessment for stroke and traumatic brain injury disorders are linked with diagnostic imaging and management via medical and surgical methods.  Emphasis is placed on clinical decision-making and evidenced-based practice in individuals with neurological conditions.

• Department: Physical Therapy
• 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

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
• W 8:30 a.m.-11:20 a.m.
• Instructor: Emmanuel D'Harcourt
  Info
• 1.5 points

Chronic Diseases in Humanitarian Setting

CHRNC DIS IN HUMANITARIAN

It is estimated that two-thirds of deaths worldwide are attributable to non-communicable diseases (NCDs), with cardiovascular disease, cancer, diabetes mellitus, and chronic lung disease comprising the largest burden of NCDs. However, chronic diseases, including NCDs, have until recently received little attention in humanitarian settings, leaving prevention, care and treatment needs largely unaddressed among some of the most vulnerable populations. The rising numbers of refugees requiring health services, the protracted nature of modern displacement, and the changing demographics of populations living in fragile states have created compelling new health needs and challenges. It is unclear what chronic disease interventions are effective and feasible in such settings, how best to deliver them, and how well interventions are adhering to clinical best practice. As a result, there are increasing calls for a better understanding of chronic diseases and their interventions in humanitarian settings and protracted crises.

This course will introduce students to an overview of chronic diseases in protracted crises, including armed conflict and political instability. The course will utilize a combination of lectures, case studies, interactive class discussions, small group exercises and presentations by expert practitioners. Chronic diseases that will be explored include cardiovascular disease, diabetes, cancer, chronic respiratory disease. This course will also address chronic disabilities, HIV, tuberculosis and mental health within the spectrum of chronic diseases. An emphasis will be placed on understanding the contextual factors (including forced migration, natural emergencies, armed conflict, political instability and fragile states) that constrain the response to chronic diseases. Using a social and political determinants of health framework, students will gain an understanding of the main topics related to chronic diseases, including access to health care and the health care system, and case studies examining strategies and interventions for promoting health and health outcomes. The needs of vulnerable population sub-groups, including women, children, older persons and forced migrants will receive particular attention in each session. Students will be equipped with both the knowledge and skills to develop and evaluate a program to address chronic diseases, adapted to specific contexts and integrated into national and global humanitarian response systems.

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

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• MW 1:20 p.m.-3:10 p.m.
• None None-None
• 3 points

ADV ENTREPENEURSHIP & COMM DEVEL CLINIC

• Department: Law
• 1-4 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
• T 1 p.m.-3:50 p.m.
• Instructor: Wenimo C Okoya
  Info
• 1.5 points

DNP SEMINAR IN PEDIATRIC PRIMARY CARE II

DNP SEM IN PED PRIM CARE

This is the second of three consecutive seminars designed to build upon knowledge from DNP Seminar I with a continuation of focus on clinical decision making and evidence-based practice for the provision of primary care to the pediatric patient across settings. Utilizing the clinical encounter format and CUSON DNP Competencies in Comprehensive Care as a framework, the student will analyze clinical decisions, appraise, and apply evidence for best practice using patient cases from practicum.

• Department: Nursing
• M 1 p.m.-2:50 p.m.
• 2 points

Orthotics

This 8-week course during the second year of the DPT curriculum, is the first of a pair of courses on orthotics and prosthetics in physical therapy. This course presents information on the types, components, and appropriate prescription of orthotics in the management of patients. Principles of biomechanics will be utilized to understand the application, evaluation, and prescription of orthotics in the context of patients/clients with musculoskeletal and neuromuscular dysfunctions of the trunk, upper- and lower-extremities.  

The course will introduce and expand students’ knowledge of orthoses used in physical therapy for upper-extremity, lower-extremity, and trunk dysfunctions. Emphasis will be placed on applying biomechanical principles, the available evidence base, and clinical evaluation and management considerations underlying the clinical decision-making of orthotic prescription and clinical care for individuals with range of orthopedic and neurologic dysfunctions. Particular attention will be paid to developing gait assessment skills to allow evaluation of gait abnormalities that can be affected with orthoses. This course requires development of clinical problem-solving skills to determine orthotic solutions and a comprehensive plan of care.

• Department: Physical Therapy
• 2 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
• R 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
• R 6:40 p.m.-8 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: Bijan Kimiagar
  Info
• 3 points

DIRECTING FOR STAGE MANAGERS

In the collaborative world of theatre, the director is at the helm. We, as stage managers, support the director’s creative process from rehearsals through opening night. What happens when the director leaves and turns the maintenance of the production to the stage manager? This course will help give you the tools to meet that challenge. Beginning with rehearsals, how do we best observe directors so that we can understand and preserve their vision? In preparation for working with the cast, we will discuss varying acting methods.

How do we prepare our script to direct replacements, incorporating script analysis and acting beats? We will also review the basics of directing and identify the most influential directors now, and in recent history.

• Department: Theatre Arts
• R 9 a.m.-11:50 a.m.
• Instructor: Matthew Dicarlo
  Info
• 1.5 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

SEMINAR ANIMAL LAW

• Department: Law
• M 4:20 p.m.-6:10 p.m.
• 2 points

REHEARSAL AND PRODUCTION

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

Water and Sanitation in Complex Emergenc

WATER & SANITATN-COMPLEX

This course will focus on the public health role of water and sanitation services for those people who are displaced, impacted by war, or in settings of extreme poverty. Most classes will be comprised of case-studies with special emphasis on controlling enteric diseases. Participants are expected to develop the epidemiological skills needed to estimate populations, and estimate water consumption and sanitation coverage of specific populations. Basic engineering principles that promote the protection of human health will be covered.

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

SEMINAR SUPREME COURT

• Department: Law
• M 6:20 p.m.-8:10 p.m.
• 2 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

HISTORIOGRAPHY-LAT AM-MOD PER

• Department: History
• R 4:10 p.m.-6 p.m.
• Instructor: Pablo Piccato
  CULPA: 22 h-index: 20 Info
• 4 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
• R 8:30 a.m.-11:20 a.m.
• 1.5 points

SCENE STUDY II

SCENE STUDY II: CHEKHOV

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

Emerging Capital Markets: Theory & Pract

Emerging Cap Mkts: Thry & Prac

Priority Reg: IFEP Concentration. Prerequisite Course: SIPAU6401 - Macroeconomic Analysis.
This course aims to expose students to the historical relationships between financial risk, capital structure, and legal and policy issues in emerging markets.

Students will identify investor and borrower behavior patterns, evaluate sovereign capital structures, and analyze sovereign defaults, including the debt negotiation process during the various debt crises of the past four decades. This course will also study the genesis and outcome of several banking and stock market crises in emerging countries.

We will explore the impact of China's growing influence, the global financial crisis, the changing world order on emerging capital markets, and the evolving definition of “emerging market” in the wake of the crisis. Finally, we will analyze how Environmental, social, and governance investment trends impact emerging market countries and investors, as well as the opportunities and risks brought along by recent generative AI breakthroughs. 

While relying on history, economics, and legal analysis, this course will be imbued with a practitioner’s perspective through the instructors’ direct involvement in these events. We will endeavor to bring in speakers who are leaders in their fields and who have had significant roles in the development of the markets. 

We consider a solid grounding in economic and financial history one of the most important and usually neglected backgrounds for individuals who expect to be involved in banking or economic policy-making. Despite our investing backgrounds, this course will not require a high level of macro-economic/finance theory from students, although expertise in these areas will be more than helpful.

• Department: International and Public Affairs
• T 6:10 p.m.-8 p.m.
• 3 points

CURRENT ISSUES IN STAGE MANAGEMENT

PEOPLE AND PRACTICE

The function of a stage manager in the process of a musical – through the use of technological advances. This class will be an in-depth examination of how modern stage management contributes to this process through the implementation of seminal methodologies. Focus will be placed on how digital platforms can be used to support this process from beginning to end.

• Department: Theatre Arts
• F 10 a.m.-12:50 p.m.
• Instructor: Cody Richard
  Info
• 3 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
• M 1 p.m.-3:50 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

Global Financial Services in the 21st Ce

Global Fin Services-21st Cent

Prerequisite: Instructor-Managed Waitlist.
With an orientation more toward practical application, the intent of this course is to provide a framework with which students can evaluate and understand the global financial services industry of both today and tomorrow. We define global financial services as commercial and investment banks, asset/wealth management institutions, private equity/hedge fund firms, and financial regulators. Via current case studies, proprietary materials, group presentations, class-based student polling exercises, and guest lectures, this class will introduce the student experience of "being in the room" with financial CEOs as they address regulatory developments, governance considerations, technology disruptions, evolving competitive dynamics, geographical differences, and global challenges, threats, and opportunities in a changing banking sector. Furthermore, the course is designed not only for students with a general interest in the financial system, but also for those thinking about a career in the private sector of financial services or the public sector of regulatory oversight, as well as for students who want to be financial “architects” rather than “technicians.”

• Department: International and Public Affairs
• R 4:10 p.m.-6 p.m.
• Instructor: Richard Goldberg
  Info
• 3 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.
• 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
• 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

Evidence Based Practice I

This 16-week course during the first term of the DPT curriculum is the first in a series of two courses on evidence-based practice. It equips students to apply or translate research evidence to patient care practices and clinical decision-making.

This course is the first in a series of two courses, which prepare students with knowledge and skills to be an evidence-based physical therapist. The two courses are offered in the first two semesters of the Doctor of Physical Therapy program. The American Physical Therapy Association recognizes the use of evidence-based practice as central to providing high quality clinical care and decrease unwanted variation in practice. Evidence-based practice is a method of clinical decision-making and practice. It includes the integration of best available scientific research with clinical expertise and a patient’s unique values and circumstances. This course covers two major topics: 1) finding and appraising evidence to improve patient care; and 2) communication and technology for evidence-based practice. For the former topic, the focus is on intervention research studies and diagnostic research studies.

• Department: Physical Therapy
• 2 points

Business and Climate Change

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

• Department: Business
• W 2:20 p.m.-5:35 p.m.
• R 2:20 p.m.-5:35 p.m.
• MF 9 a.m.-12:15 p.m.
• Instructor: Bruce M Usher
  Info
• 1.5 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.
• W 8:30 a.m.-11:20 a.m.
• Instructor: Robert E Fullilove
  Info
• Instructor: Michael P McNeil
  h-index: 3 Info
• 3 points

Global Immersion: Doing Busine

Tunisia, the birthplace of the Arab Spring, was a crossroads of many civilizations from its indigenous Berber population to the Phoenicians who founded Carthage in 814 BC, to the Romans who destroyed Carthage in 146 BC after three Punic wars, to the Arabs introducing Islam and Arabic in the 7th century, to the Turkish Ottomans who ruled Tunisia from 1574 to 1881, and more recently to the French who occupied Tunisia from 1881 to 1956. This melting pot of more than 3000-year history is what distinguishes Tunisia from other countries in the Middle East and North Africa. Because of its free trade agreements with Europe and several countries in Africa and the Middle East, Tunisia can potentially become a gateway to a market of more than a billion people. As Tunisia is still going through profound political changes following the initial upheaval of the Arab Spring in 2011, there are many questions that await. Will it be able to create a business environment that is attractive to investors? If so, what investment opportunities exist in Tunisia? What are the risks involved and the future challenges? And, how best to enter such a market? The course will explore these questions with a focus on the entrepreneurship ecosystem and doing business in Tunisia. The course project involves working closely with start-ups from the region. The project provides a truly immersive, multicultural experience where students will partner, mentor, coach, and interact with young entrepreneurs, both online and offline.
Travel to Tunis will take place prior to the class meetings, January 14-20, 2024. A predeparture meeting will take place on Tuesday, December 5th, 12:30-2:00pm to prepare students for the pre-travel assignment and week of travel. For this course, the add/drop period will close on December 15th to allow for travel bookings to be finalized. No program fee refunds will be given after the add/drop period has closed. Students who require a visa to visit Tunisia will be assisted with this application given the tight timeframe so long as materials are received by the deadline; passports must have 6 months of validity beyond the travel date to apply for a visa. Students will need to submit requested visa backup materials to Chazen by December 5th. Citizens of the US, Canada and many European countries may travel without a visa; the full list of those who do not need visas can be found here https://static1.squarespace.com/static/5a830dfd692ebe2c2963c329/t/5a985c6c9140b714127792f0/1519934573636/Visa%2BFor%2BTunisia_.pdf. Reach out t

• Department: Business
• T 12:30 p.m.-2 p.m.
• 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

SMS Master's Thesis

SOCIOMEDICAL SCIENCES MAS

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

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

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

ROLE OF THE THEATRE PRODUCER

.

• 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

Post-Columbian: Ancient Latin America in

In this graduate seminar we will examine the histories of modern and contemporary artists’ engagements with the forms, media, techniques, and imagery of “Pre-Columbian” or “Pre-Hispanic” (that is, ancient to early modern) indigenous art traditions of what is now Latin America. We will proceed roughly diachronically and by medium as we move from nineteenth-century re-imaginings of Inca, Aztec, and Maya pasts for nationalistic, imperialistic, and popular purposes, through modernist appropriations, later Chicano and Chicana movements, and to contemporary re-inventions of Pre-Columbian art as new forms of Latin American and Latinx expression, commentary, and critique. We will consider the ways artists have used forms of the past in a range of political, social, and aesthetic contexts, and ask what agency iconic forms of the past may have exerted, and continue to exert, on the present. Readings on modern episodes in this “Post-Columbian” history will be paired with scholarship on ancient art and visual culture, as we also entwine understandings of early artworks with later histories and with profiles of living artists.

• Department: Art History and Archaeology
• W 10:10 a.m.-noon
• Instructor: Lisa Trever
  CULPA: 2 Info
• 4 points

Global Immersion: The Brazilia

Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students will have a wrap up meeting at Columbia Business School. The 2022-2023 Global Immersion Program fee for all classes is $1850 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses.
All participants must be vaccinated (no exceptions to the mandate permitted).
The course consists of six 1.5-hour sessions in New York during the first six weeks of Spring 2023 and a field trip to Brazil. The class will meet during the Spring A term from 06:00-07:30 PM on Wednesdays. The trip will take place March 12-18, 2023. There will be a follow-up post-visit class for 2 hrs on Friday, March 24 (afternoon). We will be visiting companies and meeting with business leaders in Sao Paulo and Rio de Janeiro. Attendance and regular participation both in New York and Brazil are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course, and will not have their program fee refunded to them. No program fee refunds will be given after the add/drop period has closed.

• Department: Business
• F noon-2 p.m.
• 3 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.
• 2 points

Sociomedical Sciences Master s Capston

SMS Master s Capstone

The SMS Master’s Capstone course is required for all students in the Master of Science (MS), Accelerated Master of Public Health (MPH), and 4+1 MPH programs of the Department of Sociomedical Sciences (SMS). For MS students, the culminating high-quality written manuscript of this course involves original research or program evaluation based either on primary data collected by the student or secondary analysis of available data. For Accelerated and 4+1 MPH students, the culminating high-quality written manuscript of this course involves comprehensive review of the literature. The student’s work must focus within the field of sociomedical sciences and demonstrate integration of the coursework and training from the master’s program. Based on each student’s methods and areas of study, they will be matched with a faculty sponsor who will provide supervision and mentoring throughout the course.

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

Global Immersion Program: Innovation in

Global Immersion Prgm: In

This course will focus on the startup economy in India. Student teams will work closely with a startup incubated by the Indian Institute of Management, Bangalore (IIMB) in the Fall A-term, as well as during our trip to Bengaluru (Bangalore), India.
Why focus on India? India, the world’s largest democracy with a population of 1.3 billion, is emerging as an important counterpoint to China from a geopolitical perspective. The US is leaning on India as a crucial ally; President Biden welcomed Indian Prime Minister Modi to Washington in June 2023 and said that the US-India relationship was "one of the defining relationships of the 21st Century.” The Prime Minister addressed the US Congress and received a standing ovation, although his visit also generated a fair amount of controversy. In late 2022, India’s economy overtook Britain’s to be the world’s fifth largest, and with a growth rate of about 8% it is likely to be the fastest growing big economy this year.
Why focus on innovation? Apart from conglomerates such as Reliance, Adani, and Tata, innovation and entrepreneurship are at the heart of India’s growing economy. Startups, often tech-based, have gone from providing e-commerce and ride-sharing services to the richest Indians to seeking opportunities at the global innovation frontier. The partnership with IIMB is a way for students to learn about the Indian startup ecosystem from founders in India, and for the startups to get some objective input and advice. Each startup is in a different industry and is facing different challenges. The project will help students develop experience working in cross-cultural teams and practice entrepreneurial and consulting skills. This promises to be a once-in-a-lifetime multicultural experience where students will learn from and consult with founders of cutting-edge Indian startups. Travel to Bengaluru (Bangalore) will take place October 14-21, 2023.
Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students will have one wrap up meeting at Columbia Business School. The 2023-2024 Global Immersion Program fee for all classes is $1950 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover r

• Department: Business
• F 10:50 a.m.-12:20 p.m.
• 3 points

FINANCIAL ECONOMICS COLLOQUIUM

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

THEATRE MANAGEMENT SEMINAR: PRODUCING PA

Over the last twenty years, as both funding and new work development models in the not-for-profit theater have changed, various partnerships among theater-makers have sprung up to support the creation of new work. In the current post-pandemic climate, partnerships are more urgent and necessary for most productions and producers. Over the course of seven conversations, we will explore what makes a successful collaboration, as well as current models for collaboration/partnership (both “traditional” and “non traditional”) within the industry. We’ll explore the best practices for seeking, structuring, and maintaining healthy partnerships so that you can get a project from inception to production, with the “right people on the bus.” This topic will be explored through discussion of current practices, case studies, and interviews/discussions with producers who have recently partnered with others.

• Department: Theatre Arts
• R 4 p.m.-6 p.m.
• Instructor: Renee M Blinkwolt
  Info
• 1.5 points

Theories and Perspectives on Sexuality a

THEOR & PERSP ON SEXUALTY

This course will provide an overview of theoretical perspectives and concepts relevant to the study of sexuality, particularly as they relate to public health. This entails exploring perspectives from across the social sciences, with an emphasis on sociology, anthropology, and histroy, and somewhat more limited reference to work in psychology and political science. Drawing upon assigned readings, lectures, discussions and individual assignments, students will develop the capacity to identify the strengths and limitations of perspectives used to frame research and interventions related to sexuality. Although the substantive focus of this course is the theorization of sexuality, over the course of the semester we will address a more fundamental question in public health – namely, what shapes ‘health behaviors’? Developing a sophisticated conceptualization of why people engage in behaviors that have detrimental health consequences, or conversely why they fail to take health-enhancing actions, lays the foundation for effective health promotion policies and programs. Because a great deal of sexual health promotion programming draws implicitly on behavioral science and interpersonal-level determinants of health practices, a goal of this course is to counter-balance that through an emphasis on the broader structural and institutional determinants of sexual practices.

• Department: Sociomedical Sciences
• W 8:30 a.m.-11:20 a.m.
• Instructor: Jessie Ford
  Info
• 3 points

Social and Economic Determinants of Heal

SOCL & ECON DETERMNTS OF

Disparities in health and illness related to social and economic inequality in the U.S. Theoretical and empirical research on factors linked to class, gender, racial and ethnic differences that have been hypothesized to explain the generally poorer health and higher rates of mortality among members of socioeconomically disadvantaged groups. Concepts, theories and empirical evidence will be examined to expand our understanding of the impact of structural factors on health behavior, lifestyles and outcomes.

• Department: Sociomedical Sciences
• T 8:30 a.m.-11:20 a.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Investing in Medical Technolog

This course focuses on the critical factors and approaches that managers and sophisticated investors use to identify and value attractive business opportunities and investments in the medical technologies sector. It will provide students with an understanding of the current economic and competitive environment for the development and commercialization of new medical devices, including regulatory, pricing, and reimbursement factors. It will highlight new emerging technologies in the field, and explore how to assess such novel technologies and build commercial models for valuation purposes.
Guest speakers from the medical device industry (company executives, physicians/ surgeons, investors, investment bankers) and investment case studies will be used to provide students with practical insight into this complex sector. Critical issues to be examined include:
- Strategies and risks associated with discovering, developing, and approving new medical technologies, including impact of government oversight and regulation;
- Pricing/reimbursement and health policy/ legislative matters impacting the medical technology sector; - Keys to evaluating novel medical technologies and analyzing business drivers and future performance of medical device & diagnostic companies (public and private);
- How to build commercial models, including valuation methodologies that successful investors use to value/price companies in this sector;
- Conducting due diligence and market analysis on medical technologies from which to formulate investment ideas;
- Considerations in taking long and short investment positions in this sector.
The course is cross-functional in its approach and focuses on real-world" problems currently facing senior managers and investors in this sector. This course will be useful for students interested in careers in the life science and healthcare services sectors, as well as healthcare consulting, investment banking, equity research, venture capital, private equity, and investment management given the large and growing healthcare practices of such firms. Some understanding of, or experience in, the healthcare/medical technologies sector will be highly valuable."

• Department: Finance
• M 6 p.m.-9:15 p.m.
• Instructor: Efrem J Kamen
  Info
• 1.5 points

Independent Study in Oncology

INDEPENDENT STUDY - ONCOL

• Department: Nursing
• Instructor: Maura E Murphy
  Info
• 1-8 points

Race and Health

RACE AND HEALTH

Over the 17 years that I have taught this course, I have tried to present students with articles that would provide an exposure to the growing body of research, commentaries, and critiques that discuss the relationships between race, ethnicity, and health. The premise upon which our work is based is rather simple: race is highly correlated with health status, but after many years of investigating this association, researchers are not entirely clear what this association means, nor are they clear how to use their research to improve the lot of people of color who are at risk for a wide variety of health conditions. Put more precisely, we don’t know what it is about someone’s race that causes the excess morbidity and mortality that is observed among members of so many ethnic minority groups. Typically, in the first class of the semester, students find this to be a puzzling way of defining the key issues in race and health. Given the dynamics of last year’s presidential elections where race played a huge role, it seems all the more bizarre to suggest that race is a concept of limited value to the science of public health. To students born in this country or who have lived here for an extended period of time, nothing could be more obvious than the fact that race matters. Racism is a fact of American life, and that its victims should suffer poorer health status than mainstream Americans seems almost self-evident. As the semester progresses and as the critique of current health research about race becomes more pronounced in the readings, students of all races, I hasten to add often feel compelled to say: “I don’t care what the articles say, race MATTERS!!!!!” Agreed. Race does matter, and it often matters in ways that are intensely personal, painful, and gut-wrenching. But the point of this course is not to deny the student’s personal experience of race, but rather to ask you to look beyond such experiences to develop a science of public health that specifies how and in what way race “acts” to cause the excess morbidity and mortality we observe in so many communities of color.

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

Practicum for Cancer Symptom Management

PRAC FOR CANCER SYMPTOM M

This course provides the opportunity to manage the symptoms of cancer and its treatments with expert supervision and collaboration in the clinical setting. Learning is facilitated by expert clinicians in oncology/hospice/home/long term care areas. Evidence based practice will be promoted in issues related to quality of life, identification and prevention of complications of treatment and patient and caregiver stress.

• Department: Nursing
• Instructor: Maura E Murphy
  Info
• 1 points

Propaganda, Russia, & The World Informat

Prop, Russia & Info War

Prerequisite: Instructor-Managed Waitlist.
Propaganda, Russia and the World Information War is a highly current guide to propaganda and disinformation, the geopolitical impact of information, and how false, weaponized narratives threaten the world's news and information environment. 

The course teaches how propaganda and disinformation work, the most effective ways to counter them, and the effects of artificial intelligence. The course draws many of its examples from information operations by Russia, but also considers disinformation by state and private actors worldwide. This includes covert information operations by Western governments, including in the current Ukraine war.

The course also discusses information at a more philosophical and sociological level. How do we receive and process information? Can there actually be more than one truth? We also consider how even well-intentioned media, academics, and government officials can unwittingly be sources of misinformation by falling into common analytical traps.

The course is aimed at students building skills in geopolitical analysis, Russian affairs or public persuasion; those who expect to be called on to counteract propaganda and disinformation; and those who will need to produce consistently reliable information and analysis for governments, militaries, news organizations, NGOs or businesses.

• Department: International and Public Affairs
• M 11 a.m.-12:50 p.m.
• Instructor: Thomas Kent
  Info
• 3 points

Introduction to Medical Anthropology

INTRO TO MEDICAL ANTHROPO

Overview of medical anthropology, the examination of health, disease, and medicine in the context of human culture. Examine the relationship between culture, structural factors, and health gain ways to utilize ethnographic, anthropological, and qualitative data in health interventions, policy, and evaluation gain critical skills in evaluating the adequacy and validity of formulations about 'culture' and 'tradition' in health programs and research become familiar with range of work on culture and health, domestically and internationally acquire skill in utilizing data about culture and health at macro and micro levels.

• Department: Sociomedical Sciences
• R 8:30 a.m.-11:20 a.m.
• Instructor: Kim J Hopper
  Info
• 3 points

MARKETING TOOLS AND AUDIENCE DEVELOPMENT

MARKETING & AUDIENCE DEVE

This half-semester course introduces students to the marketing tools and audience development strategies available to the not-for-profit theatre institution.  It starts with an investigation of theories of relevance; an assessment of who is (and is not) currently in the audience and why; and a look at the role that mission and vision play in shaping an institution’s engagement plans and priorities. Through case studies, related readings, and writing assignments, the remaining weeks explore the different techniques by which a theatre can connect with potential theatregoers, including paid advertising, direct response, online/social media, and surveys/research studies.

• Department: Theatre Arts
• W 4 p.m.-6 p.m.
• Instructor: Victoria Bailey
  Info
• 1.5 points

Investing in Social Ventures

This half semester course provides students with the opportunity to perform due diligence on early-stage social ventures
(nonprofit and for-profit ventures with a social or environmental mission). This course is designed for MBA students
interested in impact investing, social entrepreneurship, or philanthropy. The objective of the course is for students to
learn both the theory of investing in early-stage social ventures and the practice of evaluating early-stage social ventures
through a due diligence process. This course is not designed for the evaluation of larger, well-established social
enterprises.

Students are placed in teams to evaluate social entrepreneurs from the Columbia University community who have applied
for funding from the Tamer Fund for Social Ventures. The course is a combination of in-class lectures and discussion, and
practical application of class lessons outside of the classroom. Major topics covered include: the due diligence process,
assessing venture pitches and teams, due diligence in emerging markets, due diligence of non-profits, impact
measurement and management, and valuations and deal structure.

During the course, each student team completes detailed due diligence on their assigned social venture, including
diligence on applicants, the social venture and the sector. The course concludes with student teams submitting a written
due diligence report and a recommendation for funding to the Investment Board of the Tamer Fund for Social Ventures.

• Department: Finance
• R 2:20 p.m.-5:35 p.m.
• 1.5 points

ADVANCED SEMINAR IN THEATRE MANAGEMENT

ADV SEMINAR IN THEATRE MG

Aspects of the commercial theatre with perspectives from Executives of The Shubert Organization.

The Shubert Organization owns 17 Broadway, 6 Off-Broadway and 2 “road” theatres. It is a multi-million dollar company with significant real estate holdings, a substantial investment portfolio, a major ticketing operation and over 1,500 employees. But whether you are dealing with a 1,750-seat theatre or a converted garage, the issues are the same: What shows should be produced/booked? How to find an audience for them? How to make the most of ever-advancing modes of technology? How to contend with artistic, financial, organizational and legal challenges? The fundamental question: How to present the finest work in the best possible circumstances for the largest number of people in order to achieve the greatest artistic and financial return possible?

• Department: Theatre Arts
• R 1 p.m.-3 p.m.
• Instructor: Charles Flateman
  Info
• 3 points

Community-Based Participatory Research

Comm-Based Participatory

Community-Based Participatory Research (CBPR) has received growing attention over the past several decades as international, domestic, funding agencies and researchers have renewed a focus on an approach to health that recognizes the importance of social, political, and economic systems to health behaviors and outcomes. The long-standing importance of this approach is already reflected in the 1988 Institute of Medicine’s (IOM) landmark report The Future of Public Health and many other publications. The report indicates that communities and community-based organizations are one of six potential partners in the public health system and that building community-based partnerships is a priority area for improving public health. CBPR is not a method but an approach to research and practice that involves the active collaboration of the potential beneficiaries and recognizes and values the contributions that communities and their leaders can make to new knowledge and to the translation of research findings into public health practice and policy. CBPR is a collaborative approach to research that recognizes the value of equitably involving the intended beneficiaries throughout all phases of research and/or intervention design, implementation, and evaluation. CBPR is also an important approach to advance health and social equity and is essentially a way to promote and operationalize health and social equity in research settings.

• Department: General Public Health
• W 5 p.m.-6:45 p.m.
• Instructor: Renata Schiavo
  h-index: 10 Info
• 3 points

Designing Public Health Interventions

DESIGNING PUBLIC HEALTH I

Behavioral and environmental factors are major determinants of today's most pressing health issues. Community-level behavior change and health promotion interventions are promising strategies to address these issues on a large scale. This course will provide an overview of program planning, implementation, and evaluation – essential public health services and fundamental competencies for professionals working in the field of public health. Although the PRECEDE-PROCEED model will be used as the framework for the course structure and individual assignments, other planning models will also be presented and discussed. By the end of the course, students will develop a deep understanding of the complex processes involved in organizing public health programs, and learn the skills necessary to create a program and evaluation plan in a local community.

• Department: Sociomedical Sciences
• M 8:30 a.m.-11:20 a.m.
• Instructor: Christian Gloria
  Info
• 3 points

Advancing Health Literacy

ADVANCING HEALTH LITERACY

Health Literacy is defined in Health People 2010 as “the degree to which individuals have the capacity to obtain, process and understand basic health information and services for appropriate health decisions” In this course we will explore the multi-layered interactions between health and literacy. We will begin by examining the issues related to literacy in the US and transition to the concept of health literacy. We will discuss issues related to reading comprehension, and usability of health related materials. The class will evaluate the major health literacy assessment instruments, learning how to administer these for different populations. We will focus on the role of language and culture as confounders to health literacy. Time will be spent assessing and then developing appropriate health materials for print, visual, auditory and internet venues. The course will shift towards examination of different health situations utilizing a health literacy approach including the research participants and informed consent, health literacy and medication/adherence, patient-physician communication models, and risk comprehension. Finally we will examine special topics including emergency preparedness. The classes are designed to include a mixture of didactic lectures, analysis of reading materials, group discussion and exercises.

• Department: Sociomedical Sciences
• W 5:30 p.m.-8:20 p.m.
• Instructor: Leah Hooper
  Info
• 1.5 points

Sexual and Reproductive Health for Prima

SXL & REPRDCTVE HEALTH FO

This course focuses on the development of a fundamental knowledge base for the assessment, diagnosis, and management of patients presenting for sexual and reproductive healthcare in primary care settings. Topics include the most common sexual and reproductive health maintenance issues and challenges across the life cycle. This course include an overview of deviations from sexual and reproductive well-being that are within the scope of practice of the advanced practice nurse practitioner and identifies conditions that require collaborative management and/or referral. A simulation lab session concurrent to the course enhances and grounds the didactic experience.

• Department: Nursing
• W 11 a.m.-12:50 p.m.
• Instructor: Adena Bargad
  Info
• 1 points

Global Immersion: Business and Entrepren

Global Immersion: Egypt

Egypt, the largest country in the Arab world, is considered by many as the cradle of civilization. Its iconic monuments, confluence of religions, rich cultural heritage has made Egypt a regional power in North Africa. From the Ottoman Empire to British rule, King Farouk’s monarchy, the 1952 Egyptian Revolution that put Nasser and then Sadat into power to Mubarak’s 30 year rule and the Egyptian Revolution of 2011, instability, turbulence and transition has plagued its history in the last century.  Many questions still remain. Will the country finally finish all political reforms? Will the economic reform program (agreed with IMF) ensure its progress and put Egypt once again as a key economy in the region? Will investment arrive and provide a sound macro environment for companies to thrive? What investment opportunities exist? What are the risks involved and future challenges? How to best enter the market? The course will explore these questions and other issues related to the entrepreneurship ecosystem and doing business in Egypt in general.  The course consists of six classes (of 90 minutes each) at Columbia to introduce Egypt and an additional meeting during the fall b term for project presentations. A week-long trip to Egypt will include visits to companies and government and non-government institutions, October 12-19, 2024. Please note that only second year students may register for this course.
 
The 2024-2025 Global Immersion Program mandatory fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover roundtrip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course.  No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses. Only second year students may participate in Global Immersion Program fall courses; please note exams scheduled during this week may be rescheduled and papers due during that week are expected to be turned in by their due date.

• Department: Business
• F 10:50 a.m.-12:20 p.m.
• 3 points

DEVELOPMENT PROCESS

• Department: Theatre Arts
• W 10 a.m.-noon
• Instructor: Whitney Estrin
  Info
• 3 points

Advanced Clinical Assessment in Acute Ca

ADV CLINICAL ASSESSMENT I

This course focuses on the essential technology and procedures utilized in the management of the critically ill that is inherent to the role of this nurse practitioner. During laboratory/clinical experiences psychomotor skills and the use of advanced technologies for the nurse practitioner will be developed along with the skill of oral/written presentation of select patients.

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

Theoretical Foundations of Sociomedical

THEOR FOUNDATIONS-SOCIOME

Theoretical Foundations of Sociomedical Sciences is the first in a two-semester seminar series that is required for all doctoral students in the Department of Sociomedical Sciences. This seminar will examine a number of the major theoretical traditions – and enduring problems – that undergird contemporary practice in the sociomedical sciences. The historical review in the fall – like the critical examination of current research projects in the spring – will be guided by the framing interests and signature emphases of the department: urban environs in transformation, social structures and axes of inequality, disparities in morbidity and mortality, agency and identity, social construction and production of health and disease, globalization and marginalization. The overall aim is to familiarize students with the relevant interpretive/analytic traditions, provide a rehearsal stage for testing out particular tools and frameworks in compare- and-contrast exercises, and build the theoretical foundations that will enable them to critically assess contemporary work in the field. Close reading, class discussion, and reflective writing will be the practical means we employ to get there.

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Tutorial in Sociomedical Sciences

TUTORIAL SOCIOMEDICAL SCI

Primarily for students who wish to acquire further knowledge and research skills in areas of special interest. Individual or small group reading tutorials or guided independent research. Permission required; contact Academic Coordinator

• Department: Sociomedical Sciences
• Instructor: Kim J Hopper
  Info
• 0-6 points

COMPANY MANAGEMENT

• Department: Theatre Arts
• M 3 p.m.-5 p.m.
• Instructor: Kimberly M Shaw
  Info
• 3 points

Advanced Health Assessment in Psychiatri

ADV HEALTH ASMNT PMH NURS

The student is introduced to the signs, symptoms and DSM-5 classification of psychiatric disorders across the lifespan. Special emphasis is placed upon the ability of the student to conduct and record a comprehensive psychiatric evaluation to American Psychiatric Association (APA) standards in conjunction with instruction provided in the clinical practicum.

• Department: Nursing
• W 10 a.m.-12:50 p.m.
• Instructor: Erin M Shindle
  Info
• 3 points

INDIVIDUAL RESEARCH

INTERNSHIP & INDIVIDUAL RSRCH

• Department: Architecture, Planning and Preservation
• 1.5 points

Advanced Health Assessment in Psychiatri

ADV HEALTH ASSESSMENT PMH

This practicum is designed to provide an opportunity for students to learn how to interview psychiatric patients in order to formulate and record a comprehensive psychiatric evaluation.

• Department: Nursing
• M 8 a.m.-9:50 a.m.
• W 8 a.m.-9:50 a.m.
• W 4 p.m.-5:50 p.m.
• W 6 p.m.-7:50 p.m.
• Instructor: Latisha M Hanson
  Info
• Instructor: Erin M Shindle
  Info
• Instructor: Julie Durand
  Info
• 1 points

S POLICING THE POLICE

• Department: Law
• T 4:20 p.m.-6:10 p.m.
• 3 points

Seminar in Research and Professional Dev

SEM IN RESEARCH & PROF DE

This seminar is designed for pre-doctoral students from the Departments of Sociomedical Sciences, Epidemiology, Biostatistics, and Population and Family Health who have been accepted to the T32, on Social Determinants of HIV, a training grant sponsored by the National Institute of Mental Health of the National Institutes of Health. Students in this T32 program are required to take this 2-year seminar (1 credit per semester). The seminar will highlight structural interventions designed to reduce the impact of HIV among underrepresented populations, professional development issues; funding mechanisms such as diversity supplements, diverse research careers for doctoral students in public health, and guest speakers who are experts in HIV structural interventions and social determinants of health. Students will lead many of the seminar discussions and they are given the opportunity to present their work in progress. Graded on a pass/fail basis.

• Department: Sociomedical Sciences
• W 1 p.m.-2:30 p.m.
• Instructor: Gina M Wingood
  Info
• 1 points

INDEPENDENT PROJECTS

• Department: Film
• Instructor: Lance Weiler
  CULPA: 1 Wikipedia Info
• 1-3 points

MEDICAL SPANISH ELECTIVE

Medical Spanish

Medical Spanish, across all clinical disciplines, has gained support as the population of LEP (Limited English Proficiency) patients has grown.  Although electronic communication devices may aid the clinician during the patient encounter, nothing can substitute for comprehensive training in basic anatomy and communication in the target language.  Appreciating different Hispanic cultures and their approaches to health care also has a positive impact on quality of care, compliance, and affirmative clinical outcomes. Interviewing and conversation skills are developed.  Target vocabularies are related to patient medical history (Hx), PT assessment and goals.  Cultural competency is a central component.

• Department: Physical Therapy
• 1 points

HISTORY & PHIL SOCIAL WELFARE

• Department: Social Work
• T 4:10 p.m.-6 p.m.
• Instructor: Yamile M Marti Haidar
  Info
• 3 points

INTERNATIONAL POLITICAL ECONOMY

Prerequisites: the instructors permission prior to registration. This is a survey course in international political economy. This course examines how domestic and international politics influence the economic relations between states. It will address the major theoretical debates in the field and introduce the chief methodological approaches used in contemporary analyses. We will focus attention on different types of cross-border flows and the policies and international institutions that regulate them: the flow of goods (trade policy), the flow of people (immigration policy), the flow and location of production (foreign investment policy), the flow of capital (financial and exchange rate policy), and the flow of pollution (environment policy). The goal of this course is to cover, in some depth, many of the main topics and readings in international political economy. The readings each week are designed to tackle some of the essential points of a substantive topic, as well as raise deeper methodological questions that have application to other issues and themes in the sub-field. Not coincidentally, a related goal is to partially prepare students for the IR Field Exam. To help with that, a number of recommended readings accompany each weeks topic.

• Department: Political Science
• R 10:10 a.m.-noon
• Instructor: Nikhar Gaikwad
  h-index: 7 Info
• 4 points

Seminar on the Economic History of Late

Economic Hist Bronze Age

In this graduate seminar course, students will be asked to study original sources including inscriptions, texts, and archaeological data in order to discuss a series of issues in late Bronze-Age economy.

• Department: East Asian Languages and Cultures
• F 2:10 p.m.-4 p.m.
• Instructor: Feng Li
  CULPA: 12 Wikipedia Info
• 4 points

INTERNATIONAL FESTIVALS & TOURING

INTL FESTIVALS & TOURING

Theatrical experiences are more frequently crossing borders to not only share art around the world, but also to remain financially and culturally sustainable. This is the first course offered by the Theatre Program that looks at the vision and logistics of bringing theatre to places all over the world.

“The work of a director can be summed up in two very simple words. Why and How.” -- Peter Brook,
On Directing

As theatre producers and managers, we’ll ask “Why and How” in a preliminary investigation into the missions and mechanics of producing international festivals and tours. We will consider our roles as members of the international performing arts community and our relationships to our artists, our audiences, and our international partners and colleagues.

• Department: Theatre Arts
• F 3 p.m.-6 p.m.
• Instructor: Ellen Dennis
  Info
• 1.5 points

Cities of Knowledge: Orientalizing Manha

'Orientalizing' Manhattan

In this course, graduate students from different disciplines will explore the ‘Orient’ in Manhattan. The course involves the active search for and analysis of Manhattan's urban space to survey its ‘Oriental’ buildings, monuments, parks, public inscriptions, and even ephemeral, everyday spaces that carry the sense of the ‘Orient’ to the city. Cities are physical places, yet, they are also assemblages of different layers of time, and geographies. These layers are designed to create communal identities and evoke recollections of past memories. Focus will be put on the written history of these spaces by searching in archives (in the City of New York) and digging out written and oral information about the histories of the formation of these spaces and their interactions with their surroundings.

The course will cover many monuments, like the famous obelisk in Central Park or the lessknown Jordanian column in Flushing Meadows Park in Queens; public buildings like Central Synagogue on Lexington, the Islamic Cultural Center on Upper East Side Mosque, or Olana State Historic Site in Hudson, NY; but also, the inner decorations of restaurants, bars (the Carlyle Bar) and even oriental Halal shops, as well as ephemeral spaces like international fairs, and Cairene grill boots.

Traditionally, Islamic art and Islamic architecture have been studied separately within art history and architecture history disciplines. The purpose of this course is, in the first place, to bridge the gap between the two disciplines while working across theories of visual culture and critically revisiting urban studies. A further aspect evolves the discourse about architectural ornament as part of the entire approach to ornament as an ‘Oriental’ trope. Thus, canonical discussions about Orientalism will form part of the course’s readings and will contribute to understanding how the architectural ornament of Manhattan forms identities. The course will introduce and discuss theoretical issues concerning urban architecture and ‘Orientalism’ and the making of the image of ‘Others’ in NYC public spaces. It will also provide a historical survey of these spaces and aim to create a novel comprehensive map for ‘Orientalized’ New York.

• Department: Art History and Archaeology
• T 2:10 p.m.-4 p.m.
• 4 points

Vestibular Rehabilitation

This elective is offered to students who have an interest in vestibular rehabilitation and wish an introduction to this emerging field of clinical expertise.  The vestibular rehabilitation course introduces the student to signs and symptoms of vestibular dysfunction.  Assessment techniques, types of recovery, and interventions directed toward the different types of dysfunction (e.g. otolithic, canalithic, and mechanical) are introduced to and practiced.

• Department: Physical Therapy
• 1 points

Pelvic Health Rehabilitation

This course is designed to prepare the entry-level physical therapist on the unique approach in completing an evaluative screening and treatment plan for a patient with pelvic health issues.  Many pelvic health issues are frequently under-reported and under-diagnosed based on common misconceptions and social stigmas associated with these sensitive and personal conditions. As we move into our doctoring profession, health and wellness can be part of the cornerstone of a pelvic health specialty, however, appropriate and timely diagnosis and treatment is essential.  Physical therapists are an integral part of the multidisciplinary approach assisting women and men to overcome and manage health issues. This course is designed to enable students, as entry-level clinicians, to improve care for clients throughout their lifespan based on emerging scientific and clinical evidence related to medical conditions unique to pelvic health, and those which occur more frequently in women or present differently in women. The course will include presentations for key pelvic health specialty and subspecialty disciplines including bone health across the life span, obstetrics and gynecology, chronic pelvic pain, bladder and bowel dysfunction, nutritional dysfunction, cancer rehabilitation and fibromyalgia.  Topics will primarily target women from adolescents, childbearing, peri-menopause, menopause, post-menopausal and geriatric years.  The pelvic health specialty will also cover similar topics for the male and pediatric populations.

• Department: Physical Therapy
• 2 points

Clinical Seminar in Adult-Gerontology Ac

CLIN SEM IN ACUTE CARE I

Clinical Seminar in Adult-Gerontology Acute Care is designed to provide the AG-ACNP student an academic environment in which the students share their practicum experience and present case studies and journal articles for discussion with their peers. In this scholarly forum, the students are expected to present selected cases from their practicum in an organize forma. The students are expected to facilitate a class dialogue and offer appropriate references.

• Department: Nursing
• M 1 p.m.-2:50 p.m.
• Instructor: Dana Reed
  Info
• 1 points

Advanced Topics in Global Health

ADV TOPICS IN GLOBAL HEAL

This course builds on Priorities in Global Health (PHGH P6811). Maintaining a multidisciplinary focus, the course presents five case studies of global health programs for in-depth study. The course first introduces systems thinking and its application to public health. Using a case study approach, students will then study the global and regional politics and local social contexts in which global health problems occur and will learn to analyze the successes and shortcomings of global public health interventions from a systems perspective. The course is open to students enrolled in the Global Health certificate (or by instructor's permission).

• Department: Epidemiology
• R 10 a.m.-11:20 a.m.
• Instructor: Anne Paxton
  Info
• 3 points

Advanced Practicum in Acute Care for the

PRAC IN ACUTE FOR THE NP

This course will provide an opportunity for the student to synthesize and integrate the knowledge obtained in Diagnosis and Management of the Acutely Ill Adult II. This is the second clinical practicum for the student to evaluate and manage adult patients in an acute care setting. Students will be expected to demonstrate their ability to evaluate and manage the patient through the techniques of history taking, physical examination, medical decision-making, coordination of appropriate care using a holistic approach, and collaboration with the medical team. The student should demonstrate progressive independence in the management of patients.

• Department: Nursing
• Instructor: Danielle K Zuma
  Info
• 4 points

The U.S. Healthcare Industry

The U.S. healthcare system is an enormously complex, trillion-dollar industry. It includes thousands of hospitals, nursing homes, specialized care facilities, independent practices and partnerships, web-based and IT supported service companies, managed care organizations, and major manufacturing corporations. Healthcare is the fastest growing component of many consulting practices and investment portfolios. In dollar terms, it accounts for over 18% of GDP and is larger than the total economy of Italy. It continues to grow in size and complexity, complicating the long-standing problems of increasing costs, limited consumer access, and inconsistent quality. And, the historic Affordable Care Act has resulted in significant changes throughout the entire industry and will have major implications for years to come. This tremendous dynamism is unmatched by any other industry and offers incredible opportunities for new business endeavors."

• Department: Decision, Risk and Operations
• TR 10:50 a.m.-12:20 p.m.
• Instructor: Carri Chan
  h-index: 17 Info
• 1.5 points

SPORTS REHABILITATION ELECTIVE

Sports Rehabilitation

The Sports Rehabilitation elective is designed as an introduction for students wishing to gain competencies related to physical therapy for the high-school, collegiate, professional, or weekend athlete. It is intended to give the sports physical therapist a broad understanding of sports-related issues that affect the delivery of physical therapy for the competitive athlete across the lifespan. Lectures/presentations on special sports-related topics, combined with laboratory experiences, provides the student in their final year of the DPT program, an opportunity to gain specific sports knowledge and perspectives on the field for future practice.

• Department: Physical Therapy
• 1 points

HAND & UPPER EXTREMITY REHABILITATION

Hand, Wrist & Elbow Rehab

• Department: Physical Therapy
• 1 points

Foot & Ankle Rehabilitation

This elective teaches the student detailed biomechanical evaluation and manual physical therapy intervention of the lower limb and foot/ankle joints. The application of clinical biomechanics to the assessment and treatment of abnormal biomechanics and its resulting joint and soft tissue dysfunction will be discussed, demonstrated, and practiced. Current available literature and evidence for examination and intervention will be discussed. The course builds upon content taught in prior orthopedic classes.

Students will learn to formulate a differential diagnosis for a variety of foot and ankle complaints that may be seen in a direct access setting. Emphasis will be placed on clinical assessment and associated treatment. A biomechanical assessment of the foot and ankle will be used to determine appropriate manual treatment techniques. Students will learn to observe gait and to assess the neuromuscular control of the foot and ankle in both weight-bearing and non weight-bearing. Movement analysis, x-ray, diagnostic imaging, and clinical videos will be used as teaching tools. Evidence-based practice will be highlighted and dealing with the dearth of good evidence of the foot and ankle will be rationalized.

• Department: Physical Therapy
• 1 points