Healthcare Services for Vulnerable, At-R

HLTH SERV FOR VULNERABLE,

The current systems for the delivery of health services in the United States often fall short of addressing the health needs of many people living in the communities they cover and in so doing contribute to health status disparities. The objective of this course is to help students develop a framework to understand the needs of traditionally under-served populations and the challenges facing the delivery systems that handle these groups. This course has two major foci. The first is understanding who the “vulnerable” populations are as it relates to access to needed health services and disparities in health status. The interaction between health care systems and health care disparities will be explored. Particular attention will be paid to issues surrounding poverty, literacy, immigrant health care and several vulnerable sub-populations including gay-lesbian, homeless and prison. The second focus is service delivery for individuals traditionally under-served. This component includes an examination of organizations and provider (particularly physician)-patient relationships. Students will have the opportunity to move from the classroom to the street, observing, first-hand, several hospital and community-based arrangements.

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

Governance, Health Law & Ethics

GOVERNANCE,HEALTH LAW & E

This course is intended to provide students with the legal framework governing health care administration, management and policy. Students will analyze case law, and selected statutes relevant to health care administrators, providers, and consumers of care. Students will be exposed to the evolution of laws and the ethical, practical and political impact of laws in the management of health care institutions.

• Department: Health Policy & Management
• R 1 p.m.-3:50 p.m.
• Instructor: Ari J Markenson
  Info
• 1.5 points

SUZUKI - RESEARCH ARTS

SUZUKI - RA

• Department: Theatre Arts
• F 10 a.m.-12:50 p.m.
• Instructor: Shanga Parker
  Info
• 0 points

Management Challenges in the Evolving He

MGMT CHAL IN HLTH CARE &

An examination of the complex and evolving healthcare and insurance system from the perspective of managed health care and insurance companies, hospital systems, IPAs, physicians, employers, patients, and pharma companies. This course will focus on the interplay among these key stakeholders. There will be four guest speakers from the healthcare industry who will help the students apply their readings and discussions to real challenges.

• Department: Health Policy & Management
• R 5:30 p.m.-8:20 p.m.
• Instructor: William E Gold
  Info
• 3 points

Advanced Healthcare Finance: Valuation a

ADVANCED HEALTHCARE FINAN

This advanced course builds upon foundational principles of healthcare finance and shifts the analytical focus to financial management from the perspective of health insurers and managed care organizations. Students examine how financial strategies, methodologies, and quantitative analyses are applied within the health insurance industry to support premium rate development, reimbursement design, and value-based payment models.

The cpurse emphasizes the financial and operational dynamics between payers and providers, including the economic incentives, cost-containment mechanisms, and revenue optimization strategies that influence performance across both sectors. 

Through applied exercises and case-based analysis, students develop a practical understanding of how payment rates are calculated, negotiated, and structured between providers and payers. Students learn the impact to contracting decisions and profitability, network configuration, care delivery incentives, and overall healthcare affordability

• Department: Health Policy & Management
• R 5:30 p.m.-8:20 p.m.
• Instructor: Jonathan Reese
  Info
• 3 points

Managing Human Capital in Health Systems

Manage Hum Capital in Hlt

Managing professionals is crucial to the success (or failure) of health care organizations because the provision of services primarily relies on human decision-making and interaction. Health care professionals determine the level of quality as well as the costs associated with health care services directly or indirectly. The goal of this course is to introduce students to the functions and issues associated with managing human resources in health care organizations through in class exercises and outside of class assignment that demonstrate the human resource challenges that graduates may face as health care executives in the future. Significant attention is given to: 1) workforce issues, 2) understanding legal issues related to the employment setting, 3) selection and retention of employees, 4) establishing performance standards and evaluating performance, and compensation, and 5) understanding the use and effects of monetary and non-monetary incentives in human resources management in the United States and globally.

• Department: Health Policy & Management
• W 5:30 p.m.-7 p.m.
• Instructor: Steven B Katz
  Wikipedia Info
• 1.5 points

ADVANCED EVIDENCE BASED PRACTICE

• Department: Rehabilitation Medicine (RMED)
• Instructor: Katherine Dimitropoulou
  Info
• 3 points

Is Bigger Better? An Analysis of Consoli

Consolidation in HC Indus

This course examines one of the most significant but relatively recent developments in the healthcare market place: the trend toward increased consolidation of healthcare providers into larger practices and into vertically integrated delivery systems, as well as the parallel trend toward consolidation of health insurance companies into fewer, but much larger entities. It will draw upon economic theory, empirical research, and health policy and economic analysis to explore the implications of these developments, coupled with other emerging trends, on healthcare market competition, prices, profits, expenditures, and consumer welfare

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

DIRECTED STUDIES IN PLAYWRITING

DIRECTED STUDIES - PLAYWR

.

• Department: Theatre Arts
• F 10 a.m.-12:50 p.m.
• Instructor: Lynn Nottage
  Wikipedia Info
• 3 points

Planning Your Practice

PLANNING YOUR PRACTICE

• Department: Law
• 3 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

Landmark Criminal Trials

LANDMARK CRIMINAL TRIALS

• Department: Law
• 2 points

Prenatal and Postpartum Care Essentials

Prenatal & Postpartum Car

This course covers the broad scope of preconception, prenatal, and postnatal care including theoretical and practical knowledge for the essentially uncomplicated childbearing period. Routine care, risk assessment, and commonly encountered complications will be reviewed with a strong focus on the physiological, social, emotional, and educational components of preconception, prenatal, and postnatal care.

• Department: Nursing
• W 3 p.m.-4:50 p.m.
• Instructor: Adena Bargad
  Info
• 2 points

PLAYWRIGHT-DRAMATURG WORKSHOP

ADAPTATION

• Department: Theatre Arts
• R 10 a.m.-12:50 p.m.
• Instructor: Seth Bockley
  Info
• 3 points

Strategic Planning for Health Insurance

STRAT PLAN FR HLTH INSUR

Strategic Planning for Health Insurance Plans is designed to provide students with a broad and deep understanding of safety-net health insurance plan operations and management. Students will have the opportunity to manage plan finances, set benefit designs, and establish actuarially sound premiums, all while operating within the constraints of the Patient Protection and Affordable Care Act. In a very abbreviated period of time, student will be completely immersed in real-world situations where they will be forced to make appropriate decisions which will either sustain or submerge the health plan. In addition to expanding their knowledge base about the health insurance industry, students will enhance their competency develop in a number of areas including analytical thinking, strategic orientation, collaboration, and communication. The 21 hours of course work will contain a blend of lectures, class work and a group project. Students will be evaluated on class participation (20%), learning reviews (quizzes (30%), and a group project (50%).

• Department: Health Policy & Management
• R 6 p.m.-8:50 p.m.
• Instructor: Rodney K McKinney
  Info
• 1.5 points

Managerial and Organizational Behavior

MANAGERIAL/ORGANIZATL BEH

This course has two overall goals. The first is to increase your effectiveness in understanding and managing individuals and teams in health care organizations. The course’s second goal is to prepare you to effectively design organizations. Effective managers not only must lead individuals and teams: they also must ensure that their organizations are well-designed to deliver the results that their strategies promise. This entails developing knowledge and skills to analyze key issues in organizational structure, power and politics, culture, and change.
The course combines conceptual and experiential approaches. We draw on several sources of knowledge to accomplish course objectives: (1) conceptual frameworks and research findings from the social sciences; (2) case studies; (3) roles plays, videos and exercises; and (4) your own work and personal experiences. The class will be highly interactive, and active participation in discussions is expected.
The course selectively surveys ideas and frameworks from the social sciences and explores their implications for leadership and managerial practice.

• Department: Health Policy & Management
• W 1 p.m.-3:50 p.m.
• W 5:30 p.m.-8:20 p.m.
• Instructor: Yuna S Lee
  Info
• Instructor: Sarah Ashcroft-Jones
  Info
• 3 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
• M 5:30 p.m.-8:20 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

Comparative Strategic Management

COMP STRATEGIC ANALYSIS

Students apply advanced strategic frameworks and concepts to real-world, complex, strategic problems involving multiple healthcare sectors, institutions, players and/or disciplines/functions. Specific objectives include: the ability to conceptualize and model a complex, multi-faceted, multi-player healthcare strategic challenge in simple language and in a coherent framework that supports analyses and resolution; a deepened understanding of the inherent complexity and interdependency of the major challenges--economic, political, strategic, and operational--facing the healthcare industry and specific sectors, institutions, and players within the industry; the ability to apply strategic analysis and other curricular concepts and tools and field work experience to complex healthcare industry/management problems; the ability to think critically about issues, perspectives, and potential strategic options, using sophisticated analytical and problem-solving tools and informed judgement to formulate recommendations for presentation to senior healthcare executives and policy-makers; : the ability to formulate a set of strategic options--addressing the multiple health industry players and interconnected challenges--for consideration;
the ability to critique a number of strategic options available to a health industry/healthcare executive team (or multiple, interconnected teams) and conclude which sets of options may be optimal given internal institutional competences and external political, policy, and economic realities

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• Instructor: Paul W Thurman
  h-index: 11 Info
• 3 points

PLAY REWRITING & DEVELOPMENT

• Department: Theatre Arts
• W 2:10 p.m.-5 p.m.
• Instructor: James Ijames
  Info
• 3 points

Managing Public Health Non-Profits

MANAGING PUB HLTH NON-PRO

Directing a public health non-profit requires knowledge of a variety of diverse content as well as organizational skills. This class will focus on leadership, facilitating change, human resources, strategic planning, grantwriting/fund-raising and assessing program effectiveness that public health professionals working as managers encounter on a regular basis. Students will have the opportunity to develop strategies for responding to daily management situations. The goal of the class will be to provide students an experience that will directly translate to working in public health organizations.

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

Consulting Practice

CONSULTING WORKSHOP

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

Consulting Practice

CONSULTING WORKSHOP

• Department: Health Policy & Management
• M 8:30 a.m.-11:20 a.m.
• M 1 p.m.-3:50 p.m.
• T 1 p.m.-3:50 p.m.
• W 1 p.m.-3:50 p.m.
• R 8:30 a.m.-11:20 a.m.
• R 1 p.m.-3:50 p.m.
• R 5:30 p.m.-8:20 p.m.
• 3 points

Entrepreneurship for Healthcare Managers

ENTREPRENEURSHP-HLTH CARE

In recent years, entrepreneurship has gained enormous popularity, even becoming accepted as a means to address pressing social and environmental issues. A significant percentage of our economy is now based on small businesses, and an entrepreneurial career is more likely and possible than ever before. Even in a more traditional corporate career, entrepreneurial skills can serve a manager well as companies that see out new opportunities. The benefits of entrepreneurship are abundant: the creativity to grow and manager your own business, the freedom of time, the potential to accumulate significant wealth and the possibility of making the world a better place. How does it happen? How can we take an idea and a blank piece of paper and transform them into an operating business with customers, cash flow and profits?
This course will break the process into discernible steps and skills. It will teach skills in opportunity identification and evaluation as well as an understanding of the steps and competencies required to launch a new business. The focus will be on scalable businesses that are large enough to attract professional investors.

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

Practicum in Advanced Clinical Assessmen

PRAC:ADV CLIN ASSESS/FAM

Utilizing a background in basic physical assessment, advanced practice nursing students apply the didactic content introduced in N8786 to this clinical practicum. Advanced physical assessment skills and the identification of abnormalities in the physical exam and appropriate documentation are emphasized with a focus on the ability to integrate systems appropriately. The complete pelvic exam is included. As well as complete male genital exam.

• Department: Nursing
• 1 points

HIST-AMER CAPITALISM SNC 1760

• Department: History
• M 6:10 p.m.-8 p.m.
• Instructor: Richard John
  CULPA: 5 Info
• 4 points

PROG EVALUATION FR POLICYMAKRS

• Department: Executive Classes in HPM
• Instructor: Howard Friedman
  h-index: 27 Info
• 1.5 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
• M 5:30 p.m.-7:30 p.m.
• 1 points

Seminar in Advanced Practice in Psychiat

SEM IN ADV PRAC PMH NURSI

This course will introduce the student to the epistemology and scholarship of practice and to lifelong learning. Using the DNP Competencies in Comprehensive Care as the framework, students will analyze clinical decision-making and utilization of evidence for best clinical practices in a variety of mental health settings. Individual plans for guided study will be mapped for each student. Clinical review and discussion of interesting, complex cases from the practice environment will facilitate the students’ development of the knowledge base and skills essential to the role of the psychiatric nurse practitioner.

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

Money, Politics & Law: Public Health and

PUBLIC HLTH & ABORTION PO

“Money, Politics & Law: Public Health and Abortion Policy” is a deep dive into health policy, health care finance, federalism, and regulatory and enforcement protocols through the unique lens of abortion. Public funding limitations, private insurance coverage restrictions and provider supply constraints are perpetually debated in health policy but remain critical leverage points influencing abortion care. With access alternately protected and eroded by courts, legislatures and regulators nationwide, abortion remains the single most controversial health care service in the United States. Although generally safe when performed legally and cost-effective relative to pregnancies carried to term, the future of abortion appears uncertain. Using abortion as a case study, students conduct a multi-disciplinary examination of legislative, executive and judicial branches of government in action.
In each of seven sessions, students will scrutinize facets health law and policy- from landscape view to microscopic dissection- to understand how abortion both mimics and is marginalized relative to other health care services. The course begins by exploring patterns of payment for abortion, selected abortion jurisprudence, federal statutes, key state laws and the regulatory frameworks affecting funding for abortion. How much does abortion cost? Who pays for it and how? Students focus on public financing limitations including the Hyde Amendment, Harris v. McRae and its state level progeny; private insurance coverage and coverage bans including the Affordable Care Act and implementing regulations; noninsurance based funding mechanisms for abortion services including out-of-pocket contributions, borrowed money, sliding scale negotiations, structured funds and philanthropy. Complex issues influencing the abortion provider supply including medical malpractice insurance, laws governing provision of care by non-physicians, and provider training pipelines are explored. This cutting edge health policy case study concludes by contextualizing US abortion policies among developed nations and examining abortion-related restrictions on US foreign funding.

• Department: Health Policy & Management
• M 1 p.m.-3:50 p.m.
• Instructor: Magda Schaler-Haynes
  Info
• 1.5 points

Transforming the Delivery of Healthcare

TRANSFORM-DELIVERY-HLTHCR

This course provides an advanced, critical analysis of the delivery and payment of healthcare services in the U.S. with a specific focus on actions innovative healthcare providers and health insurers are
taking to improve the quality of patient care, manage the escalating costs of providing such care, and enhance business performance. It will analyze the attractiveness and feasibility of new approaches to address the challenges facing providers, payers and patients operating in an inefficient, misaligned, and fragmented healthcare system. Particular focus will be given to the impact of the 2009 HITECH Act as well as the Affordable Care Act (ACA) of 2010. There will be guest lectures by a variety of major leaders in healthcare business and policy. The course will be useful for students interested in careers in health system management, health insurance, HCIT, healthcare consulting & banking, private equity, investment management, health policy, entrepreneurship in the healthcare services sector and pharmaceuticals, medical devices & diagnostics.

• Department: Health Policy & Management
• T 8:30 a.m.-11:20 a.m.
• 1.5 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
• Instructor: David Rosenthal
  Info
• 0-6 points

Advanced Practice in Psychiatric Mental

ADV PRAC IN PMH NURSING I

This course is designed to integrate foundation skills and strengthen the student's clinical practice in a variety of psychiatric mental health settings. The practicum is the first of two consecutive courses. Expectations of the clinical experience are direct patient contact (assessment, diagnosis, and treatment including medication management) and therapeutic interaction with staff, families, and systems. The student will develop a knowledge base and skills essential to the role of the advanced practice psychiatric nurse practitioner. Details of the practicum will be coordinated with the agency by faculty in line with courses objectives, agency objectives, and student education goals.

• Department: Nursing
• 5 points

Computing in Context: Health Policy

COMPUTING IN CONTEXT: HEA

This course consists of two components: a computer science component and a health policy-specific component. The first component consists of lectures, homework assignments, and in-class quizzes in the Department of Computer Science, which introduce students to algorithmic problem solving and implementing solutions in Python. These lectures will include students enrolled in context sections from other parts of the University, and assume no prior experience with programming whatsoever. They will be supplemented by a weekly lab at CUMC for Mailman students, which will focus on guiding students through practical examples/applications of the methods presented in the lectures. The second component of the class is context-specific, and includes a health policy analysis project, in which students apply programming methods learned in class to a health policy problem, as well as context lectures given at CUMC in the second half of the semester. These context lectures will focus on the ever-expanding role of computing and “big data” in health policy and healthcare, and will discuss recent research on these topics. Attendance for all lectures and labs is mandatory.

• Department: Health Policy & Management
• Instructor: Sarah Ashcroft-Jones
  Info
• 3 points

The Politics and Policies of Humanitaria

POLIT & POLICY OF HUMAN A

With the Middle East and other regions of the world in political turmoil, and with the frequent occurrence of natural disasters and deadly epidemics, the demands on and the stakes involved with humanitarian aid in health grow steadily higher. Yet both historical and recent political and scientific controversies abound regarding how it should be planned and delivered. In this course, students will explore some of the most salient of these controversies and review concrete cases of intervention from Africa, Asia, the Americas, the Middle East, Europe and former Soviet Union. The twin objectives of the course are to provide students with: 1) a rigorous understanding of current policies and approaches to humanitarian aid in health, and 2) the analytical tools and historical perspective to participate, as public health professionals, in the field’s renewal. The course will be provided through a mix of lectures, discussion and debates. Major international UN and NGO practitioners will be invited to participate in the debates and a United Nations Headquarters tailored site visit will be organized.

• Department: Health Policy & Management
• S 9 a.m.-3:30 p.m.
• Instructor: Laetitia Atlani-Duault
  Info
• 1.5 points

S SCIENCE AND THE COURTS

• Department: Law
• 2 points

Pedagogy of Sexuality Education

PEDAGOGY OF SEXUALITY EDU

Pedagogy of Sexuality Education will provide students with the background and skills they need to design, implement and evaluate effective sexuality education interventions. The course will emphasize teaching methodology for working with groups and students will learn both theories of behavior change and techniques for influencing the key determinants that are relevant in encouraging sexual health. Further, all students will learn strategies for facilitating group learning, responding to the needs of students of various ages and developmental stages, and ways to engage parents. The course will include designing and delivering lesson plans and receiving substantive feedback from the other course participants and the instructor. The course will analyze emerging digital approaches to sexuality education and ways to translate what has been learned about effective in person sex education into digital strategies. We will also cover techniques for working effectively within tight time constraints and preventing controversy. The context in which young people are learning about sexuality as well as current dominant cultural scripts about sexuality will be examined.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Lindsay Fram
  Info
• 3 points

PT Management of Cardiopulmonary Conditi

PT Mgmt Cardiopulmonary C

This course provides extended exposure to normal physiology and pathophysiology of the cardiovascular system.  Exploration of pathophysiological changes of the cardiovascular system and of evaluative techniques for identifying these changes will provide the student with knowledge critical to decision making in contemporary clinical practice. The course will cover examination, evaluation, diagnosis, prognosis, intervention, and outcomes for patients with various cardiopulmonary disorders.

• Department: Physical Therapy
• 3 points

PT Management of Cardiopulmonary Conditi

PT Mgmt Cardiopulm Cond I

• Department: Physical Therapy
• 1 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, policy and advocacy. The course includes an introduction to the principles, provisions and underlying assumptions of law, policy and rights related to public health. Students then have the opportunity to use human rights tools and principles in documentation of health-related human rights violations and formulation of programmatic and advocacy responses to violations. A wide range of issues – HIV, health problems of criminalized populations, autonomy of people living with mental disorders, racial discrimination in health services and related policy, and rights-unfriendly practices of for-profit companies – are used to illustrate the importance of human rights inquiry and analysis in public health.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Marta L Schaaf
  Info
• 1.5 points

S. Sports Corruption, Discrimination, an

N/A

• Department: Law
• 2 points

PT Management of Orthopedic Conditions I

PT Mgmt Ortho Cond III

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

This course applies the Patient Management Model to musculoskeletal conditions associated with the upper extremities. Examination, intervention, progression and outcome assessment of the upper extremity is linked with diagnostic imaging and conservative and surgical management. Interventions integrate joint and soft tissue manual therapy techniques with therapeutic exercise. Emphasis is placed on clinical decision-making and evidence-based practice in individuals with orthopedic conditions.

• Department: Physical Therapy
• 3 points

Current Issues in Sexual Health

CURRENT ISSUES IN SEXUAL

The goal of this course is for students to explore and gain a more in-depth understanding of current issues related to sexual and reproductive health. The course will examine how current trends in public health and public policy—and the historic policies, processes, and narratives from which those trends emerge—shape health access and outcomes and drive inequities among certain populations, particularly youth, LGBTQ  

communities, immigrant communities and communities of color. The course will use a systems approach, pushing students to identify and analyze the relationship between issues such as welfare policy, economic inequality, maternal mortality and toxic stress and sexual and reproductive health. The class will better equip students to understand, analyze and intervene in systems of oppression and inequality in order to advance equity for all people. Some sessions will feature guest speakers from the fields of policy, public health and advocacy who will share their own experiences and perspectives on current critical issues in sexual and reproductive health.  

This is a required course for all students in the Sexuality, Sexual and Reproductive Health (SSRH). The course is also open to non-Mailman students interested in exploring sexual and reproductive health issues (instructor permission required).

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Andrea M Flynn
  Info
• 3 points

PT Management of the Adult with Neurolog

PT Mgmt of Neuro Cond I

This course is the first of a two-part series that applies the Patient Management Model to adults with neuromuscular conditions.   Diagnosis emphasized are acquired brain injury disorders, stroke, and traumatic brain injury.  Examination, intervention, progression and outcome assessment for stroke and TBI disorders are linked with diagnostic imaging and management via medical and surgical methods. Emphasis is placed on clinical decision-making and evidenced-based practice in individuals with neurological conditions.

• Department: Physical Therapy
• 3 points

Quantitative Data Analysis

QUANTITATIVE DATA ANALYSI

In this course you will learn to develop and implement a quantitative data analysis plan and to interpret the output of quantitative analyses using datasets from actual evaluation studies. The early phase of the course will focus on essential pre-analytic tasks often overlooked in the research training process. These include identifying and resolving dirty data including logical inconsistencies and conducting simple and complex data transformations. 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 R in each class session. Reflecting the focus on skill-building, this course includes weekly homework using R.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Judith F Austin
  Info
• 3 points

Outbreak Preparedness and Response in Re

OUTBR PREP/RESP IN RES-LI

How do we prepare for and respond to communicable disease outbreaks in low-resource settings? How are diseases transmitted, and how do we prevent, detect, and control the major communicable diseases encountered by populations in low-resource health care settings? How are governments, the UN, and nongovernmental organizations (NGOs) responding to disease prevention, mitigation, and control? How do we study what has worked to control disease outbreaks and what has not during situations of war, civil strife, migration, and mass displacement of people and in under-resourced health settings globally? 

Whether caused by a natural disaster, conflict or famine, a humanitarian crisis often brings increased morbidity and mortality from direct and indirect causes, including communicable diseases. People moving into crowded communal settlements or shelters means that diseases like diarrhea and measles spread easily. Damage to sanitation facilities or a lack of clean water means rapidly transmitted water- and vectorborne diseases. Since the 1994 cholera epidemic in Goma, Zaire, the humanitarian community has improved its ability to perform operational research to detect and respond to communicable disease outbreaks where infrastructure and information are limited and come up with evidence-informed approaches to the response. Exploring the interplay of programmatic and scientific advances in humanitarian response is imperative to developing and capitalizing on the lessons learned from previous emergencies. 

With the onset of the COVID-19 pandemic, these lessons are more pertinent than ever as the global community struggles to control the spread of the virus and vaccinate populations in an efficient, equitable manner. This course focuses on familiarizing students with epidemiology, pathobiology, diagnostic methods, treatment, preventive interventions, and, especially, programmatic considerations regarding the leading infectious diseases encountered by communities, governments, and humanitarian actors in underresourced health settings. We will evaluate the effectiveness of different stakeholders, including ministries of health, international governments, and NGOs, in outbreak preparedness and response.

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

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• 3 points

ENTRPRNSHP & COMM DEVT CLN

• Department: Law
• 4 points

Pediatric Population Health in the Unite

PEDIATRIC POP HLTH IN THE

Public policy and the organization of health systems profoundly shape the health and well-being of children and youth in the United States. Building on an overview of key federal and state agencies, major pediatric programs (such as Medicaid and CHIP), and leading causes of pediatric morbidity and mortality, this course examines how policy, financing, and models of care contribute to both children's health and inequities. Through focused lectures and applied in-class activities, students analyze contemporary policies and programs, critique government strategy documents, and practice translating evidence for policymakers, professionals, parents, and youth audiences. By the end of the course, students will be able to evaluate federal and state roles in pediatric population health, assess the impact of pediatric policies and care models, and communicate clear, persuasive evidence-based recommendations to diverse interest holders.

• Department: Population and Family Health
• W 8:30 a.m.-11:20 a.m.
• Instructor: Kyle R MacDonald
  Info
• 1.5 points

ADV ENTREPENEURSHIP & COMM DEVEL CLINIC

• Department: Law
• 1-4 points

Issues in School-Based Health

ISSUES IN SCHOOL-BASED HE

The field of School Health has changed dramatically since its inception over a century ago, from an emphasis on mass screening of the school population for infectious disease and sanitation to the current broader vision of comprehensive health, education, and wellness in children and adolescents. This course will explore the potential of schools as vehicles for not only education, but also as untapped resources for child, family, and community health promotion. 

Class participants will learn about the evolving public health mission and role of schools as an organized network for health education, medical care, and civic involvement.  They will explore a myriad of models of school based, school linked, and community centered care for the school aged population.  While the emphasis will be on the existing models of School Health available in the local urban New York area, students will also explore alternate school health models in suburban, rural, national, and global settings. An exploration of potential and future directions for the field will be an integral part of the discussion experience. This class is designed for MPH students from all departments and students from Teachers College who are looking to integrate their developing skill sets in the field of School Health.

• Department: Population and Family Health
• R 1 p.m.-3:50 p.m.
• Instructor: Gazi Azad
  Info
• 1.5 points

DNP SEMINAR IN PEDIATRIC PRIMARY CARE II

DNP SEM IN PED PRIM CARE

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

• Department: Nursing
• M 11 a.m.-12:50 p.m.
• 2 points

Orthotics

This is the first of a pair of courses on orthotics and prosthetics in physical therapy. This course emphasizes knowledge of orthotic components and principles of biomechanics in the application, analysis, evaluation, and prescription of orthotics in the context of patient/client cases.  The course will expand students’ knowledge of orthoses used in physical therapy for upper-extremity, lower-extremity, and trunk dysfunctions. Emphasis will be placed on applying biomechanical principles, the available evidence base, and clinical evaluation and management considerations underlying the clinical decision-making of orthotic prescription and clinical care for individuals with a range of orthopedic and neurologic dysfunctions. Particular attention will be paid to developing gait assessment skills to allow evaluation of gait abnormalities that can be affected with orthoses including the determination of a comprehensive plan of care to address gait dysfunction.

• Department: Physical Therapy
• 2 points

Qualitative Data Analysis

QUALITATIVE DATA ANALYSIS

The collection of qualitative data is widespread and growing in public health research, however the credibility and quality of qualitative research rests upon utilizing systematic rigor in collecting, recording, organizing, categorizing, and interpreting qualitative findings. Focusing on focus group data and individual in-depth interview data, this course introduces several approaches to the process of qualitative data analysis. Through a mixture of hands-on group work and independent work, students will apply thematic analysis or framework analysis on real qualitative data starting with developing a research question to writing a scientific manuscript of peer-review quality.  Students will use qualitative data analysis software Dedoose to analyze data.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Stephanie A Grilo
  Info
• 3 points

Gender-Based Violence in Complex Emergen

GENDR-BASED VIOL-COMPLEX

This course, taught over seven weeks, explores the structural, social and political factors that contribute to the existence of gender-based violence and which lead to an increased occurrence of acts of gender-based violence in complex emergencies, including conflict zones and natural disasters. Students will learn about a range of practical resources and guidelines for effective programming and discuss contemporary research on considerations for designing interventions, all within a survivor-centered framework. Students will develop a practical understanding of effective interventions for preventing and responding to violence against women and girls in different phases of complex emergencies. Specifically, students will learn a conceptual and practical framework for preventing and responding to GBV. This will include looking at the International Rescue Committee’s field-tested GBV Emergency Response & Preparedness Model; Inter-Agency Standing Committee (IASC) Guidelines, and other resources. Discussions will focus on the role of States, the United Nations, national/international non-governmental organizations and civil society actors—especially women’s rights organizations and activists—in addressing GBV in emergencies; the role of effective coordination among humanitarian agencies; and how the voices of women and girls drive programming.  

Upon successful completion of the course, students will be able to design an intervention to address gender-based violence in different phases of a complex emergency, in addition to adapting data collection and research methods as appropriate to GBV programming needs.

• Department: Population and Family Health
• F 1 p.m.-3:50 p.m.
• Instructor: Alina Potts
  h-index: 8 Info
• 1.5 points

Methods in Program Evaluation

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, group exercises, guest presentations and real-world examples. Specifically, students will discover evidence-based methods for identifying stakeholders, crafting evaluation questions, designing instruments, sampling and data gathering to achieve good response rates, analysis and synthesis of information for report-writing and case studies.

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

Environmental Justice Advocacy

ENVIRONMENTAL JUSTICE

In this course, students will learn about the disproportionate burdens of environmental contamination and resultant health disparities affecting marginalized communities across the United States and globally. The curriculum will explore the ways in which the environmental justice movement in the US has succeeded in implementing just forms of health research, progressive environmental health policies, and protections from racial/cultural injustice, as well as obstacles, policy impediments and potential paths forward. We will examine environmental health/justice theories and perspectives in the contexts of health impacts on various populations, including American communities of color and the socioeconomically disadvantaged, indigenous peoples, women, and children.  We will study climate change, natural disasters, urban pollution and segregation, extractive industries, and environmental sustainability. Students will be asked to critically examine these topics and explore unresolved, chronic problems relating to environmental injustices and their health impacts.

• Department: Population and Family Health
• R 8:30 a.m.-11:20 a.m.
• Instructor: Yolande A Cadore
  Info
• 1.5 points

SEMINAR ANIMAL LAW

• Department: Law
• 2 points

REHEARSAL AND PRODUCTION

R&P: ASM

The Materials, Chekhov, & 3rd Year PWF presentations provide an excellent opportunity for stage managers to apply the skills they have acquired through their classroom work and practical training. Each of these productions is attached to three separate “Rehearsal & Production” courses; as such, each requires stage managers to take the lead position as PSM (Production Stage Manager) and shepherd each of the following from pre-production and rehearsals through final presentation.

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

REHEARSAL AND PRODUCTION

R&P: PSM

The Materials, Chekhov, & 3rd Year PWF presentations provide an excellent opportunity for stage managers to apply the skills they have acquired through their classroom work and practical training. Each of these productions is attached to three separate “Rehearsal & Production” courses; as such, each requires stage managers to take the lead position as PSM (Production Stage Manager) and shepherd each of the following from pre-production and rehearsals through final presentation.

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

S APPELLATE ADVOCACY

• Department: Law
• 3 points

Problems in Kano Painting

The graduate seminar “Problems in Kano Painting,” is a graduate seminar offered periodically to investigate the hereditary lineage of painters that dominated the field of painting in Japan’s late medieval and early modern eras. This semester we will begin with the work of Kano Motonobu and his grandson Eitoku, but will spend most of our time focused on their descendants at the turn of the seventeenth century, particularly Kano Sanraku and Kano Sansetsu. The seminar address the question of how this clan of painters managed to secure its position as official painters to Japan’s rulers for nearly three centuries—a phenomenon unique in the history of art. We will also explore such topics as the ways in which it expanded its painting repertoire beyond its origins in monochrome ink painting, what is meant by an “academic” painting tradition in the Japanese context, its systems of training, promotion, and the economics of their enterprise, and the institutionalization of the Kano project through the writing of art historical treatises.

• Department: Art History and Archaeology
• W 2:10 p.m.-4 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 points

Planning, Managing & Communicating For E

PLN MNG & COMMS

Evidence-based public health (M Plescia, AJPH 2019) includes making decisions based on peer-reviewed evidence, using data systematically, and disseminating what is learned. Conducting evidence-based public health that reflects the mission and values of the Department of Population & Family Health (PopFam) requires skills to: clarify gaps in knowledge and evidence to explicate how such gaps can be filled; solicit funding and community support for research and evaluation projects that can inform public health practice; ensure applied public health research and evaluation is feasible, and carried out efficiently and according to plan; and that the results and “lessons learned” are disseminated to guide next action steps. This course focuses on practical skills that can be applied in post-Mailman work, with an emphasis on generating key work products such as Specific Aims, letters of support, and data briefs. This course will provide students with skills to center health equity in our public health work from the get-go – recognizing how to be attentive to inclusion and equity in generating research and evaluation questions, project management, and communication and dissemination. This course is designed as a complement to students’ experiences with research or program-based APEx and their subsequent capstone/integrated learning experience (ILE); therefore, priority will be given to second-year PopFam and PHRM students.

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• 3 points

Child Development & Health Programs

CHILD DEVELOPMENT & HLTH

Childhood and adolescence are critical windows of opportunity in human development to influence health, learning, and productivity throughout life. In the earliest years of childhood, survival, growth and development are interlinked; growth affects both the chances of survival and the child's development, and family care practices, resources and access to services influence all three. Adolescence is the second period of rapid growth when foundational learning associates with distinct neuro-maturational changes. Contributing to increased investment in the early years and adolescence are new demands related to changing economic, social, demographic, political and educational conditions. The course will focus on populations throughout their lifespan, thinking through child development and explaining why and how programs positively affect health outcomes. Students will understand the role of early child development programs (ECD) in the achievement of improved educational success and improved long-term health. The course will also explore adolescence through a developmental lens and the complex life events and social constructs that can influence adolescent behaviors. Through interactive lectures, small-group discussions and debates, and presentations by established guest speakers, students will learn to analyze programs and services, including how we can work with parents, support young children and adolescents in times of emergencies, and work within the healthcare system through a variety of hospital, community, school and family-based approaches to promote health and positive development.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• Instructor: Drew M Velting
  Info
• 3 points

HISTORIOGRAPHY-LAT AM-MOD PER

• Department: History
• T 6:10 p.m.-8 p.m.
• Instructor: Pablo Piccato
  CULPA: 22 h-index: 20 Info
• 4 points

Advanced Techniques in Global Health

Adv Techniques Global Hea

Global health has long been shaped by broader national interests and geopolitical forces.  Global health practitioners must be able to adapt to an ever-changing landscape.  Many in the sector are scrambling to do just that as resource flows and collaborative structures that have been relied upon for decades have been diminished in recent years and calls to redefine global public health reverberate.  At its heart, however, are a set of essential practice activities that equip the global health workforce to deliver effective and equitable programs across borders and in challenging settings. This course builds on students’ foundational global health knowledge and experience with an emphasis on skills and techniques for successful public health practice in global settings.  It will address competencies for the advanced certificate in global health as well as those defined in WHO’s 2024 Global Competency and Outcomes Framework for the Essential Public Health Functions. Units in this course are organized around 5 key domains from this framework: collaboration, decision making, community-centeredness, evidence-informed practice and communication. In each unit, students will learn and apply global health frameworks, as well as critical historical and theoretical perspectives in a series of guided readings, interactive lectures, asynchronous learning modules, in-class discussions, individual and group presentations, and case-based practice simulations where students apply graduate level advanced techniques in real-world global health settings.

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

Global Health Practice Seminar 2

Global Health Pract Semin

This weekly seminar held during the Fall semester is required for all second-year MPH students enrolled in the Global Health certificate. Each certificate student is required to conduct a presentation synthesizing their applied practice experience (APEx), aligning field experience with skills and perspectives gained through coursework. Students present to their peers and Global Health faculty. Two student presentations will be scheduled per week. A sign-up sheet will be distributed at the first seminar session. In addition, this seminar will provide opportunities to meet with global health professionals and discuss methods for finding careers that align with skills and interests. This full-semester course is limited to students enrolled in the Global Health certificate.

• Department: Population and Family Health
• W 11:30 a.m.-12:50 p.m.
• Instructor: Meghan C Gallagher
  Info
• 0.5 points

Training of Trainers of Public Health Pr

TRAINING OF TRAINERS OF P

The purpose of the course is to teach participants the key principles and skills needed to design, deliver, and evaluate participatory training activities for public health programs across a range of geographies, settings, and content areas. Students will experience and experiment with a range of adult learning theories, tools, strategies, and methodologies, and use this learning to collaboratively develop a real-world training program. Instruction will include self-paced pre-work to devote more in-class time to application, problem-solving, and in-depth discussion. As a workshop-style course, students do not need to be expert educators to succeed, but must be willing to get creative, take risks, and critically examine our values and beliefs around the practice of teaching and learning.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Ryan M Mateo Sharnbroich
  Info
• 1.5 points

SCENE STUDY II

SCENE STUDY II: CHEKHOV

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

Pediatric Primary Care Nursing III: Dida

PED PRIM CARE NUR III:DID

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

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

TOPICS IN NUMBER THEORY

The course will cover various topics in number theory located at the interface of p-adic Hodge theory, p-adic geometry, and the p-adic Langlands program.

• Department: Mathematics
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Lue Pan
  Info
• 4.5 points

CURRENT ISSUES IN STAGE MANAGEMENT

PEOPLE AND PRACTICE

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

• Department: Theatre Arts
• F 10 a.m.-12:50 p.m.
• Instructor: Jhanae Bonnick-McDonnell
  Info
• 3 points

Epidemiological Methods for Measuring Hu

EPID MTHDS-MEAS HUM RTS A

People across the world turn to the language and legal structures of human rights to advance justice and accountability. This course explores the intersections between epidemiology and human rights, examining how epidemiologic concepts and methods can help document violations, assess inequities, monitor progress, and support accountability. With its focus on the distribution and determinants of disease, disability, death, and injury, epidemiology offers powerful tools for substantiating claims related to the rights to health, a healthy environment, equitable resources, and freedom from violence and trauma. 

 

The course has three central goals: to help students critically examine the connections between human rights, justice, epidemiology, and quantitative measurement; to introduce epidemiologic methods relevant to human rights research, including vital statistics, population-based surveys, capture-recapture analyses, latent variable modeling, policy mapping, and causal inference; and to guide students in designing and communicating rigorous research that can inform human rights advocacy. Through this course, students will learn to select and design indicators of civil, cultural, economic, political, social, and collective rights; to evaluate and interpret quantitative evidence used in human rights contexts; to identify and articulate theories of change underlying human rights research; and to translate epidemiologic findings for diverse audiences in ways that maintain scientific integrity while advancing advocacy goals. The course culminates in a final paper in which students apply these skills to a set of human rights concerns in a particular context.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Justin Feldman
  Info
• 1.5 points

Public Health and Humanitarian Action

PUB HLTH & HUMANITARIAN A

Humanitarian action has come to occupy a central place in world politics. Increasingly grounded in rights rather than charity, international assistance and protection are expected to reach people affected by disasters, organized violence, climate change, and other emergencies in a timely, informed, and impartial manner. Global wealth suggests that such a response is possible; global morality suggests that it is necessary. 

 

This course examines efforts to provide humanitarian assistance and protection in crisis-affected settings. It considers the political, technical, organizational, moral, and ethical forces that shape humanitarian action, as well as the distortions and performance challenges that continue to compromise effective and impartial response. While public health practice often focuses on technical and organizational capacity, this course emphasizes that political and ethical dimensions are equally central to alleviating human suffering. Combining theory with practice, the course explores the constraints and possibilities of humanitarian action from the perspectives of humanitarian agencies, field professionals, and people affected by crisis. Students will examine the principles guiding humanitarian response and their influence on evidence-based decision-making across key public health priorities. The course also addresses the need for sustainable approaches in protracted crises and emerging challenges, including climate change and efforts to decolonize the aid sector. Students will engage current trends and debates, take and defend positions, and contribute actively to a participatory learning environment.

• Department: Population and Family Health
• R 1 p.m.-3:50 p.m.
• Instructor: Sabrina C Hermosilla
  Info
• 3 points

Forced Migration Practicum Seminar

FORCED MIGRATION PRACTICU

This weekly seminar, held during the Fall semester, is required for all second-year students enrolled in the Public Health and Humanitarian Action (PHHA) certificate. Each certificate student is required to conduct a presentation synthesizing applied practice experience, aligning field experience with skills and perspectives gained through coursework.  Students present to their peers and PHHA faculty. The seminar is limited to students enrolled in the PHHA certificate, and to first-year students considering or intending to enroll in the PHHA certificate. Two student presentations will be scheduled per week. A sign-up sheet will be distributed prior to the first seminar session.

• Department: Population and Family Health
• W 11:30 a.m.-12:50 p.m.
• Instructor: Sara E Casey
  h-index: 16 Info
• 0-1 points

Capstone Paper-Heilbrunn Department of P

CAPSTONE

No syllabus.

• Department: Population and Family Health
• 0 points

Key Issues in Adolescent Sexual and Repr

ISS IN ADOLESC SXL/REPRO

This graduate seminar examines key issues in adolescent sexual and reproductive health research. The course emphasizes how research shapes policy, clinical practice, advocacy, and public health programming for adolescents. Using a journal club format, students will critically read, discuss, and debate both classic and emerging research through a combination of student-led presentations, guided deconstruction of scientific papers, and collaborative discussion. Students will learn how to evaluate the quality and relevance of diverse research designs, compare findings across studies, and identify gaps in the evidence. This 7-week course will also introduce students to the thoughtful and responsible use of artificial intelligence tools to support scholarly work, including literature discovery, question development, synthesis, and scientific communication, while emphasizing critical judgment, transparency, and verification of sources. Topics include adolescent sexuality, sexual health communication, abstinence-only programs, STI prevention and testing, sexual violence, abortion, LGBTQ+ health, and other emerging issues in adolescent sexual and reproductive health. By the end of the course, students will be better prepared to interpret evidence, lead informed discussions, and apply research to their future work in public health, clinical care, education, and policy.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Lauren S Chernick
  Info
• 1.5 points

Health Advocacy

HEALTH ADVOCACY

For anybody who’s spent even a little time in public health circles, it doesn’t take much effort to list the many societal ills that desperately call for action. What’s equally important, though, is answering the classic question that’s bedeviled advocates for centuries: “What is to be done?” This course will help us sharpen our answers to that question through study of recent advocacy efforts around CHIV/AIDS; climate change; reproductive rights; environmental justice/racism; mass incarceration and criminal justice reform, and others. Along the way, we’ll also learn about enduring dilemmas scholars have identified that confront all health advocates. These include: the costs and benefits of working within (versus outside of) formal politics; framing rhetoric to reach wider audiences; the virtues and drawbacks of confrontational direct action; public apathy towards “health” issues; oppositional movements at complete odds with theirs; and more recently, the potential of social media.
This course also contains a skills component, where students will learn basic legislative, legal, and media research that can aid advocacy efforts.

• Department: Sociomedical Sciences
• R 4 p.m.-6:50 p.m.
• Instructor: Merlin Chowkwanyun
  Info
• 3 points

Evidence Based Practice I

This is the first course in the Evidence Based Practice sequence that prepares students with the knowledge and skills to be an evidence-based practitioner. The American Physical Therapy Association’s Vision 2020 calls for physical therapists to “render evidence based services throughout the continuum of care.” The course emphasizes lifelong learning and the need for integrating the best available research into clinical practice.

The curriculum in critical exploration is designed to provide students with knowledge and understanding of the purpose and methods of research in the biomedical, social and basic sciences relevant to the practice of physical therapy. The course introduces skills regarding ethics of clinical research, writing answerable questions, efficient and structured methods to find, appraise and apply relevant research, measurement theory, validity (internal and external), reliability and study designs.

• Department: Physical Therapy
• 2 points

Business and Climate Change

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

• Department: Business
• T 2:20 p.m.-5:35 p.m.
• R 2:20 p.m.-5:35 p.m.
• Instructor: Bruce M Usher
  Info
• 1.5 points

Evaluation Of Health Programs

EVALUATION OF HEALTH PROG

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

• Department: Sociomedical Sciences
• M 1 p.m.-3:50 p.m.
• Instructor: Michael P McNeil
  h-index: 3 Info
• 3 points

Global Immersion: Doing Busine

• Department: Business
• R 12:30 p.m.-2 p.m.
• Instructor: Kamel Jedidi
  Info
• 3 points

SMS Thesis Proposal

SMS THESIS PROPOSAL

The Master's Thesis is the capstone requirement of all students in all tracks of the MPH program of the Department of Sociomedical Sciences (SMS). The thesis is intended to reflect the training you have received in the MPH program and demonstrate your ability to design, implement, and present professional work relevant to your major field of interest. Writing the thesis is an essential experience that could further your career development. Employers seek in potential employees with a MPH degree the ability to write articles and reports, and want to see evidence that you can design studies, analyze data, write a needs assessment, and/or design a health program. If you plan to continue your academic studies, developing expertise and demonstrating your ability as a writer are two important skills required of doctoral candidates. A well-written paper is a great asset that you can bring with you to a job interview or include in an application for further study. The thesis ought to demonstrate your ability to think clearly and convey your thoughts effectively and thereby provide an example of your understanding and insight into a substantive area in which you have developed expertise.

• Department: Sociomedical Sciences
• F 10 a.m.-11:30 a.m.
• Instructor: Christian Gloria
  Info
• 1 points

COLL IN INTERNATIONAL TRADE

• Department: Economics
• T 11 a.m.-noon
• 2 points

ROLE OF THE THEATRE PRODUCER

.

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

MICROECONOMIC THEORY COLLOQ

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

• Department: Economics
• W 1 p.m.-2 p.m.
• Instructor: Prajit K Dutta
  CULPA: 20 Info
• 2 points

Global Immersion: The Brazilia

• Department: Business
• F 1 p.m.-3 p.m.
• Instructor: Medini Singh
  Info
• 3 points

Labor & Public Finance colloquium

Labor & Public Finance Co

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

• Department: Economics
• W 12:30 p.m.-2 p.m.
• 2 points

Global Immersion Program: Navigating Arg

GIP: Argentina

Argentina offers a unique context for understanding how macroeconomic volatility and shifting global dynamics shape business strategy and innovation. Over the past century, the country has experienced cycles of rapid growth, chronic inflation, sovereign defaults, and deep economic reforms, creating a resilient and highly adaptive business ecosystem. Argentina has globally competitive sectors in agriculture, energy, and technology, and plays an important role in global trade, connecting South America to China, the United States, and Europe. The country is currently undertaking major reform and stabilization efforts, including fiscal adjustment, monetary restructuring, and renewed engagement with international financial partners, such as the U.S. Treasury.  

Building on the Argentina foundations introduced in the Global Economic Environment core course, this elective expands the coverage of Latin America while exploring the opportunities and challenges of operating in complex dynamics. It examines Argentina’s historical cycles, macroeconomic context, and the strategies that local and multinational companies have used to succeed in a volatile environment.  

Please note that the in-country component of the course is not tourism. Students should plan to arrive in Buenos Aires, Argentina on Saturday, October 17, 2026 and students should not book departures prior to October 24, 2026. If your calendar conflicts with these dates, do not register for this course.   This class will meet weekly in the A term prior to travel, and will have a post travel meeting on Friday, November 6th.  

 

Attendance and regular participation both in New York and Argentina are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course.  No program fee refunds will be given after the add/drop period has closed.  

The 2026-2027 Global Immersion Program mandatory fee for all classes is $2500 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. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to r

• Department: Business
• F 10 a.m.-11:30 a.m.
• Instructor: Brett House
  Info
• 3 points

Sociomedical Sciences Master s Capston

SMS Master's Capstone

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

• Department: Sociomedical Sciences
• F 10 a.m.-11:30 a.m.
• Instructor: Christian Gloria
  Info
• 3 points

FINANCIAL ECONOMICS COLLOQUIUM

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

THEATRE MANAGEMENT SEMINAR: PRODUCING PA

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

• Department: Theatre Arts
• R 3:30 p.m.-5:30 p.m.
• Instructor: Jeremy W Blocker
  Info
• 1.5 points

Theories and Perspectives on Sexuality a

THEOR & PERSP ON SEXUALTY

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

• Department: Sociomedical Sciences
• R 1 p.m.-3:50 p.m.
• Instructor: Martez Smith
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• 3 points