Public Health Concepts for Managers

PUB HLTH CONCEPTS FOR MAN

This course exposes students to many of the core concepts and principles of public health required for them to work as administrators in healthcare settings. As managers and administrators, an understanding of these concepts is critically important if they are going to be in positions where they can influence the creation of innovative programs, deliver services, develop policies and ultimately impact the health of local, national and global communities. Students will be asked to learn concepts from a variety of disciplines and how to translate that information into practice. The translation process will occur as they apply their learning to cases that will allow them to discuss the applicability of those concepts in an ever changing public health world and healthcare system.

• Department: Health Policy & Management
• W 1 p.m.-3:50 p.m.
• Instructor: Sorcha Brophy
  Info
• 3 points

Competitive Health Strategy

COMPETITIVE HEALTH STRATE

The Course is the integrating exercise for the Management curriculum and provides students with the opportunity to experience the challenges of executive leadership and strategic decision-making in a realistic exercise that effectively emulates or simulates the full breadth and complexity of organizational decision-making in a complex, competitive marketplace. Using the HealthSquare Simulation and working in teams of 6-7 members, students will act as the executive leadership of a community hospital participating in a multi-hospital market. As hospital executives, they will be required to analyze the position of their institution and to make all decisions central to the successful management of the hospital, including such elements as service line mix, capacity, investment in quality professional/clinical, systems, etc., patient/payer mix, marketing, staffing, financial structure, and so on. Participation in this complex experiential learning experience is supported by group/team work session, readings, lecture/discussions, and presentations. As indicated above, all students are expected to take an active role in each session; the level of class participation will have a major effect on the quality of the Course.

• Department: Health Policy & Management
• Instructor: John Winkleman
  Info
• 1.5 points

Competitive Health Strategy

COMPETITIVE HEALTH STRATE

The Course is the integrating exercise for the Management curriculum and provides students with the opportunity to experience the challenges of executive leadership and strategic decision-making in a realistic exercise that effectively emulates or simulates the full breadth and complexity of organizational decision-making in a complex, competitive marketplace. Using the HealthSquare Simulation and working in teams of 6-7 members, students will act as the executive leadership of a community hospital participating in a multi-hospital market. As hospital executives, they will be required to analyze the position of their institution and to make all decisions central to the successful management of the hospital, including such elements as service line mix, capacity, investment in quality professional/clinical, systems, etc., patient/payer mix, marketing, staffing, financial structure, and so on. Participation in this complex experiential learning experience is supported by group/team work session, readings, lecture/discussions, and presentations. As indicated above, all students are expected to take an active role in each session; the level of class participation will have a major effect on the quality of the Course.

• Department: Health Policy & Management
• Instructor: John Winkleman
  Info
• 1.5 points

PT Management of the Running Athlete

This course is designed to prepare students for evaluating and treating the running athlete. This course includes an overview of foot and ankle mechanics, lower quarter strength and flexibility examination, application of the Functional Movement ScreenTM, and use of Video Analysis to identify relevant pathomechanics observed during running. Students are introduced to the clinical setting by evaluating patients in the context of a simulated running clinic, prior to participating in the student-led, Columbia RunLabTM clinic. Here they engage in clinical reason discussions and advise runners on exercise programs and improvements to running form. Students participate in training sessions required for the clinic including HIPPA and Blood-borne Pathogens training.

• Department: Physical Therapy
• 1 points

Strategic Management

STRATEGIC MANAGEMENT

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

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

Professional Leadership & Practice III

LEADERSHIP

This 14-week course, during the second year of the DPT curriculum, is the third in a series of four courses designed to educate students about the multiple dimensions of professional practice in contemporary physical therapy. These courses will explore the required interpersonal, ethical, and leadership skills required for as a physical therapist. Additionally, the course will address trans-curricular themes including leadership, service, health promotion, advocacy, teaching & learning, interprofessional teamwork, and self-reflection, culminating in the creation of a digital portfolio. The course series will include broad exposure to various professional and personal development experiences and expect more in-depth engagement in the student’s chosen area of focus.

PLP III will cover many intersecting areas focused on the development of clinical leadership skills including ethics and jurisprudent practice, communication, conflict management, cultural humility, mental health awareness and management, self-reflection, and self-care. Throughout these content areas, a strong focus will be on self-reflection, self-awareness, and self-care as a healthcare worker. These areas are organized into four focus areas for the course: 1) Leadership in Practice, 2) Cultural Humility, 3) Mental Health in Physical Therapy, and 4) Your Clinical Practice. Participants will add to their professional digital portfolio that allows for reflection on the three-year educational journey and participate in a leadership and service role. The assignments are distributed among the three content areas.

• Department: Physical Therapy
• 2 points

Consulting Practice

CONSULTING WORKSHOP

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• T 1 p.m.-3:50 p.m.
• W 1 p.m.-3:50 p.m.
• R 1 p.m.-3:50 p.m.
• Instructor: Arthur Gianelli
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• Instructor: Arthur Klein
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• Instructor: Audrey Wathen
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• Instructor: Lee J Hirsch
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• 3 points

Clinical Practice and Supervision with F

CLIN PRAC SUPERVISION FAM

This clinical practice course is designed for students to develop clinical skills in family therapy based on Structural, Bowenian and Multicontextual Family Therapy models. It consists of clinical practice and supervision.

• Department: Nursing
• M 10 a.m.-11:50 a.m.
• M 5 p.m.-6:50 p.m.
• T 7 p.m.-8:50 p.m.
• W 4 p.m.-5:50 p.m.
• Instructor: Latisha M Hanson
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• Instructor: Quilvio A Rodriguez
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• Instructor: Julie Durand
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• 2 points

Measurement and Instrument Development

MEASUREMENT

• Department: Rehabilitation Medicine (RMED)
• Instructor: Cristin Holland
  Info
• 3 points

Decision Analysis for Clinical and Publi

DECIS ANALYS-CLIN/PUB HLT

This course is designed to provide an introduction to the methods and growing range of applications of decision analysis and cost-effectiveness analysis in health care technology assessment, medical decision making, and health resource allocation. Course requirements:
1. Class attendance and participation
2. Case assignments
3. A brief essay (research article critique)
4. Final examination

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• Instructor: Elena Elkin
  Info
• 3 points

DRAMATURGY OF MUSICAL THEATRE

The purpose of this course would be to familiarize its students with the form and function of musicals, and teach them how to work with writers of musicals. I would begin with a fundamental building block of the musical structure: the song. We would look at examples of songs both from musicals and not in order to analyze how songs contain information pertinent to both plot and emotional arcs. After this we would look at examples of classic musical structures. This might include shows and structures like Oklahoma! (for a classic structural template), Guys and Dolls (musical comedy), Gypsy (a dominant singular character), A Chorus Line (a superstructure), Assassins (a show that probably shouldn’t work but does) and A Strange Loop (a show that references many other shows and structures to build its engine.) We would also look at a new musical currently in process in order to determine which notes might be useful, and how to give them. We would also speak with current musical theater writers about the shows they are writing, their inspirations, methods, and various storytelling tools. Lastly, we would discuss the musical theatre industry, and how musicals are made and produced in the current theatrical ecosystem.

• Department: Theatre Arts
• T 2:10 p.m.-5 p.m.
• Instructor: Anika S Chapin
  Info
• 3 points

Pivot: Professional Strategic Communicat

PIVOT: PROFESS STRAT COMM

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

• Department: Health Policy & Management
• R 6 p.m.-7:30 p.m.
• Instructor: Jc Alejaldre
  Info
• 0.5 points

Seminar in Family Therapy and Technique

SEM-FAMILY THERAPY & TECH

This course focuses on an integrated systems approach, including Structural, Bowenian, and the Multicontextual Frameworks and is designed to assist the student in integrating the theoretical and practical aspects of the systems approach to treating families. The course will review the basic issues involved in psychiatric diagnosis and abnormal psychopathology from a systems perspective. Videotape review, didactic materials, class presentation, and discussion will provide a comprehensive theoretical basis for the understanding and development of more advanced clinical skills.

• Department: Nursing
• M 1 p.m.-3:50 p.m.
• Instructor: Fatima M Ramos
  Info
• 2 points

Pivot: Professional Strategic Communicat

PIVOT: PROFESS STRAT COMM

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

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

Global Philanthropy

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

• Department: Auditing
• R 2:20 p.m.-5:35 p.m.
• Instructor: Melissa A Berman
  Info
• 0 points

Seminar in Advanced Practice in Psychiat

SEM IN ADV PRC PMH NURSIN

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

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

Global Health Governance

GLOBAL HEALTH GOVERNANCE

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

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

Mixed Methods in Health Systems Research

MIXED METHODS IN HEALTH S

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

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

Applied Methods in Health Services and O

APPL MTHDS-HLTH SERV&OUTC

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

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

Advanced Health Policy Seminar

ADV HEALTH POLICY SEMINAR

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

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

• Department: Health Policy & Management
• R 8:30 a.m.-11:20 a.m.
• Instructor: Peter A Muennig
  Info
• 1.5 points

Group Theory

GROUP THEORY

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

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

Modern Iran: From Monarchy to Islamic Re

Modern Iran:Monarchy-Islam Rep

An introduction to the culture, politics and international relations of Iran which will explore the countrys transition from the 19th to the 21st century. Topics include continuity and change in traditional social structure, the conflict between clergy and state and the modernization of Iran under the Pahlavi shahs (1925-79). The role of women will be explored. The roots of the Iranian revolution will be examined, and an assessment made of the present Islamic Republic. The role of Iran in international affairs, including the course of U.S.-Iranian relations, will also be considered. Sources will be multidisciplinary and include historical works, literature and films.

• Department: International and Public Affairs
• W 2:10 p.m.-4 p.m.
• Instructor: Lawrence G Potter
  CULPA: 2 Info
• 3 points

Supervision and Practice in Individual P

SUP & PRAC IN INDIV PSYCH

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

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

Tutorial in Health Policy and Management

TUTORIAL HEALTH POLICY &

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

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

Supervision and Practice in Group Psycho

SUPERVISION/PRACTICE GROU

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

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

Strategic Investment in Healthcare

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

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

Addressing the Opioid Crisis

ADDRESSING THE OPIOID CRI

Over the past 20 years, the U.S. experienced a sharp increase in the prevalence of opioid addiction which has led to record high levels of opioid-related overdose deaths, increasing use of heroin and fentanyl, rising rates of infants born opioid dependent, children entering foster care, outbreaks of injection-related infectious diseases and other health and social problems. Efforts by county, state and federal health officials, health care systems and other stakeholders have thus far failed to reduce the rate of opioid-related overdose deaths.
This course will explore the scope of the opioid crisis, its historical context, contributing factors, and lines of evidence indicating the role of addiction in exacerbating morbidity and mortality. We will examine 1) past opioid addiction epidemics, 2) the campaign launched by opioid manufacturers to increase opioid prescribing, 3) the regulatory role of the Food and Drug Administration and state medical boards, 4) opioid prescribing practices 5) treatment of opioid addiction and 6) lessons from the opioid crisis that can be applied to other complex public health challenges. We will also analyze and critique public health and legislative interventions to address the crisis.
Students will be asked to consider public health interventions to reduce opioid-related morbidity and mortality utilizing primary, secondary, and tertiary opioid addiction prevention strategies. Students will play the role of a state health official introducing a new effort to respond to an aspect of the opioid crisis. Students will have an opportunity to explain their proposal to their governor in a policy memo and to the public in an Op-Ed.

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

Emerging Markets in Health Care: Public

EMERGING MARKTS IN HEALTH

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

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

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

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

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

Advanced Practice in Psychiatric Mental

ADV PRAC PSYCH MENTAL HLT

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

• Department: Nursing
• 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
• R 5:30 p.m.-8:20 p.m.
• 1.5 points

Chinese Painting Connoisseurship: Select

Song, Yuan, Ming& Qing Dy

This seminar will look carefully at masterpieces of Chinese painting in Japanese and American collections. The aim of the course is to develop an intuitive sense of the quality appropriate for different genres, formats, and periods. Special attention will be given to the way paintings are presented from the outside title slip to inner title sheet (
yin shou
) to seals and colophons. We will also consider, or at least speculate on, the artist’s intended audience.

• Department: Art History and Archaeology
• M 4:10 p.m.-6 p.m.
• Instructor: Alfreda J Murck
  Info
• 4 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 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.
• Instructor: Sara E Casey
  h-index: 16 Info
• 0 points

RIMPA

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 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.
• Instructor: Marta L Schaaf
  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 of Ortho Cond I

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

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

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

LEADERSHIP FOR STAGE MANAGERS II

LEADERSHIP - STAGE MANAGE

.

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

S NONPROFIT LAW AND POLICY

• Department: Law
• MW 9:10 a.m.-10:30 a.m.
• 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
• R 8:30 a.m.-11:20 a.m.
• Instructor: Samuel Master
  Info
• 3 points

S. Regulation of Financial Reporting and

S REG OF FIN REPORTING &

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

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
• W 1 p.m.-3:50 p.m.
• Instructor: Sabrina C Hermosilla
  Info
• 1.5 points

STAGE MANAGEMENT METHODOLOGIES II

MAINTAIN. THE B'WAY SHOW

• Department: Theatre Arts
• TR 2 p.m.-4:30 p.m.
• Instructor: Michael Passaro
  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

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 Management of Pediatric Conditions

Pediatrics

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

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

• Department: Physical Therapy
• 4 points

STAGE MANAGEMENT METHODOLOGIES III

STAGE MGMT METHODOLOGIES

.

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

ENTRPRNSHP & COMM DEVT CLN

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

ADV ENTREPENEURSHIP & COMM DEVEL CLINIC

• Department: Law
• 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
• F 1 p.m.-3 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
• R 4 p.m.-6:50 p.m.
• Instructor: Marlene O Riquelme
  Info
• 3 points

DIRECTING FOR STAGE MANAGERS

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

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

Reproductive Justice Movements: Black Bo

REPRODUCTIVE JUSTICE MOVE

Black history is a subject that has been largely repressed, rewritten, and condensed in the cataloging of American history. The colonization of Africa, the centuries of slavery, and the subsequent discrimination and marginalization of people of African descent have all contributed to an under-representation of black voices in the mainstream historical record. Reproductive Justice, the term originally coined by 16 Black women in the US suffered for many years from such under-representation even as it was adopted by three other communities of color during the 1990s in an attempt to draw attention to the human right to maintain personal bodily autonomy, have children, not have children, and parent the children we have in safe and sustainable communities. Attempts to realize this human right have been intentionally thwarted in US, Latin American and even African societies far before it was named. This course will investigate Black sexuality and attempts to use it throughout history to denigrate Black cultures with special attention to Black feminism and the fight to reclaim reproductive autonomy in cultures mired with racism and sexism.

• Department: Population and Family Health
• TR 9 a.m.-1 p.m.
• Instructor: Latanya Mapp Frett
  Info
• 1.5 points

Foreign Exchange Markets: Theory & Pract

Pre-req: SIPA U6401 - Macroeconomic Analysis.
This course aims to provide students with an understanding of the structure and key drivers of the foreign exchange (FX) market – the world’s largest market by turnover. By the end of the course, students will be familiar with the unique features of the FX market, the theoretical basis for currency movements, market drivers, and the interaction of foreign exchange and macroeconomic policy. Practical aspects of the market, including how to monitor and interpret global developments and understand trading conventions, will also be covered.

Grades will be determined by class participation, weekly individual reflections and questions on the readings, a memo, and a final group presentation. The final presentation is intended to help students appreciate the challenges faced by FX market professionals in reviewing currency movements, connecting them to broader macroeconomic themes, and identifying potential future drivers.

• Department: International and Public Affairs
• R 6:10 p.m.-8 p.m.
• 1.5 points

Global Health Law in Context

GLOBAL HEALTH LAW IN CONT

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

This course aims to give students 1) an overview and foundational understanding of key global health law instruments and how they operate 2) a critical understanding of the shortcomings and strengths of the instruments and 3) the ability to identify areas for reform and advocacy efforts to improve global health outcomes. Readings for this course will consist of interdisciplinary global health law scholarship, legal scholarship and public health policy research.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• Instructor: Safura Abdool Karim
  Info
• 1.5 points

REHEARSAL AND PRODUCTION

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

Immigrant Health

IMMIGRANT HEALTH

Migration is a complex social phenomenon which deeply affects human life. Immigrants face difficulties adjusting to destination environments and are potentially exposed to adverse policies and experiences such as discriminations and stigma, affecting their well-being, regardless of reasons for migration. Understanding migration and its impact on health is important for disease prevention, preserving the health and rights of migrants and assuring the well-being of the communities of which they are a part.

 

This course will identify and analyze the economic, institutional, socio-political and cultural factors affecting the health and well-being of immigrants in the US.  It will assess past and existing policies and programs to ascertain the extent to which they respond(ed) to the needs of the populations. Students will explore structural factors affecting the health of immigrants, and think critically about programs and policies that address important immigration issues.

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

Adverse Childhood Experiences and Trauma

ADVERSE CHILDHOOD EXP & T

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.
• Instructor: Bijan Kimiagar
  Info
• 3 points

S THE ROBERTS COURT

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

S APPELLATE ADVOCACY

• Department: Law
• TR 5 p.m.-7:30 p.m.
• 3 points

Neonatal and Pediatric Advanced Pharmaco

NEO & PEDS ADV PHARM

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

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

S ADV CIV PRO:SCHOL/LIT PERSP

• Department: Law
• 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

SCENE STUDY II

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

S ART, CULTURAL HERTIAGE/LAW

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