Mental Health Policy

MENTAL HEALTH POLICY

Mental health policy is both a field of study and an area of advocacy in which you can engage, no matter where your career takes you. We will grapple with fundamental questions about what mental health is, how we can impact it, and where policy fits in a rapidly changing world. We will build a foundation in current directions and debates in mental health policy as well as explore emerging and frontier issues. You will also gain practical knowledge and skills to bridge theory and practice day-to-day, setting you up to have impact on one of the most foundational issues in public health across your career.

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

Healthcare Financial Management

HEALTHCARE FINANCE

How do unique characteristics of the healthcare industry influence financial management in this sector? What techniques are effective in this field? How can we uses cases to avoid mistakes and to maximize efficiency and ultimately patient health? The goal of this class is to teach the principles necessary for effective financial management in healthcare to individuals who are not experienced financial executives. It is intended to make administrators comfortable in managing the finances of the department or other entity for which they have responsibility.

• Department: Health Policy & Management
• M 5:30 p.m.-8:20 p.m.
• Instructor: Benjamin M Rossi
  Info
• 3 points

Health Innovation & Technology

HEALTH INNOVATION & TECHN

Information technology and the management of this technology is increasingly critical in healthcare. Healthcare represents a new frontier for information management. This class explores the promises and challenges of health information technology in today's environment. Readings and lectures will focus on the nature and uses of health care information systems in a variety of health care settings. Students will learn fundamental IT terminology, understand how IT fits into the organizational structure in terms of quality of care, financing, and strategic organizational issues as well as project management. They will also learn about opportunities and challenges for IT in healthcare in the future.

• Department: Health Policy & Management
• TF 1 p.m.-3:50 p.m.
• Instructor: Darryl S Hollar
  Info
• 1.5 points

Environmental Health Economics

ENVIRONMENTAL HEALTH ECON

The primary goal of environmental regulation is to protect human health, but there are a wide range of options available to policy makers and considerable disagreement over how to best implement regulation. This class focuses on understanding environmental health policy from an economic perspective. After reviewing basic economic concepts relevant for this course, we discuss an economic viewpoint of environmental issues, including when and how to intervene with markets. Since all environmental regulation requires knowledge of the threats posed by environmental exposure, we then focus on measuring the health benefits from environmental policies, recognizing we omit several important non-health benefits. We also briefly discuss the costs posed to society from environmental regulation, an important component of regulatory impact analysis often required by federal rules. We discuss the main approaches to environmental policy in the US, including incentive based approaches, such as tradeable discharge permits, emission taxes and subsidies, and voluntary programs, and the more traditional ‘command and control’ approach. After highlighting the strengths and weaknesses of each approach, we apply these concepts to current environmental policy on such topics as air quality, toxic and hazardous waste, climate change, and ozone depletion.

• Department: Health Policy & Management
• T 1 p.m.-3:50 p.m.
• Instructor: Matthew J Neidell
  Info
• 1.5 points

Public Health Law

PUBLIC HEALTH LAW

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

• Department: Health Policy & Management
• W 8:30 a.m.-11:20 a.m.
• Instructor: Magda Schaler-Haynes
  Info
• 3 points

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 5:30 p.m.-8:20 p.m.
• R 1 p.m.-3:50 p.m.
• Instructor: Thalia Porteny
  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

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

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
• W 1 p.m.-3:50 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

Consulting Practice

CONSULTING WORKSHOP

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

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.-7:20 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
• 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

Cross-National Health Policy and Managem

CROSS-NATIONAL HEALTH POL

Modern industrial democracies face a range of common problems in their health care systems. These include demographic and technological pressures on costs, rising expectations of consumers, the assimilation into medical and policy practice of rapidly growing knowledge about the system's performance, and the tensions that arise when swollen public budgets, slow economic growth, and rising health care costs converge. These nations face these common pressures in quite diverse ways, however. Their responses vary with the historical, cultural, legal, social, and political character of individual countries, and embody significant strategic differences in decisions about coverage, provider payment, funding, and more.
In this course we survey the policy responses of a range of nations to the strains imposed by the evolution of modern health care systems. We isolate the most salient pressures for policy change, trace the debates over and emergence of major strategic options, seek to explain why nations differ in their policy choices, explore the pros and cons of some of these approaches, and draw implications for U.S. policy debates. Students should leave the course with an enhanced understanding of the range of strategic responses to the major policy problems facing modern societies, and this understanding should help them to comprehend more fully both the dynamic environment in which they work and the complexities of health care reform.

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

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.
• Instructor: Jeanne M Stellman
  h-index: 34 Info
• Instructor: Rebecca R Sale
  Info
• 0-6 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
• 5 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.-8:30 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

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

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 4 p.m.-6:50 p.m.
• Instructor: Marta L Schaaf
  Info
• 1.5 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
• R 4 p.m.-6:50 p.m.
• Instructor: Safura Abdool Karim
  Info
• 1.5 points

S NONPROFIT LAW AND POLICY

• Department: Law
• 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.
• 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 9 a.m.-11:20 a.m.
• Instructor: Samuel Master
  Info
• 3 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: Gazi Azad
  Info
• 3 points

STAGE MANAGEMENT METHODOLOGIES II

MAINTAIN. THE B'WAY SHOW

• Department: Theatre Arts
• T 2 p.m.-4:30 p.m.
• Instructor: Michael Passaro
  Info
• 3 points

Quantitative Data Analysis

QUANTITATIVE DATA ANALYSI

In this course you will learn to develop and implement a quantitative data analysis plan and to interpret the results of quantitative analyses using datasets from actual evaluation studies. The early phase of the course will focus on necessary but essential pre-analysis tasks often overlooked in the research training process. These include: Data entry, data cleaning, and data transformation. The second half of the course focuses on conducting bivariate and multivariable statistical tests. This is an applied course, emphasizing skill building through hands-on work using SPSS in each class session. Reflecting the focus on skill building, this course includes weekly homeworks using SPSS.

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

Chronic Diseases in Humanitarian Setting

CHRNC DIS IN HUMANITARIAN

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

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

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Mesfin Tessema
  Info
• 1.5 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
• Instructor: Lynnise Pantin
  Info
• 3 points

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• Instructor: Lynnise Pantin
  Info
• 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
• W 4 p.m.-6:50 p.m.
• Instructor: Kent Klindera
  Info
• 1.5 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.
• Instructor: Deanna M Schneider
  Info
• 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

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 1 p.m.-3:50 p.m.
• Instructor: Safura Abdool Karim
  Info
• 1.5 points

Service-Based Research Design and Data C

SERVICE-BASED RESEARCH DE

Public health research, particularly service-based research, is a challenging enterprise. Its execution requires grounding in scientifically-based, standardized approaches to research design and implementation, as well as flexibility and skill in adapting those techniques to the unique needs of any program, organization, setting, or population. Many of us have had experience with "studies" that did not adequately collect data needed to initiate, evaluate, and/or improve whatever health problem or issue it was supposed to. This course provides students with the requisite skills for conducting successful service-based research, including fundamental concepts and components of research design, the development of research questions and hypotheses, and decision-making strategies for study data collection protocols and materials. In this course, students will also actively engage in qualitative and quantitative data collection, becoming familiar with field considerations, pre-testing, interviewing techniques, and the design, preparation, and use of topic guides for in-depth interviews/focus groups, and structured questionnaires for in-person, self-administered, and on-line surveys. By the conclusion of the course, students will have a complete, self-designed questionnaire, and will be able to plan and execute a sound research study.

• Department: General Public Health
• R 5:30 p.m.-6:50 p.m.
• Instructor: Silpa Srinivasulu
  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
• T 1 p.m.-3:50 p.m.
• Instructor: Bijan Kimiagar
  Info
• 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

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
• T 8:30 a.m.-11:20 a.m.
• Instructor: Lynn E Collins
  Info
• 3 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
• Instructor: Sabrina Opiola McCauley
  Info
• 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

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 9:30 a.m.-11:20 a.m.
• Instructor: Claire Greene
  Info
• 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 1 p.m.-3:50 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
• T 4 p.m.-6:50 p.m.
• Instructor: Claire Greene
  Info
• 1.5 points

Demography and Public Health: Understand

DMGRPHY & PUB HLTH: UND T

Each year there are 146 million births, 57 million deaths, and the world population grows by 89 million people – about 243,000 per day or 10,000 an hour. This has an impact on the people and nations of the world--public health; economies; national security, environment, etc. in countless ways. This course focuses on the determinants of these changes and their consequences for the future health and well-being of the human population. This is also an introduction to how demographers study the determinants and consequences of population trends. The course provides an understanding of the field of demography, the study of human populations, and how they change by birth, death, and migration and ultimately shape population health. The course builds on an overview in the CORE to demonstrate demographic issues and methods in public health. The course presents population issues and policies in global contexts as well as in the United States.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Meghan C Gallagher
  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
• W 4 p.m.-6:50 p.m.
• Instructor: Christian M de Vos
  Info
• 1.5 points

Advocacy for Sexual and Reproductive Hea

Advocacy for SRH & Justic

Reproductive health has been so mired in controversy that evidence and scientifically based rational arguments often go unheeded. This course offers public health students entrée to analytic tools and concrete skills needed to intervene in this logjam. While reproductive health is particularly fraught, other public health issues are similarly held captive by political contention.

This course will explore the role of the public health professional in advocacy, with a specific focus on advocacy related to reproductive health. We will examine the various strategies that public health professionals employ to achieve their advocacy goals as well as specific methods and skills vital to effective advocacy. Students will develop an understanding of the varied contributions different actors can make to effective advocacy, with an ongoing emphasis on the role of the public health professional as evidence based expert, skilled technician, policy analyst, leader, and collaborator in advocacy movements.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Bergen H Cooper
  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

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
• T 1 p.m.-3:50 p.m.
• Instructor: Meera J Shah
  Info
• 1.5 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
• T 6 p.m.-9:15 p.m.
• Instructor: Joe Timko
  Info
• 3 points

EXT: TRUSTS,WILLS & EST PLN

• Department: Law
• 2 points

EXT: TRUSTS,WILLS & EST PLN

• Department: Law
• 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 9 a.m.-12:15 p.m.
• Instructor: Gernot Wagner
  Wikipedia Info
• 1.5 points

Evaluation Of Health Programs

EVALUATION OF HEALTH PROG

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

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Robert E Fullilove
  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
• 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
• M 5:30 p.m.-8:20 p.m.
• Instructor: Martez Smith
  Info
• 3 points

Global Immersion: Consulting and Advisin

GIP: Family Enterprises I

Many advisors mistakenly equate years of practice with competence, overlooking the need for specialized training in family enterprises. Research highlights a troubling misalignment: while family firms prioritize relational concerns as key drivers of business operations, strategy, decision-making, and work roles, advisors often focus on structural and cognitive aspects. This misalignment can lead to ineffective or even damaging outcomes for both the family and the business. The primary objectives of this course are to identify and build the skills related to the profession of advising family enterprises to increase the potential for creating long-term value for clients and advisors and to create awareness around the biggest risks and mistakes advisors may encounter while advising family enterprises, exploring the concept of code of ethics. This course aims to bridge the gap between advisors' general practices and the specific needs of family enterprises by providing specialized education and firsthand cultural experiences. As culture plays a significant role in shaping the decision-making process of enterprising families, particularly in terms of individualism and collectivism, this class offers a unique opportunity to explore the profound impact of these factors on the identity of such families. By immersing ourselves in Italy, we will witness collectivism in action, gaining invaluable insights into its influence within families and among advisors. Moreover, this international trip provides a platform to experience firsthand the contrasting dynamics of transactional and relational environments, enhancing our understanding of the multifaceted nature of business relationships. By the end of this course, participants will have explored and experienced the core of advising family enterprises as a profession, including appreciating specific skills, interpersonal and value-based competencies, and concrete behaviors showing professionalism to be better prepared to appreciate and navigate the complexities of family enterprises. Travel to Italy will take place during spring break, March, 15-21, 2026. The 2025-2026 Global Immersion Program mandatory fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover roundtrip international airfare. We expect students will arrive into Milan and depart from Florence. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and a

• Department: Business
• T 2:20 p.m.-3:50 p.m.
• Instructor: Gaia Marchisio
  Info
• 3 points

Global Immersion: Bridge of the Americas

Global Immersion: Mexico

Mexico is the U.S. largest trading partner and also the largest economy in the Spanish speaking Latin America. Its strategic position, offers a complex and dynamic business environment with rich opportunities resulting from its geographic proximity to the United States, and its pivotal role in the Latin American innovation ecosystem. These opportunities are accelerated by the changing geopolitical forces shaping global trade, and the rapid adoption of technology and artificial intelligence across financial services, e-commerce, healthcare, education, among other sectors. Mexico, however, has faced hard-to-solve challenges limiting its growth and development potential, including chronic inequality, weak legal institutions, high corruption levels, insecurity, among others, that plague other emerging economies. The objectives of this course are twofold. First, to develop an informed perspective of the critical partnership between the United States and Mexico resulting from their geographic proximity, shared border and security concerns, cultural and social ties, deep economic integration, common environmental challenges, and collaboration in the promotion of regional stability. Second, to analyze the challenges and opportunities facing new and growing entrepreneurs in emerging markets, with focus on the Mexican business and innovation ecosystems as a laboratory that is relevant for many emerging economy settings. The class will assess a combination of established business models with emerging tech-enabled companies and will provide direct opportunities to interact with business leaders, founders, financiers and other important figures in Mexico. This three-credit course meets weekly for half a term in the Spring 2026 in New York, followed by a one-week immersion in Mexico, March 14-21, 2026, including company meetings, field trips and the trip extension to Oaxaca that will allow students to immerse into a rich cultural, gastronomical and art journey. Mexico City and Oaxaca are both UNESCO World Heritage Sites. The 2025-2026 Global Immersion Program mandatory fee for all classes is $2,100 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover roundtrip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first-class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has

• Department: Business
• M 10:50 a.m.-12:20 p.m.
• Instructor: Francisco Perez-Gonzalez
  Info
• 3 points

Adv. Topics in Formal Political Theory

Adv Formal Political Theo

This course will prepare graduate students in political science and economics who have completed their basic formal and quantitative training for research in formal political theory. The specific substantive focus of the course will depend on the distribution of students’ interests, but topics will include electoral and legislative institutions, autocratic politics, political behavior, persuasion, and conflict. The topics should be of broad relevance for graduate students interested in political economy across the social sciences.

The course will be conducted primarily in seminar format, complemented by frontal instruction. For each topic, we will focus on a small number of relatively recent articles and working papers. Students will also present on topics related to their own research.

• Department: Political Science
• W 2:10 p.m.-4 p.m.
• Instructor: Carlo Prato
  h-index: 11 Info
• 4 points

Global Immersion: Green Industrial Polic

Global Immersion: Europe

Europe is at the forefront of climate policy globally. It has ambitious goals, concrete plans, and is working hard on the implementation. It is also facing significant challenges, from high energy costs to sluggish economic growth. Germany, Europe’s largest economy, has been in a recession for 2 years. This class will explore climate through the lens of green industrial policy in Europe, with an eye toward hard-to-abate sectors like steel and cement, the challenges facing companies in these sectors, and the opportunities a push into clean and low-carbon technologies provides.

• Department: Business
• M 9 a.m.-10:30 a.m.
• Instructor: Gernot Wagner
  Wikipedia Info
• 3 points

Industry Immersion Program American Inn

GIP: Climate Tech

Climate change represents one of the most significant challenges of our time, fundamentally driven by human activities and amplified by the rapid pace of industrialization and economic growth. At its core, climate change is as much a technological problem as it is an environmental one – enabled by outdated methods of energy production, inefficient resource management, and unsustainable infrastructure. At the same time, technology holds immense promise for solutions for mitigating emissions and adapting to the impacts of a warming planet.

American Innovation in Climate Tech is a spring semester elective course designed for Columbia Business School students to explore the cutting edge of innovation in climate technologies. It aims to provide students with exposure to a range of industries and companies at the forefront of innovation. We will explore the latest breakthroughs and emerging technologies for addressing climate impacts in energy generation, alternative fuels, grid modernization, mobility, decarbonized materials, agriculture, and carbon management. By analyzing recent advancements and engaging directly with industry leaders, entrepreneurs, and project developers, students will gain practical insights into how new technologies are developed, piloted, and commercialized.

• Department: Business
• T 4:10 p.m.-5:40 p.m.
• 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 12:30 p.m.-2 p.m.
• 2 points

Industry Immersion: Value Investing and

Industry Immersion: VI

This course, offered as part of the programming by the Heilbrunn Center for Graham & Dodd Investing, is part of Columbia Business School’s portfolio of immersion experiences focused on domestic destinations. In addition to the Heilbrunn Center’s New York–based courses and events as well as the annual trips to Omaha for Berkshire Hathaway’s annual meeting, the contents and the discussions have been designed as a complementary initiative and bring a new focus to the growing and vibrant community of fundamental and value investors in the Richmond and Charlottesville area.

• Department: Business
• M 6 p.m.-7:30 p.m.
• Instructor: Ehsan Ehsani
  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
• Instructor: Christian Gloria
  Info
• 3 points

Global Immersion: The Innovation and Ent

Global Immersion: Culture

This Global Immersion course provides students with knowledge, insights, and experiences with respect to Israel’s innovation ecosystem. What is the “secret sauce” that propelled Israel to its present leadership position, a global innovation and entrepreneurship hub often referred to as “startup nation,” that hails the highest concentration of startups and unicorns per capita? The course's in-class meetings and its one week visit to Israel will provide background and hands on exposure to some of the key drivers, including leadership, politics, economics, geography, and culture. Students will gain an understanding of Israel's unique circumstances and achievements through a combination of academic learnings, guest speakers, business and government leaders that will share first hand experiences and perspectives, and on-the-ground exposure to Israeli businesses, cultural and historical sites. This Global Immersion course begins with six 1.5-hour sessions, followed by a one-week study trip to Israel. The course's pedagogy combines current examples, presentations, guest visits by leaders from business and government. Travel to Israel is planned for March 14-21, 2026. The 2025-2026 Global Immersion Program fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. 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. The ongoing conflict in the region over the past two years has fortunately culminated in a recent cease fire, of which the US was instrumental in brokering and enforcing. Nevertheless, it is possible that if the security situation deteriorates, we will have to cancel and offer an alternative travel plan. At present, Columbia's travel insurance provider categorizes Israel and th

• Department: Business
• M 10:50 a.m.-12:20 p.m.
• Instructor: Assaf Zeevi
  h-index: 40 Info
• 3 points

FINANCIAL ECONOMICS COLLOQUIUM

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