Description: GIS offer useful tools for collecting, mapping and analyzing health data. The course focuses on how to use GIS to understand the geography of health, health behaviors, and health disparities. Students will learn to use ESRI's ArcGIS for introductory data management, mapping and geographic data analysis.
Course Goals: The course teaches students how to use GIS to understand the geography of health, health behaviors, and health disparities. Student learn to:
-Articulate the role of GIS in public health
- Describe the basic structure of spatial data Identify and use available major sources of GIS health data
-Know the basics of managing GIS health data
-Gain an introductory comprehension of GIS data management, mapping and analysis
-Gain proficiency with using ESRI's ArcGIS
-Use GIS to understand and find solutions for public health problems
-Effectively use GIS products to communicate with stakeholders
Competencies: HBHE Competencies Addressed by This Course:
Competency 1: Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
Competency 4: Apply basic principles of research and evaluation methodology relevant to understanding and modifying health status and health behavior from a social ecological perspective (e.g. individual, family, community, and society) within and across settings and countries with varying levels of economic resources.
HBEHED659: Introduction to Adolescent Substance Use Prevention
Description: Students gain an overview of adolescent substance use prevention from a public health perspective. Students learn about the evidence-base on adolescent substance use prevention. They apply course content to create prevention interventions. The course examines both illicit (e.g., opiates, marijuana, methamphetamine) and licit (e.g., alcohol, tobacco) substances.
Course Goals: The goal of the course is to provide students with information about adolescent substance use, its consequences, and current evidence-based intervention, and to give them skills to develop or adapt an intervention to address adolescent substance in a specific population.
Competencies: HBHE Competency
5. Plan, implement and manage health education and health promotion programs across diverse settings and populations from a social-ecological perspective within and across settings and countries with varying levels of economic resources.
a. Identify, explain, and apply the appropriate intervention strategy (e.g. policy advocacy, mass media, community organizing, social marketing, one on one counseling) to specific health problems and conditions.
b. Identify, explain, and apply the appropriate level of intervention (e.g. individual, family, community, policy).
c. Apply evidence-based approaches to the development and evaluation of public health programs.
d. Describe the key elements of an effective grant proposal.
CEPH Foundational Competency
9. Design a population-based policy, program, project or intervention
Learning Objectives: -Understand the magnitude of and trends in adolescent substance use in the US and globally.
-Describe which adolescent populations are at greatest risk of substance use and its consequences.
-Describe the consequences of adolescent substance use on adolescent health and development.
-Understand and critically appraise the main theoretical perspectives that are used to explain what determines adolescent substance use, and progression in to abuse.
-Articulate the empirical evidence about the determinants of adolescent substance use.
-Identify and appraise existing programs and policies designed to prevent adolescent substance use.
-Apply the above to develop a new or adapt an existing evidence-based program or policy to prevent adolescent substance use.