Advanced Practice in Psychiatric Mental

ADV PRAC PSYCH MENTAL HLT

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

• Department: Nursing
• Instructor: Beth J Maletz
  Info
• 4 points

On the Road from Volume to Value: Unders

UNDERSTANDING HEALTHCARE

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

• Department: Health Policy & Management
• T 1 p.m.-3:50 p.m.
• Instructor: Julius L Chen
  Info
• 1.5 points

Public Health Program Planning

PUBLIC HLTH PROGRAM PLAN

Students learn to design a viable and culturally appropriate sexual and reproductive health program, in both a U.S. and developing-country context. Students develop skills in analyzing local needs and resources; articulating program goals and objectives; designing relevant program components; planning program monitoring and evaluation; and raising funds. Readings, case examples and class discussions will focus largely on sexual and reproductive health, though students are welcome to use other areas of relevant public health practice for class discussion and assignments. Students are required to complete short periodic assignments and develop a final program proposal. Students must register for a section of seminar P8602.

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

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

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

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

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

Seminar: Public Health Program Planning

SEMINAR: PUBLIC HEALTH PR

REVIEW

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

CONTEMP CIV: TEXTS & ISSUES

• Department: Core (A&S)
• T 10:30 a.m.-noon
• Instructor: Carol Rovane
  CULPA: 13 Info
• 3 points

Health and Human Rights Advocacy

HEALTH & HUMAN RIGHTS ADV

The class explores how laws, policies, and rights function to shape public health, with particular emphasis on the implications of this interaction for rights-based approaches to health programs and policy. After introducing the principles, practices, and underlying assumptions of law, policy, and rights, the class offers students the opportunity to use human rights tools in documentation of health-related human rights violations and formulating programs, policy responses, and advocacy strategies to violations. A wide range of issues - sexual and reproductive rights, HIV/AIDS, health problems of criminalized populations, the intersection of the environment and health, and others - are explored to illustrate the importance of sustained human rights inquiry and analysis in public health.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• W 1 p.m.-3:50 p.m.
• Instructor: Abdul K Ahmed
  Info
• 1.5 points

The Public Health Impact of Sexually Tra

You’ve probably heard the good news of a public health success: rates of new HIV infections are declining. And you may have deduced, quite logically, that the same may be true of sexually transmitted infections (STIs). In fact, in an alarming trend, the converse is true. Rates of STIs in the US have steadily increased over the past four years, with over 20 million cases of STIs diagnosed annually, at a cost to the American taxpayer of over $19 billion. And yet, many public health professionals lack expertise in effective practices to control STIs, and the cultural competency necessary to translate critical content to vulnerable populations.

 

This course will equip you with the knowledge and skills to address current and emerging issues within the field of sexually transmitted Infections. You will explore the social determinants that contribute to STI outcomes; learn what approaches are most effective in different contexts, from schools and colleges to correctional facilities to family units; develop social marketing methods to reach a variety of vulnerable communications; and more. You can play a crucial role in helping to curb this epidemic. This course will teach you how.

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

Human Rights Issues in Infectious Diseas

Hum Rghts Issue Infec Dis

In public health emergencies involving infectious disease, there is often a legitimate necessity to curtail individual rights in the name of protecting the public. COVID-19 illustrates this reality graphically and tragically. Quarantining and mandated isolation throughout history have been associated with a range of human rights abuses.  In the COVID-19 crisis, they led in some places to inappropriate use of criminal law and elevated risk of interpersonal violence.  COVID-19 has led to the undermining of access to sexual and reproductive health services, including abortion.  In many parts of the world, the basic rights of persons who lost their livelihoods due to the disease, including women and low-paid workers, have not been protected.  In infectious disease crises, the right to confidentiality of medical records may be readily violated. The health rights of prisoners, pretrial detainees, detained immigrants, and persons in refugee camps or settlements, where physical distancing is not possible, are likely to be denied on a massive scale. Marginalized persons who have struggled for essential health services in the past – including racial and ethnic minorities, women and girls, people who use drugs, LGBT persons, migrants, sex workers and disabled people – face new stigma and other challenges in health emergencies. Price-gouging and other practices of pharmaceutical and medical equipment companies may undermine the public’s right to health.  The right to scientifically sound health information, crucial in infectious disease emergencies, is often denied. 

The course will draw on the UN Siracusa Principles for rights-based management of emergencies to analyze the kinds of violations noted here and to identify policies and practices that would protect, respect and fulfill health-related human rights in these challenging circumstances. While COVID-19 provides vivid examples, literature from SAFS, MERS, H1N1, Ebola and other epidemics will also be consulted.

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

PT Management of Orthopedic Conditions I

PT MGMT ORTHOPEDIC CONDIT

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

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

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

ORGANIZATIONAL FAILURE

• Department: Sociology
• T 4:10 p.m.-6 p.m.
• Instructor: Diane Vaughan
  CULPA: 6 Wikipedia Info
• 3 points

LEADERSHIP FOR STAGE MANAGERS II

LEADERSHIP - STAGE MANAGE

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• Department: Theatre Arts
• T 1 p.m.-3:30 p.m.
• 3 points

INK PAINTING OF MEDIEVAL JPN

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• 4 points

HEROD TO BAR KOKHBA

A detailed examination based on careful analysis (as far as possible in the original languages) of Josephus, intertestamental literature and Dead Sea Scrolls, New Testament, Rabbinic literature, in addition to archaeological, epigraphical and papyrological remains, of one of the most tumultuous and best attested periods of Jewish history before modernity.

• Department: History
• M 10:10 a.m.-noon
• Instructor: Seth R Schwartz
  CULPA: 1 Wikipedia Info
• 4 points

PT MGMT ORTHOPEDIC CONDITIONS IV

Musculoskeletal

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

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

• Department: Physical Therapy
• 5 points

S NONPROFIT LAW AND POLICY

• Department: Law
• MW 9:10 a.m.-10:30 a.m.
• Instructor: David Pozen
  Wikipedia Info
• 3 points

Fundamentals of Pediatric Primary Care I

FUN OF PED PRIM CARE II S

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

• Department: Nursing
• M 1 p.m.-1:50 p.m.
• Instructor: Jaime Panton
  Info
• 1 points

Public Health Aspects of Adolescent Heal

ADOLESCENT HLTH:PUB HLTH

Adolescent Health: A Public Health Perspective provides an overview of adolescent and young adult health, including global and U.S. perspectives.?? “Health”, as defined by the World Health Organization,?is viewed?as a positive construct that goes beyond physical health indicators and the prevention of?disease.? Throughout this course we will focus on a holistic conception of health that includes emotional, cognitive, and social well-being (e.g. feeling happy, hopeful, competent, useful, and socially connected), having adequate interpersonal skills, and achieving academic and vocational success.?Health"?will be?examined ecologically, i.e. recognizing the importance of the physical and social contexts in which young people are embedded.?

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: John Santelli
  h-index: 72 Info
• 3 points

S. Regulation of Financial Reporting and

S REG OF FIN REPORTING &

• Department: Law
• M 4:20 p.m.-6:10 p.m.
• Instructor: Thomas W White
  Info
• 2 points

Research Design and Data Collection

RESEARCH DESIGN & DATA CO

This course provides students the requisite skills for conducting successful survey research, particularly in a service-based, health promotion context. The course includes introduction to the fundamental concepts and components of survey design, the development of research questions and hypotheses, and guidelines for decision-making regarding various phases of a study. Students will become familiar with the pre-field and data collection activities inherent in survey research; and master the art and science of writing knowledge, attitude, and behavior questions. By the conclusion of the course students will have a full-length, self-designed and pretested questionnaire, and be able to plan and execute a sound research study that involves quantitative data collection.

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

Implementation Science in Public Health

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

• Department: General Public Health
• W 5:30 p.m.-6:50 p.m.
• Instructor: Stephen P Kachur
  Info
• 3 points

Protecting Children in Humanitarian Sett

PROTECTING CHILD IN HUMAN

This course explores operational ways of addressing child protection concerns in natural disaster and war. It examines child protection from both a reduction of physical risk and a promotion of developmental well-being perspectives. Students will develop a practical understanding of effective interventions for preventing and responding to specific child protection concerns, including child-family separations; child recruitment and use as armed combatants; and sexual violence, abuse and psychosocial survival. Students will explore systemic approaches to promoting a protective environment" for children in emergencies and post conflict-reintegration transitions. Students will review strategies for incorporating critical elements of child protection into broader humanitarian response operations; coordination among humanitarian agencies; evidence-based programming; community participation in child protection; and advocacy and policy change."

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

STAGE MANAGEMENT METHODOLOGIES II

MAINTAIN. THE B'WAY SHOW

• Department: Theatre Arts
• T 9 a.m.-11:50 a.m.
• Instructor: James Fitzsimmons
  Info
• 3 points

PT MGMT ADULT NEURO COND II

Adult Neuro

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

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

• Department: Physical Therapy
• 5 points

Quantitative Data Analysis

QUANTITATIVE DATA ANALYSI

In this course you will learn to develop and implement a quantitative data analysis plan and to interpret the results of quantitative analyses using datasets from actual evaluation studies. The early phase of the course will focus on necessary 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
• T 4 p.m.-6:50 p.m.
• Instructor: Sabrina C Hermosilla
  Info
• 3 points

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Applies concepts learned in Survey Design and Data Collection through small group interactions

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

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Applies concepts learned in Survey Design and Data Collection through small group interactions

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

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Applies concepts learned in Survey Design and Data Collection through small group interactions

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

Lab: Survey Design & Data Collection

LAB:SURVEY DSGN & DATA CO

Applies concepts learned in Survey Design and Data Collection through small group interactions

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

Outbreak Preparedness and Response in Re

OUTBR PREP/RESP IN RES-LI

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

• Department: Population and Family Health
• R 5:30 p.m.-7:50 p.m.
• 1.5 points

Evidence to Action in Child Health

EVIDENCE TO ACTION IN CHI

This course is designed to provide students with an overview of key child health status indicators, and major causes of child health and disease at the individual and population levels. By studying examples of significant child health problems and solutions in a range of populations in the United States and internationally, students will learn how to define and assess a child health problem, and become familiar with public health intervention strategies and their potential impact. In addition, students will gain an understanding of how social and environmental conditions contribute to patterns of morbidity and mortality, as well as individual risk within a population and health disparities across populations.

The course content is organized into three modules: (1) Poverty and Social Adversity; (2) Physical Environment and Safety; and (3) Lifestyle and Behaviors. Within each module, key child health problems and programmatic solutions are studied, followed by an in-class exercise at the completion of the module. The format combines lectures and discussion with team-based learning. In addition, some class sessions take place at program sites, where students participate in field-based learning. Assignments include readings (available on Courseworks) to provide background for each session. Students are divided into learning groups (6-8 members), which meet at the start of each class to integrate the out-of-class readings into each session.

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

PT MGMT PEDIATRIC CONDITIONS

Pediatrics

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

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

• Department: Physical Therapy
• 5 points

STAGE MANAGEMENT METHODOLOGIES III

STAGE MGMT METHODOLOGIES

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

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• MW 1:20 p.m.-3:10 p.m.
• None None-None
• Instructor: Lynnise Pantin
  Info
• 3 points

W lam ls wak n [Good Health]: Reimag

Indigenous Knowledge and

Public health discourses have historically advanced an anthropocentric world view that reinforces the right to health of human beings, disconnected from the health of non-human nature and what the Lenape people refer to as Kahèsëna Hàki Mother Earth. For the Lenape and other American Indian nations, as well as among many Indigenous communities globally, the border between the body and the earth, between human and non-human, is more fluid than in Western knowledge systems. Since public health models are primarily shaped by Western ideologies that support narratives and methodologies in which humans dominate nature, the right to health invariably reflects this perspective. Consequently, what would the right to health look like if we delinked from Euro-American conceptualizations of human/non-human and instead drew on Lenape knowledge systems such as Lankuntawakan (the Lenape way of life) and wëlamàlsëwakàn (good Health)? This course will explore these complex questions by examining Indigenous theory, particularly the notion of Lankuntawakan, which comprises relationship, kinship, peace and a deeper understanding of well-being. Furthermore, we will examine various Indigenous research methods including community based participatory research, narrative storytelling, and oral history. This course will apply these investigative methods drawing on Indigenous theory and research methodologies to explore emergent public health questions.The primary goal for this course is for students to emerge as better informed to respond to the public health concerns of both Indigenous and nonindigenous peoples by leveraging Indigenous knowledge systems. Furthermore, we seek to ensure that students are well equipped in terms of theoretical and methodological knowledge to work alongside Indigenous communities on public health challenges. Students in this course will engage in weekly reflections that include artistic expression.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• 1.5 points

ADV ENTREPENEURSHIP & COMM DEVEL CLINIC

• Department: Law
• R 8 a.m.-9 a.m.
• Instructor: Lynnise Pantin
  Info
• 1-4 points

Realizing Global LGBTI Health and Human

LGBTI Health & Hum Rights

The global movement to realize lesbian, gay, bisexual, transgender, and intersex (LGBTI) rights has both gained traction and faced significant pushback in recent years: although global normative and legal frameworks have evolved in some ways to recognize the rights of sexual and gender minorities, LGBTI people around the world are experiencing progress, setbacks, and scapegoating.  The course will apply concepts of equity, access, inclusion, and human rights to interrogate how and why sexual and gender minorities are often excluded from humanitarian and development interventions despite the compounding oppressions that they face. Drawing upon the practice of public health and human rights work from humanitarian crises and low- and middle-income countries around the world, this course will explore how practitioners and advocates can best understand the evolution of LGBTI human rights in a variety of contexts; students will also probe how to become effective and supportive partners and allies to grassroots movements and organizations. Through a series of case studies, students will examine how LGBTI people are challenging the gender binary in societies around the world, including biases inherent in the structures of humanitarian and development work, and how such activists, advocates, and artists are mobilizing to ensure their inclusion in decision-making fora and their access to health and other services.  Students will also consider and develop strategies to support local activists in these movements; these activists embody the intrinsic vulnerability of being sexual and gender minorities in countries where those identities are criminalized, the courage of those determined to change their societies, and the cunning to seize upon the societal jolts that humanitarian and development work can, sometimes, provide.

• Department: Population and Family Health
• R 5:30 p.m.-7:30 p.m.
• Instructor: Mark Canavera
  h-index: 6 Info
• 1.5 points

Prosthetics

PROSTHETICS

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

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

• Department: Physical Therapy
• 2 points

Qualitative Data Analysis

QUALITATIVE DATA ANALYSIS

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

DNP Seminar in Pediatric Primary Care II

DNP SEM PED PRIM CARE III

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

• Department: Nursing
• T 8 a.m.-9:50 a.m.
• 2 points

Methods in Program Evaluation

METHODS IN PROGRAM EVALUA

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

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

DIRECTING FOR STAGE MANAGERS

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

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

Food and Nutrition in Complex Emergencie

FOOD,NUTRITION IN COMPLX

The goal of this course is that those having completed it will have the skills and tools needed to make a useful contribution to nutrition programs and/or nutritional assessment in emergency situations. Each session has a specific learning objective, as noted below. Every attempt will be made to ground course materials in real-life situations and examples. Also, since food and nutrition emergencies do not happen in a vacuum, the course also deals to some degree with the larger context of the politics of under-nutrition in non-emergency situations and how the continued neglect of under-nutrition globally and in many countries poses challenges for addressing food and nutrition emergencies.

• Department: Population and Family Health
• WR 9 a.m.-1 p.m.
• 1.5 points

REHEARSAL AND PRODUCTION

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

Adverse Childhood Experiences and Trauma

ADVERSE CHILDHOOD EXP & T

Adverse Childhood Experiences and Trauma Informed Care: An Inter-professional Service Learning Experience Children who experience safe, stable, and nurturing childhoods that foster resilience undoubtedly experience better lifelong health and well-being. The 1998 landmark study, Adverse Childhood Experiences (ACEs), demonstrated that when adults recall negative experiences, they had significantly higher rates of poor lifelong physical and emotional health. It is through the exposure of the developing brain to this constant toxic stress that results in changes to brain infrastructure, ultimately reducing executive function and increasing the risk of poor lifelong health and well-being outcomes.
Despite adversity and presence of ACEs, research has shown that positive childhood experiences can have long-lasting protective effects on adult well-being and health. Designed for second-year students, this service learning course will explore (1) the scientific evidence underlying the impact of childhood adversity on health and social functioning across the lifespan, and (2) strategies to address both the causes and consequences of ACEs. Students will integrate the knowledge gained in the classroom by participating in a field service experience by collecting information and/or data from health, human services and social science providers about organizational needs and training related to trauma. Students will receive in-class training and support and will work in teams. This course will be open to students from other CU professional schools, including but not limited to The School of Nursing and the School of Social Work.

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

S APPELLATE ADVOCACY

• Department: Law
• 3 points

Neonatal and Pediatric Advanced Pharmaco

NEO & PEDS ADV PHARM

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

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

HISTORIOGRAPHY OF LAT AMERICA

This graduate colloquium will introduce you to the literature of colonial Latin American history, discussing both new and early books. The sequence of topics covered will broadly follow the evolution of the field: from narrative history and demography to social history, then on to gender history, ethnohistory, the African presence, and examples of recent research on law, environment, the Atlantic, intellectual history, to conclude with a class that revisits new trends in the history of the conquest.

• Department: History
• T 10:10 a.m.-noon
• Instructor: Caterina Pizzigoni
  CULPA: 24 Info
• 4 points

HISTORIOGRAPHY OF LAT AMERICA

This graduate colloquium will introduce you to the literature of colonial Latin American history, discussing both new and early books. The sequence of topics covered will broadly follow the evolution of the field: from narrative history and demography to social history, then on to gender history, ethnohistory, the African presence, and examples of recent research on law, environment, the Atlantic, intellectual history, to conclude with a class that revisits new trends in the history of the conquest.

• Department: Auditing
• T 10:10 a.m.-noon
• Instructor: Caterina Pizzigoni
  CULPA: 24 Info
• 0 points

MS Degree Thesis

This non-credit-bearing course represents the completion of a thesis for Masters of Science (MS) students. MS students in the Department must display proficiency in their area of focus, and demonstrate an ability to perform technical and specialized skills through a discovery-based paper or project (thesis) before the conclusion of the program of study. The thesis may take the forms of 1) a manuscript of publishable quality in a peer-reviewed journal or 2) detailed research or program evaluation proposal for an institutional funder.

• Department: Population and Family Health
• 0 points

S ADV CIV PRO:SCHOL/LIT PERSP

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

Global Sexual and Reproductive Health an

GLOBL SEX & REPRO HLTH &

The objective of this course is to examine key issues in global reproductive health (RH) in order to equip students with the knowledge and skills necessary to engage in this field. Topics of study will include global architecture and power structures affecting global reproductive health and public health responses, the reproductive health of adolescents, fertility and infertility, abortion, maternal health, STIs, HIV, violence, men and gender, and the intersection of reproductive health with economic empowerment, and climate change. The course will examine the global framing of reproductive issues, explore programmatic responses, critique the measurement of key indicators and factors that influence RH outcomes, identify accountability mechanisms with the potential to shape global RH, and engage in current debates within the field and movement.

There are no pre-requisites, and students from across Mailman, and from other graduate schools at Columbia, are encouraged to register.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Lynn E Collins
  Info
• 3 points

S JEWISH LAW & BUSINESS ETHICS

• Department: Law
• R 2:20 p.m.-4:10 p.m.
• Instructor: Saul J Berman
  Wikipedia Info
• 2 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
• W 1 p.m.-3:50 p.m.
• Instructor: Bill L Bower
  Info
• 1.5 points

SCENE STUDY II

• Department: Theatre Arts
• F 2:10 p.m.-5 p.m.
• Instructor: Brian Kulick
  Info
• 3 points

S ART, CULTURAL HERTIAGE/LAW

• Department: Law
• M 4:20 p.m.-6:10 p.m.
• Instructor: Jane A Levine
  Info
• 2 points

Pediatric Primary Care Nursing III: Dida

PED PRIM CARE NUR III:DID

This required course in the PNP program introduces the advanced student to the provision of health care to children with special health care needs, including mental health.  Emphasis is placed on the collaborative role of the PNP in the patient-and-family-centered medical home.  The importance of palliation in the delivery of health care to children with chronic conditions and special health care needs is highlighted. The course will provide the student with the knowledge base to recognize and manage common chronic conditions in the pediatric population.

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

Pediatric Primary Care Nursing IIIA: Cli

CLIN PED PRIM CARE NURSNG

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

• Department: Nursing
• 4 points

Sexual and Reproductive Health in Humani

SEX & REPRO HLTH IN HUMAN

In this 7 week course, students analyze the policy and program factors influencing the provision of reproductive health services (or lack thereof) for people affected by armed conflict and natural disasters. Specifically students will study the history of reproductive health service delivery in conflict-affected settings, review internationally-established guidelines for meeting the RH needs of refugees and war-affected populations, assess enabling and impeding factors in selected global trouble- spots, describe a reasoned programmatic approach to a particular situation, discuss the current situation of the field and future directions for RH services in complex emergency settings.

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

POWER,STATE & LAW IN LAT AMER

• Department: History @Barnard
• W 12:10 p.m.-2 p.m.
• Instructor: Nara Milanich
  CULPA: 15 Wikipedia Info
• 4 points

CURRENT ISSUES IN STAGE MANAGEMENT

CURRENT ISSUES IN SM

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

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

Investigative Methods in Complex Emergen

INVEST METHODS IN COMPLX

The design, implementation and evaluation of health interventions in complex emergencies requires a particular professional orientation and skill set. Students gain a greater understanding of the use of qualitative and quantitative methods tailored for this purpose. The course particularly emphasizes the complementary roles of qualitative and quantitative approaches to investigation. By the end of the class, students should be competent in a range of skills including sampling strategy, designing surveys, running focus groups and participative activities, calculating morbidity and mortality rates, and analyzing narrative text. Through group work, lectures, case studies and participatory assignments, students will develop a diverse skill set relevant to their future work in a range of field settings.

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

Abortion in the United States: Politics

Abortion in US Politics&P

This course examines a range of historical and current issues relating to the politics, policies and provision of abortion in the United States. Students will engage with a wide range of texts and resources and will hear from experts in the field. In the seven sessions, students will analyze real-time policy debates and developments in the courts, review recent social science research and messaging research from reproductive health, rights, and justice experts and discuss the role that research plays in public policy with experts themselves. This course will examine the history of abortion in the United States to better understand how provision has changed over time as laws have evolved and how abortion has become so politically fraught. It will delve into recent research studies on abortion access and examine how various laws have impacted abortion access, how immigration status impacts access to care, and how abortion access impacts economic outcomes across the lifecycle. We will examine polling on abortion attitudes to discern the current state of public opinion, how it is measured and what we can glean from it. Students will learn more about the range of abortion methods currently offered, and will hear from abortion providers about how those procedures have evolved, how those procedures are (or could be) impacted by public policy, and how medical advances are and will continue to change abortion. Lastly, it will review how states are experimenting with policies that expand access to sexual and reproductive health care and allow students to imagine what inclusive, effective policies could look like at the state, federal and international level.

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

Psychosocial and Mental Health Issues in

PSYCHOSOC IMPCT-FORCED MI

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

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Martha C Greene
  Info
• 1.5 points

Human Rights Law, Accountability & Gover

Protection of Human Right

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

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Monette Zard
  Info
• 1.5 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

NEXT STEPS IN STAGE MANAGEMENT

This class will focus on ideas, thoughts, perceptions of who you are within this business, your self awareness within this business and your position as a leader or potential leader and helpful approaches to your career once you graduate from Columbia.

Think of the class as a resource for what you will encounter once you step “into the business” practically and philosophically. We will also explore many universal ideas that revolve around stage management practices. Many times one may think, “I don’t want to talk about it, I just want to do it”, but let us look at our discussions and the information shared, as information to be filed for your use now or later.

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

Abortion: Provision, Practice & Advocacy

Abortion Provision & Advo

Abortion is healthcare and it is crucial for public health students to learn about abortion access in the United States and its significant impact on health outcomes. Abortion has become a complex topic, fraught with political interference and intersects with numerous aspects of healthcare, including reproductive rights, maternal health and social justice. Students will explore the real-word implications of abortion policy through readings, data analysis, vigorous class discussion and guest speakers. Understanding the medical, legal and ethical dimensions of abortions will allow students to develop a comprehensive understanding of reproductive health and the factors that influence it on the ground. By studying abortion, starting from the basics, students will explore the boarder implications of healthcare systems, policy development and overall well-being of individuals and communities. With this knowledge, students will be able to contribute to the development of evidence-based strategies, interventions and advocacy that address reproductive needs and promote equitable access to safe and comprehensive care. This course includes a combination of lectures, workshops, conversations with guest speakers, and small group discussions. Students will engage with a range of materials: articles, reports, podcasts, books and film. Assignments include a communications project developing a media piece such as a podcast or radio interview and a storytelling project.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Meera J Shah
  Info
• 1.5 points

CREATIVE PRODUCING

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

Management Consulting Lab

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

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

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

EXT: TRUSTS,WILLS & EST PLN

• Department: Law
• W 4:20 p.m.-6:10 p.m.
• None None-None
• 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
• R 9 a.m.-1 p.m.
• T 2:20 p.m.-5:35 p.m.
• M 9 a.m.-12:15 p.m.
• Instructor: Bruce M Usher
  Info
• Instructor: Parinitha R Sastry
  Info
• Instructor: Gernot Wagner
  Wikipedia Info
• 1.5 points

Evidence Based Practice II

EVIDENCE BASED PRACTICE I

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

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

• Department: Physical Therapy
• 2 points

Evaluation Of Health Programs

EVALUATION OF HEALTH PROG

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

• Department: Sociomedical Sciences
• W 8:30 a.m.-11:20 a.m.
• Instructor: Robert E Fullilove
  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
• W 9 a.m.-10:30 a.m.
• Instructor: Kamel Jedidi
  Info
• 3 points

COLL IN INTERNATIONAL TRADE

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

SMS Master's Thesis

SOCIOMEDICAL SCIENCES MAS

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

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

• Department: Sociomedical Sciences
• F 10 a.m.-11:20 a.m.
• Instructor: Christian Gloria
  Info
• 2 points

Seminar in Sexuality, Gender, Health, an

SEXUALITY,GENDER,HLTH-HUM

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

• Department: Sociomedical Sciences
• T 5:30 p.m.-8:20 p.m.
• Instructor: Emily S Bishop
  Info
• 3 points

ROLE OF THE THEATRE PRODUCER

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

MICROECONOMIC THEORY COLLOQ

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

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

Labor & Public Finance colloquium

APPLIED MICROECON RES METHODS

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

Auricular Acupuncture

Introduction to Auricular Acupuncture will teach students the practice of inserting needles according to five-needle-protocol, a protocol used to reduce cravings for drugs and alcohol, anxiety, PTSD symptoms, as well as sleep disturbances. As well as needle insertion, students will also learn to place ear seeds often used in this treatment protocol for prolonged effects.

• Department: Nursing
• Instructor: Ronica Mukerjee
  Info
• 1 points

Global Immersion Program: Nordic Family

This course provides an opportunity to learn about family enterprise, the predominant form of business worldwide, along with stakeholdership, sustainability, and innovation, through theory and practice that goes far beyond a typical class experience. Students will delve into the driving forces behind these timely issues, with specific focus on the Nordic region as a leader in each area. After a series of classroom sessions in NYC, students will travel to Sweden and Denmark, countries that are not only major players in the Nordics but also vibrant economies, innovative business environments, leaders in social enterprise, and consistent (positive) outliers on global "happiness" ratings. Other unique regional issues include current challenges caused by immigration shifts, transition from the Nordic model, and strong governance norms. English language fluency and relative openness and transparency about family and business provide an open window into personal experience and insights not always available elsewhere. Through site visits with principals, business executives, and experts at start-ups, foundations, and family businesses, students will have a chance to ask questions and compare notes on doing business, being family, and leading innovation with a sustainable focus in another part of the world. There is no better way to learn about family enterprise innovative business models than at the source. The trip will also provide an opportunity for students to travel with their peers and exchange ideas about the cross-cultural experience as it is happening. This help students re-consider their perspectives upon returning home. For this course, the Nordic region is defined as Denmark, Finland, Iceland, Sweden, and Norway. There will be six 90-minute sessions on campus during the A term, followed by a weeklong trip March 10 - 16, 2024, and a de-brief session after the trip on March 29th. Course objectives are: • Increase understanding of the global role and importance of family enterprises through in-depth focus on the Nordic region. • Experience "behind the scenes" looks and engage in open discussions with family principals, owners and next generation members • Learn about cutting edge innovation and sustainable social enterprise, including in the family office context. •Explore stakeholdership in the region that was at the forefront of developing this vision of business. • Provide point of comparison to cultures in which students live and work. • Examine aspects of ownership and governance, including the N

• Department: Business
• T 9 a.m.-10:30 a.m.
• Instructor: Patricia M Angus
  Info
• 3 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
• F 10 a.m.-11:20 a.m.
• Instructor: Christian Gloria
  Info
• 3 points

CRITICAL ISSUES IN THEATRE MANAGEMENT

DEI IN THE ARTS

The art of negotiation is a critical skill for stage managers to develop. Conflict resolution, communication, and collaboration are all aspects of theater that require negotiation on many levels. This course will explore these concepts and apply them to the real-world atmospheres in which stage managers must navigate these challenges effectively. Contemporary management texts, role-playing, guest speakers, and lectures/class discussion will illuminate the importance of negotiation as a tool that will be required of all stage managers no matter where they choose to work.

• Department: Theatre Arts
• R 10 a.m.-noon
• Instructor: Donna Walker-Kuhne
  Info
• 3 points

Readings in Ottoman Historical Documents

This seminar is designed to provide graduate students with the paleographical skills essential for exploring the vast Ottoman archival and manuscript sources. Throughout the semester, we will read, copy, translate, and contextualize select materials from the Ottoman textual archives spanning the fifteenth to the early twentieth centuries. By the end of the semester, students will have enhanced their proficiency in reading diverse Ottoman archival materials written in various scripts. They will also practice rendering these original sources accessible to an English-speaking audience, ensuring both accuracy and precision in translating their meanings. Participants should possess a working knowledge of both modern and Ottoman Turkish and have a foundational understanding of Ottoman history.

• Department: History
• W 10:10 a.m.-noon
• Instructor: Tunc Sen
  Info
• 4 points

CRITICAL ISSUES IN THEATRE MANAGEMENT

CRITICAL ISSUES IN THEA M

• Department: Theatre Arts
• M 4 p.m.-6 p.m.
• 1.5 points

Global Immersion: Culture, Politics and

This Global Immersion course provides students with knowledge, insights, and experiences with respect to Israel. The course's in-class meetings and its one week visit to Israel will cover such topics as Israel's leadership, politics, economics, business innovation, geography, and culture. Students will gain an understanding of Israel's unique circumstances and achievements, ethnic and religious diversity, challenges, and opportunities. Students will learn through the combination of academic learnings, class presenters, visits with government and business leaders, and on-the-ground experiences with Israeli businesses, cultural and historical sites. Students will present their related analyses after returning from the course's Israel trip.
This Global Immersion course begins with six two-hour sessions, followed by a one-week study trip to Israel (March 11-18), and concludes with a wrap up session on March 28. The course's pedagogy combines current examples, presentations, guest visits by leaders from business, government, and the media.
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. The course spans BOTH the A and B terms (with final class session on March 28).
The GIP fee of $1950 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. Unexcused absences are highly frowned upon and will have negative consequences on class grade, and students who have expected conflicts should not apply for this course. 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.

• Department: Business
• T 2:20 p.m.-5:35 p.m.
• Instructor: Assaf Zeevi
  h-index: 40 Info
• 3 points

FINANCIAL ECONOMICS COLLOQUIUM

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

ISSUES IN NAT'L NOT FOR PROFIT THEATRE

ISSUES IN NAT'L NFP THEAT

The course will acquaint the student with the history, current realities and evolving direction of the American not-for-profit professional theatre.  Through materials and discussion both theoretical and practical, as well as distinguished guests from the field, the class will explore present-day challenges and opportunities related to theatre institutions, artists, audiences and public support.  The class will also investigate the intersection between the not-for-profit theatre field, American culture and larger societal forces. 

The intent of the course is to equip the student with a multifaceted perspective on the past, present and future evolution of the field.  Students are encouraged to make the class their own through the shared exploration of individual areas of interest, ideas, questions and the challenge to brainstorm the future.  The course is also intended to expand understanding of the field from a values-based orientation, including both organizational and personal values.

• Department: Theatre Arts
• T 3:30 p.m.-5:30 p.m.
• Instructor: Gigi Bolt
  Info
• 3 points

Structural Approaches to Global Health

STRUCTURL APPROACH-GLOBAL

In recent years, the global public health field has begun to move away from a focus on individual behavior change to one that focuses on “structural and environmental approaches” for health research and intervention. But what are “structural and environmental approaches,” and why the shift? Understanding the definitions, history and evolution of such approaches is important for global public health researchers and practitioners, providing a new way of thinking about improving the health of people locally and globally, in addition to exploring how structural and environmental interventions can be effectively evaluated. The purpose of this course is to provide students with an introduction to the concept of structural and environmental approaches, an understanding of why such approaches are essential for the future of an effective global health agenda, and a historical overview of the transition in the field from a focus on individual behavior change, to a focus on cultural context, and finally to one of social structural approaches. The class will also include a life course framework into structural approaches for global health and perspectives on the digital environment. This course fits into the MPH curriculum in the Department of Sociomedical Sciences by increasing students’ knowledge and skills of key perspectives and approaches to health research and intervention that incorporate social science theories into global public health interventions.

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• Instructor: Anton Castellanos Usigli
  Info
• 3 points

Psychology & Economics of Consumer Finan

Psyc & Econ Consumer Finc

We will use the tools of behavioral economics and psychology to better understand consumer financial decisions and the consumer finance industry. We will examine markets for borrowing (mortgages, credit cards, peer-to-peer lending, payday loans), saving (401(k)s, strategies to promote saving, optimal asset allocation), and insurance (including life, health, and longevity). We will emphasize both how people do and how people should make financial decisions, and the implications for financial services firms. The goal of the course is to not only understand consumer finance, but to emphasize how the lessons from psychology and economics can be used to improve business decisions, foster innovation, and enhance public policy.

• Department: Business Economics
• TWRFS 9 a.m.-5 p.m.
• 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