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.

• R 1 p.m.-3:50 p.m.
• Instructor: Nicole M Cushman
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• 3 points

Health and Human Rights Advocacy

HEALTH & HUMAN RIGHTS ADV

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

• T 1 p.m.-3:50 p.m.
• Instructor: Abdul K Ahmed
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• 1.5 points

Current Issues in Sexual Health

CURRENT ISSUES IN SEXUAL

This course will examine key issues in sexual and reproductive health and development over the life span. The issues included will represent positive as well as the more typical negative sexual and reproductive health outcomes and experiences. The examination will illustrate how issues in the field are often viewed as fitting with the reproductive health (RH) or the sexual health (SH) “box” and how a more integrated perspective would enhance our research questions, findings and policy/programmatic responses to these issues. It will also focus on gender, sexuality and sexual orientation, class and race/ethnicity as key intersectionalities that affect SRH outcomes and development.

• T 8:30 a.m.-11:20 a.m.
• Instructor: Andrea M Flynn
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• 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.

• W 1 p.m.-3:50 p.m.
• Instructor: Samantha V Garbers
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• 3 points

Planning Child Survival Programs

PLANNING CHILD SURVIVAL P

Child mortality has steadily declined over the last century. In 1918, approximately one in three children died before the age of five. Today, that number is one in twenty. Global progress is however marred by tremendous disparities, and much more progress is possible. Students in the course will learn about the conditions that affect children in high-mortality settings; review the evidence base for major child survival interventions; and examine the practical issues related to their implementation. Students will look at these issues from a global, national, and program perspective, ranging from the impact of global policies, to the track record of national strategies, to key program management skills they will need to be effective. These skills include monitoring, evaluation, communication, cross-cultural understanding, leadership and human resources. Students will also learn about relevant cross-cutting areas of knowledge, such as health systems, community health, child development, crisis settings, aid effectiveness, inequality, and power dynamics.

• R 4 p.m.-6:50 p.m.
• Instructor: Emmanuel D'Harcourt
  Info
• 1.5 points

Chronic Diseases in Humanitarian Setting

CHRNC DIS IN HUMANITARIAN

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

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

• R 4 p.m.-6:50 p.m.
• Instructor: Mesfin Tessema
  Info
• 1.5 points

Issues in School-Based Health

ISSUES IN SCHOOL-BASED HE

Class participants will be offered both a didactic experience and hands-on field exploration of the evolving public health mission and role of schools as an organized network for health education, medical care, and civic involvement. While the emphasis will be on the existing models of School Health available in the local urban New York area, students will also explore alternate school health models in rural, national, international, and global settings. This class is designed for MPH candidates from all departments who are looking to complete their graduate school experience through the integration and application of their skills sets with practical program experience on the field. Participants will work as a group with a community school to plan and develop a project proposal for funding and implementation. Students will interact with various local agency and community players in both the education and school health fields. This course will also expose candidates with an interest in school health, child health, health education and health promotion to local agencies and non-profits directly involved in education and school-related public health services.

• W 8:30 a.m.-11:20 a.m.
• Instructor: Wenimo C Okoya
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• 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.

• M 1 p.m.-3:50 p.m.
• Instructor: Stephanie A Grilo
  Info
• 3 points

Digital Technology & Health Across The L

DIG TECH & HLTH ACRSS LIF

Digital technology is permeating nearly every sphere of public health, from the way that hospitals store and share records, to the way that parents interact with and ultimately raise their children. Understanding how new technologies present potential opportunities for intervention across the life course is a critical area of study for future health practitioners and researchers. This course will also cover how digital technologies can increase health risks.
Course topics will span the lifecourse (children, adolescents, adulthood and end-of-life) and the globe. Specific topics of study will include: immunization registries, text-based interventions and teen pregnancy; media and youth development; HIV, sexual behaviors, and cell phones; mobile dating and sexual health; mobile technology in displaced and refugee populations; diversity, technology and life transitions.
After completing this course, students will be well positioned to understand the current digital technologies, and to create and critique the technologies of the future. Students will be able to effectively analyze research studies and identify developmental and technological characteristics that contribute to risk and opportunities for protection. Students will formulate initiatives that reduce the potential risks and maximize potential protective characteristics using current health technology.

• T 4 p.m.-6:50 p.m.
• Instructor: Philip J Kreniske
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• 3 points

Gender-Based Violence in Complex Emergen

GENDR-BASED VIOL-COMPLEX

This seven-week course explores the socio-cultural and political factors that contribute to the existence of gender-based violence and which lead to an increased occurrence of acts of gender-based violence in complex emergencies, with an emphasis on conflict zones. Students will develop a practical understanding of effective interventions for preventing and responding to violence against women and girls in different phases of complex emergencies. Specifically, students learn the conceptual framework for preventing and responding to gender-based violence and the practical framework for developing gender-based violence programming. Furthermore, students review strategies for incorporating critical elements of gender-based violence programming: coordination among humanitarian agencies; evidence-based programming; and engaging communities in programming.

• 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, 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.

• R 4 p.m.-6:50 p.m.
• Instructor: Julia Kohn
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• 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 also explore unresolved, chronic problems relating to environmental injustices and their health impacts.

• R 8:30 a.m.-11:20 a.m.
• Instructor: Donna U Hope
  Info
• 1.5 points

Water and Sanitation in Complex Emergenc

WATER & SANITATN-COMPLEX

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

• T 5:30 p.m.-8:20 p.m.
• Instructor: Shannon Marquez
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• 1.5 points

Malaria Program Planning

MALARIA PROGRAM PLANNING

Malaria, a disease prevalent in the United States until the early 1950s, remains a major public health problem in most of the global south, accounting for a substantial proportion of childhood deaths and a profound burden on pregnant women, economic growth, and mobile and migrant populations. Global commitment and financing for malaria control, however, has greatly increased resulting in one of the most exciting and successful public health efforts in the last decade. While there is a general consensus in the malaria community on an elimination strategy, the scale up of effective prevention and control interventions has been hampered by competing economic priorities, poor infrastructure and delivery mechanisms, limited human resources, technical constraints, lack of an effective vaccine, and resistance to both antimalarial drugs and insecticides. Students, using knowledge of the epidemiology of malaria and prevention and control interventions gained in class, will use simulated scenarios to devise programmatic strategies to develop plans to control and eliminate malaria in different contexts of endemicity and country capacity towards the goal of shrinking the malaria map. Lectures, review of current literature, and critical appraisal of global strategies will form the basis of a student assignment to develop a country-level malaria operational plan. The assignment will emphasize not only a consideration of technical interventions for varying epidemiologic environments, but also consideration of investments in delivery mechanisms and systems, partnerships with other national and global agencies, and prioritization with other country health objectives.

• T 4 p.m.-6:50 p.m.
• Instructor: Stephen P Kachur
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• 1.5 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.

• W 4 p.m.-6:50 p.m.
• Instructor: Silvia Cunto-Amesty
  Info
• 1.5 points

Planning, Managing & Communicating For E

PLN MNG & COMMS

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

• M 4 p.m.-6:50 p.m.
• 3 points

Child Development & Health Programs

CHILD DEVELOPMENT & HLTH

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

• T 8:30 a.m.-11:20 a.m.
• 3 points

MS Degree Thesis

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

• 0 points

Epidemiological Methods for Measuring Hu

EPID MTHDS-MEAS HUM RTS A

The occurrence of murder, disappearances, and rape are common during complex emergencies and yet the rate of these events is rarely measured while the conflict is ongoing. In some cases, groups are denied life-sustaining services because of race, politics, or HIV status. Public health practitioners are uniquely situated and qualified to advocate for populations whose human rights and survival are threatened by the intentional actions of organized groups. This class will teach students techniques for detecting and estimating the rates of these major abuses of human rights in order to better advocate for the abused, and to permit the evaluation of programs designed to prevent such events. At the end of the course, students will be expected to be able to evaluate the sensitivity of surveillance systems, and undertake surveys, designed to measure the rates of violent deaths and rape. Classes will involve a combination of lectures, case studies, and a research project ending with a debate. Students will be evaluated based on class participation and a paper.

• R 8:30 a.m.-11:20 a.m.
• Instructor: Carrie L Teicher
  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 and a theory of rights rather than charity is now driving international assistance and protection in wars and disasters. Global events over the past two decades indeed suggest that the world needs a humanitarian system capable of responding reliably, effectively and efficiently across a full range of emergencies. Whether people are suffering as a result of an earthquake in China or organized violence in Darfur, the humanitarian response system is expected to reach them in a timely and informed manner. Global wealth suggests that it can; and, global morality says that it should. Success of humanitarian action depends upon political, technical and organizational factors. The practice of public health focuses on improving the technical and organizational capacities, but this course will display that political forces are equally essential for alleviating human suffering. Deep problems of political distortion and perennial problems of agency performance and practice continue to compromise global, impartial and effective humanitarian action. This course examines efforts to provide humanitarian assistance and protection in war and disaster crises. It combines the theoretical with the possible, highlighting constraints to action from the perspective of the humanitarian agency and professional worker in the field. Key public health priorities—including the major causes of disease and death and how best to detect, prevent and treat them--are examined. Particular attention is paid to human rights and humanitarian protection, including their nature, content, and linkages with public health assistance. Students will be exposed to current trends and debates, sides will be taken and defended, and the class will be enriched by the participation, contributions and challenges of the students.

• R 1 p.m.-3:50 p.m.
• Instructor: Juliana A Bol
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• 3 points

Forced Migration Practicum Seminar

FORCED MIGRATION PRACTICU

This course offers a forum for students to reflect upon and discuss their experiences in the practicum environment. Through discussion and presentation, students have the opportunity to integrate their practicum experience into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Students who have previously completed their required practicum will deliver a professional presentation of findings from the research conducted or programmatic input provided during the internship. Through this mode of presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.

• W 11:30 a.m.-12:50 p.m.
• Instructor: Monette Zard
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• 0-1 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.

• 0 points

Key Issues in Adolescent Sexual and Repr

ISS IN ADOLESC SXL/REPRO

This seminar will focus on key issues in adolescent sexual and reproductive health research both domestically and internationally. Using a Journal Club structure, students will discuss, dissect and debate recent and classic research papers – primarily through student-led discussions. Students will gain a greater understanding of the role of research in contributing to adolescent sexual and reproductive health advocacy, policy and programming in the U.S. and internationally. Students will also be able to effectively evaluate research designs and formulate initiatives promoting adolescent sexual and reproductive health. Through a combination of journal article reviews, occasional lectures, and group discussions, students will use science and research to inform their future career goals. Specific topics will include: abstinence-only until marriage policies, programs and funding; school-based health centers;LGBTQ youth; replicating successful interventions; and coital and non-coital sex.

• W 5:30 p.m.-6:50 p.m.
• Instructor: John Santelli
  h-index: 72 Info
• 1.5 points

Interdisciplinary Seminar in Population

INTERDISP SEMINAR IN POPF

This course offers a forum for students to reflect upon specific public health topics within their field of study. Through discussion and presentation, students will have the opportunity to integrate their chosen topics into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Through presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.
The initial sessions will be led by faculty, who model seminar leadership and participatory discussion. Subsequent sessions will be co-led by students, who will rotate in this responsibility. In advance of each session, the lead students will work with faculty to refine the suggested reading list of documents or presentations for critical analysis and reflection. All participating students will prepare annotations and commentary, which will be available to other students, and will be a foundation for discussion in each session. An overall grade for such analysis will be awarded.
Students will present a brief list of key readings for a specific topic and a two-page outline of the proposed review for discussion before session 3. Students will start leading the discussion of those topics beginning in session 4 of the class. Where possible, the student(s) leading each session will have real-world work experience in that area. Students will be graded on their specific summary outline and the leadership of their class discussion. Students will then choose one topic to focus on, and will submit a final version of their review paper (to length and format required by the targeted journal) within seven days of the final session of the class (session 14).

• W 4 p.m.-5:20 p.m.
• 1.5 points