Health Behavior and Health Education Courses

HBEHED530: Techniques of Survey Research

• Graduate level
• Both Residential and Online MPH
• This is a second year course for Online students
• Fall term(s) for residential students; Winter term(s) for online MPH students;
• 3 credit hour(s) for residential students; 2 credit hour(s) for online MPH students;
• Instructor(s): Scott Roberts (Residential);
• Prerequisites: None
• Advisory Prerequisites: Students should have completed at least one Biostatistics/Statistics course or will need permission of instructor
• Undergraduates are allowed to enroll in this course.
• Description: Techniques of survey research are introduced including survey design, modes of data collection, sampling, questionnaire construction, maintaining data quality, pretesting techniques, and ethical considerations of survey research. This course focuses on innovative data collection methods, skill-building interactive workshops and real world experiences from survey researchers in the field.
• Residential Syllabus for HBEHED530

HBEHED540: Fundamentals of Reproductive Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Lauren Owens (Residential);
• Offered every year
• Not offered 2024-2025
• Prerequisites: Recommend prior human physiol course
• Undergraduates are allowed to enroll in this course.
• Description: The course provides a comprehensive introduction to the field of reproductive health, in the USA and internationally. The course will introduce students to historical trends in the global burden of reproductive ill-health, the social ecology of reproductive risk, clinical health practice, and current controversies in policy and practice. Through a comparative look at reproductive health needs (e.g. maternal morbidity, contraceptive use, STI care and HIV-related services), in a range of diverse social settings, we will critically examine the logic and impact of current international standards for RH policy and practice.
• Syllabus for HBEHED540

HBEHED578: Practical Projects

• Graduate level
• Residential
• Fall, Winter, Spring, Spring-Summer, Summer term(s) for residential students;
• 1-3 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: None
• Description: Practical projects in the application of theory and principles of Health Behavior and Health Education to individual and community-based public health settings. Course requirements include an approved practical project related to Health Behavior and Health Education in consultation with a faculty advisor. THE EXPERIENCE IS REPORTED IN AN INTEGRATIVE PAPER DEMONSTRATING THE SCIENTIFIC APPLICATION OF HBHE THEORIES AND PRINCIPLES TO THE PRACTICAL PROJECT. May be elected more than once. Enrollment limited to Health Behavior and Health Education majors with at least two full terms of prior registration.

HBEHED590: Principles of Community Engagement for Health Promotion

• Graduate level
• Online MPH only
• This is a first year course for Online students
• Spring-Summer term(s) for online MPH students;
• 3 credit hour(s) for online MPH students;
• Instructor(s): Paul Fleming (Online MPH);
• Prerequisites: None
• Advisory Prerequisites: None
• Description: This course will help students better prepare for engaging community members and community-based organizations for public health work. The course has three major focus areas: (1) Consideration of power, privilege, and social identities in community engagement, (2) Strategies for engaging stakeholders and building coalitions, (3) CBPR principles and other models of community engagement.
• Learning Objectives: By the end of the course, students are expected to: (1) Demonstrate critical self-reflection of how social identities, power, unearned advantage/disadvantage, and privilege impact community engagement work (2) Describe the ethical considerations for community engagement (autonomy vs. paternalism) (3) Apply the 9 principles of Community-based Participatory Research and its Core Components/Phases and how this fits with ethical considerations (4) Identify different types of stakeholder groups for a given health issue and motivations/perspectives of each (5) Strategize how to build a coalition for a specific health issue in a specific health setting (6) Demonstrate understanding of interpersonal skills required for effective community engagement

Concentration Competencies that HBEHED590 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
Population and Health Sciences		MPH	Design multisector collaborations that will support all phases of population health improvement (assessment, planning, implementation, evaluation)	PUBHLTH515, HBEHED590, HBEHED591, PUBHLTH511

HBEHED591: Planning and Implementing Health Promotion Programs

• Graduate level
• Online MPH only
• This is a first year course for Online students
• Spring-Summer term(s) for online MPH students;
• 3 credit hour(s) for online MPH students;
• Instructor(s): William Lopez (Online MPH);
• Prerequisites: none
• Advisory Prerequisites: none
• Description: This course examines focuses on planning and implementing health promotion programs broadly defined, including health communication, health education, policy advocacy, environmental change, health service provision, and community mobilization. By the end of the course, students will understand and apply key concepts related to developing a health promotion program.
• Learning Objectives: Course Goals: By the end of this course, students should be able to: Describe approaches to health promotion programs; Identify a health issue and priority population; Consider historical and structural factors that may impact the priority population and/or the health promotion program; Critically assess the relevant literature; Develop a vision, SMART goals, and program objectives that address the health issue; Create program activities and evaluation plans that link to goals and objectives; Construct a program implementation timeline (i.e. Gantt Chart) and work plan; Calculate a budget and justify budgetary expenses; and Consider the needed membership for a multisector collaboration. By successfully completing this course, students will acquire the Following Foundational competencies: HBHE Concentration Competencies: Specify approaches for planning, implementing, and managing sociobehavioral health education-focused programs and/or policies to promote human health. Foundational Competencies: Design a population-based policy, program, project or intervention. Program Competencies: Design multisector collaborations that will support all phases of population health improvement (assessment, planning, implementation, evaluation). This course substantially covers material related to the following competencies: HBHE Concentration Competencies: Assess population needs, assets and capacities that affect communities’ health. By the end of this course, students will have been exposed to the following Foundational Learning Objectives:

Concentration Competencies that HBEHED591 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
Population and Health Sciences		MPH	Design multisector collaborations that will support all phases of population health improvement (assessment, planning, implementation, evaluation)	PUBHLTH515, HBEHED590, HBEHED591, PUBHLTH511

HBEHED592: Health Program Evaluation

• Graduate level
• Online MPH only
• This is a first year course for Online students
• Fall term(s) for online MPH students;
• 3 credit hour(s) for online MPH students;
• Instructor(s):
• Prerequisites: Population and Health Sciences MPH
• Advisory Prerequisites: .
• Description: The goal of this course is to teach students how to design evaluations and become critical consumers of evaluation reports. This course covers the theoretical concepts and methodologies of evaluation including process and impact evaluation, evaluation designs and threats to validity, measurement, and basic quantitative and qualitative data analysis basics.
• Learning Objectives: Course Goals/Foundational Competencies (FC) -Select methods to evaluate public health programs (CEPH #11). -Apply research and evaluation methods to understand the effect of health education and health behavior interventions (HBHE #3). Learning Objectives Specifically, you will be able to: 1. Articulate the role of systematic evaluation in public health. 2. Describe the types of evaluations, their purpose and the typical strategies of each. 3. Create logic models of programs and use them to formulate evaluation questions. 4. Understand and address validity and reliability in evaluation designs and measurement. 5. Gain familiarity with common methods of collecting high quality evaluation data. 6. Critically review evaluation reports. 7. Design and communicate an evaluation plan that is suitable for a specific program.

HBEHED593: Theoretical Foundations for Understanding Psychosocial Determinants of Health

• Graduate level
• Online MPH only
• This is a second year course for Online students
• Fall term(s) for online MPH students;
• 2 credit hour(s) for online MPH students;
• Instructor(s):
• Prerequisites: None, but is only available to online MPH students
• Advisory Prerequisites: None
• Description: HBEHED 593 is a 2-credit course designed to provide an overview of the psychosocial determinants that affect the health of individuals, communities, and populations. This course addresses these determinants within theories, models, and frameworks of health behavior and explores the practical application of theory to public health practice.
• Learning Objectives: Course Competencies This course substantially covers material related to the following HBHE Concentration Competencies: -Describe how to use social-ecological and life course frameworks to address key determinants of health and health disparities through programs and policies -Apply relevant social and behavioral science theories, concepts and models that are designed to understand and modify health behavior Course Learning Objectives By successfully completing this course, students will be able to: -Distinguish between a theory, model, and framework -Explain behavioral and psychological factors that affect a population’s health through the use of relevant social and behavioral science theories, models, and frameworks -Describe the role of social and behavioral science theories, models, and frameworks in identifying appropriate points of intervention -Evaluate the strengths and limitations of different social and behavioral science theories, models, and frameworks -Apply social and behavioral science theories, models, and frameworks to understand a public health issue and to identify appropriate intervention approaches.

HBEHED597: Clear Health Communication

• Graduate level
• Online MPH only
• This is a second year course for Online students
• Winter term(s) for online MPH students;
• 3 credit hour(s) for online MPH students;
• Instructor(s): Brian Zikmund-Fisher (Online MPH);
• Prerequisites: Biostat 501, Pubhlth 508, Pubhlth 510, Pubhlth 511, Pubhlth 512, Pubhlth 513, Pubhlth 514, and Pubhlth 515
• Advisory Prerequisites: None
• Description: This course covers a variety of techniques and skills that lead to clear health communications, including ways of making health data more understandable and health messages more memorable. Participants practice these skills through a series of exercises and through creation of health communication products.
• Learning Objectives: 1) Define clear, audience-appropriate goals for a health communication 2) Identify and use features of messages to increase message memorability (i.e., stickiness) 3) Identify and provide contextual information to make health data (e.g., test results, risk statistics) more intuitively understandable and usable by different audiences 4) Evaluate to what degree health messages follow best practices such as using plain language 5) Apply principles of user-centered design and usability testing to develop and refine health messages using audience input.

HBEHED600: Psychosocial Factors in Health-Related Behavior

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Kristi Gamarel (Residential);
• Offered every year
• Prerequisites: None
• Description: HBHE 600 provides an overview of the psychosocial determinants of behavioral risk factors that affect health. We address these determinants within theories, models, and frameworks of health-related behavior.

Concentration Competencies that HBEHED600 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		MPH	Describe how to use social-ecological and life course perspectives to address key determinants of health and health disparities through programs and policies	HBEHED600
HBHE		MPH	Apply relevant social and behavioral science theories, concepts and models that are designed to understand and modify health behavior	HBEHED600

HBEHED605: Lgbtq Health And Inequities

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Kristi Gamarel (Residential);
• Prerequisites: None
• Undergraduates are allowed to enroll in this course.
• Description: This graduate seminar presents an overview of current research, principles, and theories in LGBTQ+ health. Students will learn theories and principles guiding LGBTQ+ health research, will develop an understanding of methodological and assessment issues in the study sexuality and gender, and will apply these principles to inform public health efforts.
• Learning Objectives: By the end of the course, students will be able to identify and critically assess: Major concepts, theories and perspectives guiding a multidisciplinary understanding of human sexuality and gender across the life course; Recent developments in LGBTQI+ health research; Methodological aspects in the study of sexuality and gender; How research on sexuality and gender informs public health practice to eliminate inequities in LGBTQ+ health
• Syllabus for HBEHED605

HBEHED610: Issues in Public Health Ethics

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Scott Roberts (Residential);
• Offered every year
• Not offered 2024-2025
• Prerequisites: Grad Status
• Description: This course will address a range of issues in public health ethics. The first part of the course will provide an introduction to key ethical frameworks and concepts relevant to public health, and it will describe the overlap and distinctions between public health and medical ethics. The remainder of the course will use a case-based approach to considering ethical dilemmas in several domains, including the following: 1) resource allocation and distributive justice; 2) questions of autonomy and paternalism; 3) health promotion & disease prevention; 4) clinical care; 5) research ethics; and 6) emerging issues in public health ethics. The course will use a blend of lectures and group discussions to consider topics of interest. Students will play an active role in researching, presenting, and writing up case studies that will be used to illustrate ethical concepts and conflicts and to facilitate class discussion.
• Syllabus for HBEHED610

HBEHED613: Confronting and Addressing Racial/Ethnic Disparities in Healthcare

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Minal Patel (Residential);
• Prerequisites: none
• Advisory Prerequisites: none
• Undergraduates are allowed to enroll in this course.
• Description: Reducing racial/ethnic health disparities is core to the mission of public health. This course provides an in-depth examination of racial/ethnic disparities specific to healthcare and healthcare delivery in the United States. This course will critically appraise 1) the causes of these disparities including mistrust, and differential access, communication and treatment, 2) frameworks, theory, and measurement to examine disparities in care and 3) interventions to address healthcare-specific disparities, and change behavior at multiple levels of influence (policy/regulatory, health system/delivery, healthcare provider, and patient/individual). We will examine trends and critical issues in racial/ethnic healthcare disparities before and after the seminal Institute of Medicine Report- Unequal Treatment, and the passage of the Affordable Care Act.
• Learning Objectives: 10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities
• Syllabus for HBEHED613

HBEHED614: Women's Health and the Timing of Reproduction

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3-4 credit hour(s) for residential students;
• Instructor(s): Arline T Geronimus (Residential);
• Offered every other year
• Not offered 2024-2025
• Prerequisites: Perm. Instr.
• Description: Applies a systems perspective to examine the personal, social, and cultural factors that influence the age at which women initiate childbearing and the implications of these factors for the health of women and infants. Topics include teenage childbearing, Black American fertility patterns, infant mortality, ethnographic and other research methods, and related policy issues. Reviews current, historical, and cross-cultural examples. Students apply course concepts and methodologies to specific research and policy questions.
• Syllabus for HBEHED614

HBEHED617: Global Public Health

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Elizabeth King (Residential);
• Not offered 2024-2025
• Prerequisites: None
• Description: In this course, we discuss globalization and health, major actors/organizations in global health, global health inequities, and "hot topics" in global health. This course is designed to help students critically think about how to apply key concepts and skills in health behavior and health education to understanding global health issues.

HBEHED620: Behavioral Research Methods in Public Health

• Graduate level
• Both Residential and Online MPH
• This is a second year course for Online students
• Fall term(s) for residential students; Fall term(s) for online MPH students;
• 3 credit hour(s) for residential students; 3 credit hour(s) for online MPH students;
• Instructor(s): Staff (Residential); Marc Zimmerman (Online MPH);
• Offered every year
• Prerequisites: None
• Description: Principles of design of behavioral research on public health problems and programs. Objectives, philosophy, and methods of science including causal inference, the role of hypotheses, criteria for establishing adequate hypotheses, research designs and data collection techniques. Formulation of a research problem within a program setting.
• Residential Syllabus for HBEHED620

HBEHED622: Program Evaluation in Health Education

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Ritesh Mistry (Residential);
• Offered every year
• Prerequisites: Biostat 503 or equiv. and a course dealing with health education program development
• Description: Examination and application, through a series of exercises, of several program evaluation models relevant for health education, including the goal attainment, goal-free, systems responsive, and decision-theoretic models, with emphasis on both process and impact analysis. Design options for measuring program effect, with the associated threats and external validity, are discussed, and several basic statistical techniques are reviewed and examined in terms of their applicability to program evaluation, including sampling and sample size determination for both surveys and experiments.
• Syllabus for HBEHED622

Concentration Competencies that HBEHED622 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		MPH	Apply research and evaluation methods to understand the effect of health education and health behavior interventions	HBEHED622

HBEHED623: Racial/ethnic Health Disparities

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Linda Chatters (Residential);
• Not offered 2024-2025
• Prerequisites: None
• Advisory Prerequisites: None
• Description: The seminar aims to develop a critical perspective on the origins and drivers of racial health disparities such as disease incidence/prevalence, premature/excessive mortality, higher disease burden, and poorer clinical outcomes. Potentials and limitations of approaches to addressing disparities (e.g., behavioral, community change, and policy) are discussed.
• Learning Objectives: 1) Understanding and defining health disparities and health inequities and ethical and professional imperatives for addressing them, 2) The nature and form of racial/ethnic health disparities/inequities (acute, chronic, mental and physical) affecting diverse groups in the United States, 3) Understand how U.S. socio-historical racial narratives, policies and events contribute to the development and maintenance of health and social inequities 4) The roles of social, cultural and societal factors (historical events, policy, laws) associated with the development and maintenance of health disparities/inequities, 5) Reviews and critiques of current explanatory models and frameworks (behavioral and lifestyle, cultural and assimilation models, Weathering, structural, social determinants of health, fundamental cause theory, systems perspectives) for understanding health disparities/inequities 6) Factors associated with the development and impact of health disparities across the life course (e.g., cumulative risks/disadvantage, cumulative advantage), 7) Review specific categories of health disparities/inequities within designated racial and ethnic groups in the U.S., 8) Discussion of the type and adequacy of data sources (e.g., use of pan-ethnic categories vs. disaggregation of data representing constituent ethnic groups), 9) Exploring how intersectional perspectives, Critical Race Theory, diminished returns perspectives, and racialization processes, inform discussions of health disparities/inequities and their impact, 10) Discuss individual, interpersonal, community, cultural, and spiritual/religious factors, processes and practices that foster resiliency, enhance well-being and protect health outcomes, 11) Review research and programmatic initiatives focused on accessing and enhancing personal, social, and cultural resources, assets and strengths that reduce/ameliorate health disparities/inequities 12) Review practice evidence for individual, family, community, structural and policy approaches to reducing health disparities and developing health equity.
• Syllabus for HBEHED623

HBEHED624: Needs Assessment Methods for Public Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Roshanak Mehdipanah (Residential);
• Prerequisites: None
• Description: This course will cover a mixed-methods approach to conducting needs assessments; including collection of primary data (e.g. surveys, focus groups, and interviews) and secondary data (e.g. agency, state statistics, and census). Furthermore, a global perspective will be used to study various international efforts using health equity needs assessments.
• Syllabus for HBEHED624

HBEHED625: Research in Health Behavior

• Graduate level
• Residential
• Fall, Winter, Spring, Spring-Summer, Summer term(s) for residential students;
• 1-4 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: Perm. Inst.
• Description: Individual work on a problem in the area of health behavior relevant to program effectiveness in public health, under the tutorial guidance of an appropriate staff member. Regular conferences are arranged to discuss research designs, proposed problem solutions, methods for data collection and analysis. The investigation is reported in a paper, which may be submitted for publication. May be elected more than once.

HBEHED626: Introduction to Geographic Information Systems and Health Behaviors

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Ritesh Mistry (Residential);
• Prerequisites: None.
• 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.

HBEHED629: Families and Health

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Linda Chatters (Residential);
• Offered every year
• Prerequisites: Grad Status
• Undergraduates are allowed to enroll in this course.
• Description: This course will examine families as a primary context for understanding health and health-related behaviors. Major topics include: 1) models and theories of the family, 2) history and current status of family-based practice, 3) the impact of demographic trends and their impact on family structure and functioning, 4) family diversity with respect to social status groups, ethnicity, and culture and their implications for understanding health phenomena, 5) families as the context for socialization to health beliefs and practices, 6) the provision of family-based care, and 7) health profiles of family members and their family roles.
• This course is cross-listed with HB727 (School of Social Work) in the School of Social Work department.

HBEHED630: Aging and Health Behavior

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Cathleen Connell (Residential);
• Offered every year
• Prerequisites: Graduate standing
• Undergraduates are allowed to enroll in this course.
• Description: This course provides an overview of trends in aging and health with a particular focus on health behaviors and health promotion. Age-related changes in health and health behavior and the impact of societal and personal attitudes toward aging on health behaviors will be discussed. Successful aging, an emerging paradigm for gerontology, will frame the discussion of strategies for facilitating optimal health behaviors among older adults. Current recommendations and practices and multi-level interventions that focus on specific health behaviors such as physical activity, smoking, nutrition, as well as chronic disease self-management, will be presented. Evidence of the impact of health behaviors on overall health and well-being for diverse populations will be presented and discussed.
• Learning Objectives: Foundational Learning Objectives Profession and Science of Public Health 1. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population's health 4. List major causes and trends of morbidity and mortality in the US 5. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc. 6. Explain the critical importance of evidence in advancing public health knowledge Factors Related to Human Health 9. Explain behavioral and psychological factors that affect a population's health 10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities
• Syllabus for HBEHED630

HBEHED631: Project Management in Public Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: Prior completion of HBHE651 Program Development in Health Education
• Advisory Prerequisites: Prior completion of PUBHLTH 513 or HBEHED 651
• Description: HBEHED 631: Project Management in Public Health is a 3-credit course designed to provide an introduction to budgeting and related administrative skills and strategies relevant to managing public health programs. Students will build skills in hiring and managing teams, developing work plans, building and managing budgets, monitoring budget changes, and responding to funder inquiries. This course requires students to work in teams and use project management software to simulate the management of workflow and activities of a public health project.
• Learning Objectives: By the end of the course, students will be able to: 1. Understand different types of funding sources and how budget development/management differs for each. 2. Develop, monitor, and modify a public health project budget. 3. Develop a project work plan. 4. Use project management tools to monitor progress toward project aims. 5. Create a team work flow that supports collaboration and outlines decision making processes. 6. Adopt a group vision that guides the work of a team. 7. Understand factors that facilitate the hiring and management of human resources for projects. 8. Develop effective communications about budget and project progress for funding agencies.
• Syllabus for HBEHED631

HBEHED634: Child Health and Development

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Alison Miller (Residential);
• Prerequisites: N/A
• Advisory Prerequisites: Graduate student standing
• Undergraduates are allowed to enroll in this course.
• Description: Health outcomes for many children in the United States lag behind those of other developed countries. Moreover, significant socio-economic disparities exist in child morbidity and mortality. This course takes a developmental and social-contextual perspective on child health in the US, focusing on key concepts, current issues and intervention approaches.
• Learning Objectives: By the end of this course students will be able to: 1. Describe common child health concerns at different points in development 2. Articulate mechanisms and contextual factors that influence child health 3. Analyze how child developmental stage can affect intervention approach and effectiveness 4. Recommend developmentally-appropriate intervention strategies

HBEHED638: Qualitative Methods in Public Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Elizabeth King (Residential);
• Prerequisites: Permission of Instructor
• Description: This is a course about doing qualitative social research in public health. One of its major goals is very practical and down to earth: acquiring the strategies and techniques needed to conduct qualitative research on human behavior. But the course also aspires to understand the philosophical, ethical, and political issues involved in the practice of social science within public health. The course will focus upon five phases of the research process: l) pre-research dilemmas and decisions, 2) theory and the formulation of the research question or hypothesis, 3) design, sampling, and data collection, 4) stages of data analysis, and 5) the implications of qualitative knowledge for representation of "subjects" and the expression of this knowledge in the form of written reports or publications.
• Syllabus for HBEHED638

HBEHED639: Mixed Methods Research Designs And Applications

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): K. Rivet Amico (Residential);
• Prerequisites: None
• Advisory Prerequisites: Intro to BioSTATS recommended
• Undergraduates are allowed to enroll in this course.
• Description: To provide the background rationale and tools to understand mixed methods (MM) designs – MM rationale, advantages, implementation and practical strategies for conducted MM research. Students will use this information and skills to propose their own novel MM study in an area of interest in public health.
• Learning Objectives: Profession & Science of Public Health 3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health 5. Explain the critical importance of evidence in advancing public health knowledge Factors Related to Human Health 12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health)

HBEHED641: Materials And Methods In Health Education Programs

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Minal Patel (Residential);
• Offered every year
• Prerequisites: Perm. Instr.
• Description: This course provides a hands-on experiential learning process to build understanding of effective design and use of health communication materials through both individual assignments and a team-based project conducted in cooperation with community-based organizations in the Southeast Michigan area. Students will learn how to identify and choose among different goals for health communication materials, to systematically analyze the target audience, and to develop personas to represent the audience during the development process. Students will also develop practical writing skills, learn how to involve the target audience in the material development process, and consider how best to evaluate the effectiveness of health communication materials. In the process, the course introduces students to the issues of health literacy, numeracy, and cultural humility as related to the design of public health communication strategies.

HBEHED644: Readings in Health Behavior and Health Education

• Graduate level
• Residential
• Fall, Winter, Spring, Spring-Summer, Summer term(s) for residential students;
• 1-6 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: Perm. Instr.
• Description: Review of literature on selected topics in health behavior, health education or related areas under guidance of faculty member. Critical analysis; written and oral reports. May be taken more than once for a total not to exceed 6 credit hours.

HBEHED645: Urban Health

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Roshanak Mehdipanah (Residential);
• Prerequisites: none
• Description: This course will introduce students to the foundations of how history, politics and structural determinants of health interact to crease urban health inequities in cities worldwide.
• Learning Objectives: -Learn the foundations of global urban health including some of the stakeholders involved in city wide decision-making. -Gain understanding on some of the concepts of urban health and determinants of health including the social and physical factors like housing, urban design, employment, transportation and so on. -Develop a research plan to study an urban health issue in a city within the US including the proposal of solutions and recommendations to address the issue. -Develop a health communication campaign to drive policy change to address a city-specific issue.

HBEHED651: Program Development in Health Education

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Paul Fleming (Residential);
• Prerequisites: HBHE 600
• Description: Focuses on design of effective health promotion/health education programs. Moves between theoretical bases for program development and examination of practical applications. Initial sessions focus on framework for development of health education/health promotion programs. Subsequent sessions center on specific components of intervention design and application.
• Syllabus for HBEHED651

Concentration Competencies that HBEHED651 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		MPH	Specify approaches for planning, implementing, and managing socio-behavioral health education-focused programs and/or policies to promote human health	HBEHED651
HBHE		MPH	Integrate principles and methods of community engagement, including ethical considerations, relevant to the design and implementation of health education programs and policies	HBEHED651

HBEHED653: Evidence-Informed Decision Making for 21st Century Health Care

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Tiffany Veinot (Residential);
• Not offered 2024-2025
• Prerequisites: None
• Advisory Prerequisites: At least one course in statistics
• Description: Health consumers now have unprecedented access to health information, from published research to consumer health websites to electronic health records to peer narratives. Yet, consumers face challenges in acquiring, assessing and using health information. There is a growing need for professionals to support consumers in navigating the sea of information.
• Learning Objectives: -Summarize, analyze and evaluate key features of a range of health sciences information sources. -Implement effective searches for health sciences information, and successfully evaluate search results. -Generate and implement training in optimal use of health information sources. -Critically appraise published health research. -Apply basic methods of research synthesis to health-related questions. -Evaluate strategies for personalizing evidence for consumers/patients.
• This course is cross-listed with SI 653.

HBEHED654: Consumer Health Informatics

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Tiffany Veinot,Staff, (Residential);
• Prerequisites: None
• Description: Consumer health informatics (CHI) gives health care consumers information and tools to facilitate their engagement. Students will become familiar with, and evaluate, a range of CHI applications. They will also assess the needs and technological practices of potential users, generate theory-informed design and implementation strategies, and select appropriate evaluation approaches.
• This course is cross-listed with SI554.

HBEHED659: Introduction to Adolescent Substance Use Prevention

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Ritesh Mistry (Residential);
• Not offered 2024-2025
• Prerequisites: None
• Undergraduates are allowed to enroll in this course.
• 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.
• 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.

HBEHED661: Designing Sticky Communications For Health Advocacy, Education, And Mass Media

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Brian Zikmund-Fisher (Residential);
• Prerequisites: None
• Advisory Prerequisites: None
• Description: This class focuses on broadly applicable message design principles that help health education and promotion messages to "stick" in recipients' minds. In addition to deconstructing memorable messages at a basic level, we will also consider the potential uses (and misuses) of first person narratives.

HBEHED662: Risk Communication: Theory, Techniques, and Applications in Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Brian Zikmund-Fisher (Residential);
• Prerequisites: None
• Description: This course will provide students with a theoretical and practical understanding of when and why people feel their health is "at risk." We focus on building students' ability to use evidence based techniques that can increase understanding and use of health data by patients, communities, the media, and policy makers.

HBEHED665: Mobile Health: Text messaging, apps, and other mobile communication strategies to prevent disease and assist people living with chronic illnesses

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): John Piette (Residential);
• Not offered 2024-2025
• Prerequisites: N/A
• Description: The overall goal of this course is to give students the knowledge, skills and experience they need to participate in decision-making about developing, implementing, and continuing mHealth services addressing major public health and healthcare challenges.

HBEHED668: Health Communications for Public Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Ken Resnicow (Residential);
• Offered every year
• Not offered 2024-2025
• Prerequisites: HBHE 600
• Description: From one-on-one health counseling to broad-based social marketing campaigns, a vast body of research over the past twenty years has demonstrated that numerous dimensions of health communications, including message format, receiver characteristics, and delivery channel can affect program impact. This course will address key considerations for constructing effective health communications including the application of behavior change theories and general marketing principles. Selected prior and current health promotion campaigns will be critically reviewed and students will be asked to develop a health communication intervention or social marketing campaign. Occasional guest lecturers, actively involved in development of health communication interventions will be integrated into the syllabus.
• Syllabus for HBEHED668

HBEHED669: Genetics, Health Behavior, and Health Education

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Scott Roberts (Residential);
• Prerequisites: SPH student or permission of instructor
• Undergraduates are allowed to enroll in this course.
• Description: This course addresses the following topics: genetics and risk communication; ethical issues in genetics research; the psychological and behavioral impact of genetic testing; public and professional knowledge and attitudes about genetics; health education needs in genetics; and emerging issues in the field (e.g., computerized delivery of genetic counseling services).
• Syllabus for HBEHED669

HBEHED671: Motivational Interviewing in Public Health

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Ken Resnicow (Residential);
• Offered every year
• Prerequisites: HBEHED600, Perm Instr.
• Description: In the past few years, there has been increased interest in using motivational interviewing (MI) in public health and medical settings. Originally developed for the treatment of addictive behaviors, MI has recently been used to address chronic disease and other public health conditions, such as smoking, diet, physical activity, diabetes management, and medical adherence. At its core, MI is a method for assisting individuals to work through their ambivalence about behavior change. Deeply rooted in the person-centered philosophy of Carl Rogers, MI counselors are trained to rely heavily on reflective listening, more so than direct questioning, persuasion, or provision of advice. This course will provide participants with an in-depth overview of MI and provide opportunities to practice the core techniques.
• Syllabus for HBEHED671

HBEHED672: Professional Development Seminar In Hbhe 1

• Graduate level
• Residential
• Fall term(s) for residential students;
• 1 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: None
• Advisory Prerequisites: None
• Description: The focus will be on HBHE MPH curricular requirements, professionalism in public health practice, professional identify development, professional development resources, and preparation for internships and APEx requirements.
• Learning Objectives: Create a program completion plan; Practice professionalism in the field of public health; Begin to develop a professional identity in public health; Understand effective practices for teamwork and interprofessional collaboration.

HBEHED673: Professional Development Seminar In Hbhe

• Graduate level
• Residential
• Fall term(s) for residential students;
• 2 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: HBEHED672
• Advisory Prerequisites: HBEHED672
• Description: This course will focus on completing the program and planning for careers. The course will provide a structure for debriefing from experiences in the program, and writing the ILE Culminating Essay. By the end of the course, students will have a strong professional development portfolio and skillset to navigate opportunities.
• Learning Objectives: 1. To understand the breadth of career options available to HBHE degree holders in academia, industry, nonprofits, government, and business. 2. To identify skills, interests, and values that will guide career exploration and decision- making. 3. To demonstrate communication and presentation skills necessary to be successful in the workplace. 4. To develop cultural humility and awareness and the opportunities and challenges of working with diverse scientific teams. 5. To describe best practices in research and professional settings. 6. To build confidence and experience in developing relationships with professionals in careers of interest. 7. To build community and learn from peers and alumni. 8. To cultivate professionalism and understand professional standards of collaboration and communication. 9. To understand the elements of productive performance in various professional settings (industry, academia, govt/nonprofit) and seek appropriate professional resources for meaningful engagement. 10. To learn to work successfully in teams (e.g. aspects of motivation, management and group dynamics).

HBEHED679: Historical Roots of Health Inequities

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Paul Fleming (Residential);
• Prerequisites: None
• Advisory Prerequisites: None
• Description: This 3-credit course offers an examination of U.S. health inequities from a historical lens and discussion of present-day issues. Through the readings, discussions, and assignments in this class, students will better understand historical policies, events, and movements that have led to health inequities and connect those to contemporary issues in the United States and within the field of public health. The course takes an intersectional perspective to examine health inequities, with a focus on inequities related to race, ethnicity, gender, and class.
• Learning Objectives: (Note, these are from the CEPH Foundational Learning Objectives) 1. Explain public health history, philosophy and values 4. List major causes and trends of morbidity and mortality in the US or other community relevant to the school or program 10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities

HBEHED690: Environmental Health Promotion

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Amy Schulz (Residential);
• Offered every year
• Prerequisites: HBHE 600 or Permission of Instructor
• Description: This class applies health education principles towards understanding and intervening on different environmental hazards. The course will review various kinds of environmental issues, including biochemical toxins, physical hazards, and psychosocial stressors. Students will learn about select datasources from which they may obtain environmental health information. The course will examine the literature on risk and environmental health education and explore how health educators can use resources and conceptual tools to address environmental concerns. This course will also examine case studies from individual communities as focal points for discussion. Based on these case studies, students will explore whether extant theories and approaches can help protect vulnerable populations, insure environmental justice, and reduce health disparities. The format of this class is a combination of lecture and discussion.
• Syllabus for HBEHED690

Concentration Competencies that HBEHED690 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
EHS	Environmental Health Promotion and Policy	MPH	Evaluate strategies to promote environmental health	HBEHED690

HBEHED693: Seminar on Health and Poverty

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Arline T Geronimus (Residential);
• Offered every other year
• Not offered 2024-2025
• Prerequisites: None
• Description: Explores dimensions of poverty in terms of the interrelationships of socioeconomic status, racism, minority status and health. The focus is on the United States and topics discussed include different conceptualizations of and perspectives on the relationship of poverty to health, issues in child and family health, in urban and rural poverty and health, and issues relevant to improving health services and health policy targeted at socioeconomically disvantanged populations.

HBEHED700: Advanced Quantitative Methods in Health Behavior

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Justin Heinze (Residential);
• Prerequisites: N/A
• Description: This course is an advanced research methods course focused on the quantitative conceptualization and analysis of health behavior research. The course emphasizes the application of multivariate regression to practical questions in public health, and includes an overview of three regression-related techniques: Structural Equation Modeling (SEM), hierarchical linear modeling (HLM), and growth curve modeling (GCM).
• Syllabus for HBEHED700

HBEHED710: Special MPH Topics in Health Behavior and Health Education

• Graduate level
• Residential
• Winter term(s) for residential students;
• 1-6 credit hour(s) for residential students;
• Instructor(s): Justin Heinze, Elizabeth King, (Residential);
• Prerequisites: None
• Undergraduates are allowed to enroll in this course.
• Description: Master's level seminar designed to provide an extensive review of a number of substantive and methods and skill areas in health behavior and health education. Readings, discussion and assignments are organized around issues of mutual interest to faculty and students. Reviews and reports on topics required in the areas selected. May be elected more than once.

HBEHED715: Ethical, Legal, & Social Issues in Genomics and Health

• Graduate level
• Residential
• Fall term(s) for residential students;
• 1.5 credit hour(s) for residential students;
• Instructor(s): Scott Roberts (Residential);
• Not offered 2024-2025
• Prerequisites: Permission of instructor
• Advisory Prerequisites: Prior experience with ethical, legal, and social issues raised by genomics
• Description: Genetics and genomics research are rapidly generating scientific discoveries, technological advances, and clinical applications, each with important implications for medicine and public health. In order for the promise of the "genomics revolution" to be achieved, however, numerous ethical, legal and social implications (ELSI) will need to be addressed. This weekly seminar will address a wide range of ELSI issues involved in the following areas: implementation of genetic screening and testing in medical, public health and direct-to-consumer contexts; ethics of genetics research, including challenges around informed consent, data privacy, and return of individual research results; and legal and policy options for the regulation of genetic testing, genomic research, and precision medicine.
• Learning Objectives: 1) Gain awareness of and appreciation for a variety of ethical, legal, and social issues raised by developments in genomic science; 2) Learn about methodological skills involved in the conduct of ELSI research and communication about genomics research and applications; and 3) Enhance professional development through written and oral assignments, critical review of scientific literature, and networking with faculty and peers with mutual interests in genomics and ELSI issues.

HBEHED800: Seminar in Health Behavior and Health Education

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Alison Miller (Residential);
• Offered every year
• Prerequisites: None
• Description: Advanced study of principles of health behavior, educational and motivational approaches to improve health, and research and evaluative issues in health behavior and health education. Includes discussion of behavioral science and health education applications to public health, with special topics selected by students for review and discussion. Designed for doctoral students in Health Behavior and Health Education. May be elected more than once.
• Syllabus for HBEHED800

HBEHED810: Special Topics in Health Behavior and Health Education

• Graduate level
• Residential
• Winter term(s) for residential students;
• 2-6 credit hour(s) for residential students;
• Instructor(s): K. Rivet Amico (Residential);
• Prerequisites: None
• Description: Doctoral seminar designed to provide an extensive review of a number of substantive areas of health behavior and health education. Readings and discussion organized around issues of mutual interest to faculty and students. Reviews and reports on topics required in the areas selected. May be elected more than once.

HBEHED823: Structural Influences on Health and Social Behavior

• Graduate level
• Residential
• Fall term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Arline T Geronimus (Residential);
• Prerequisites: permission of instructor
• Description: This doctoral seminar will draw on the public health and biomedical literature and also on constructs and literature from sociology, psychology, history, anthropology and demography to demonstrate how multi-disiciplinary theories and findings can be integrated to suggest a social-structural context for current public health problems. This structural understanding is designed to help HBHE doctoral students to reach candidacy with the ability to recognize the social patterning of health problems, and to discuss analytically the social structural influences, opportunities, and constraints affecting individual and social behavior, and, thereby, to develop research hypotheses and interventions or policies that take these into account. The course stresses the development of critical thinking skills, helps students recognize the social patterning of health problems, the historical influences on current health inequalities, and the ways that individual health knowledge and behavior can be reflexive, socially situated, and embedded within larger social, cultural, and historical contexts. The course also considers ways that structural forces may work through material, social psychological, and ultimately biological mechanisms to exert an impact on morbidity and mortality.
• Learning Objectives: By the end of the term, students should be able to : (1) explain what a structural perspective is and how a structural analysis differs from simply entering sociodemographic or economic variables into statistical models; (2) understand the importance of history, culture, pervasive ideology, social stratification, and institutionalization to current public health problems and proposed solutions; (3) be attuned to the social patterning of public health problems and their implications; (4) understand how structural dimensions of public health problems influence individual and social behavior;

Concentration Competencies that HBEHED823 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		PhD	Interpret results from empirical analyses within the context of conceptual frameworks relevant for health promotion, and describe their public health relevance	HBEHED823, preliminary exam

HBEHED885: Health Education Models of Practice and Interventions at the Community Level

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Amy Schulz (Residential);
• Not offered 2024-2025
• Prerequisites: HBHE doctoral students
• Description: The course is designed as a doctoral seminar for HBHE doctoral students. The course will examine and critique current models of health education and behavior change which intervene at the community level to bring about behavior change which intervene at the community level to bring about behavior change. The focus will be on recognized health education interventions/strategies. Major topics will include: 1) methods for behavior change (i.e., community organizing; mass media, etc.); 2) policy activities; 3) organizational change activities; 4) advocacy activities; 5) community planning models. This course will also be available to second year HBHE masters students on a permission of instructor basis.
• Learning Objectives: By the end of this course students will be able to: 1. Identify and discuss various strategies and models of health education/health promotion interventions at other than the individual level. 2. Discuss and critique the theory, conceptual frameworks and constructs that serve as the basis of these models. 3. Articulate and critique assumptions underlying these models. 4. Apply these models and constructs to current public health problems. 5. Identify and discuss current evaluation strategies and challenges pertinent to these models. me as 685.

Concentration Competencies that HBEHED885 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		PhD	Develop an innovative and efficient design for an empirical analysis of an intervention or observational study to address a research question with clear public health relevance	HBEHED885, HBEHED886, preliminary exam
HBHE		PhD	Integrate theoretical frameworks (e.g., health belief model, social ecological model) with critical analysis of empirical data to identify gaps in current approaches to health promotion	HBEHED885, HBEHED886, preliminary exam

HBEHED886: Theory-Driven Interventions Targeting Individual Behavior Change

• Graduate level
• Residential
• Winter term(s) for residential students;
• 3 credit hour(s) for residential students;
• Instructor(s): Kristi Gamarel (Residential);
• Not offered 2024-2025
• Prerequisites: HBHE doctoral students or Perm Instr
• Description: The course will involve in-depth discussions of issues and problems in using conceptual models, theories of health behavior, and data to inform interventions targeting individual behavior change. Presentations will focus on the rationale for selection of a particular theory or theories, conceptual framework, how the theory or model was used to develop the intervention, measurement of theoretical constructs, and the barriers encountered in the implementation and evaluation phase of the research. Intervention research will include those that target clients, providers and families.
• Learning Objectives: 1. Describe the role of conceptual models and theories for informing interventions that promote individual behavior change. 2. Discuss the relative utility of various models and theories dependent on the research question and target audience. 3. Articulate the difficulties and limitations of health decision-making models in providing direction in intervention research. 4. Develop and defend a conceptual model using behavioral, social science, and health education theories/constructs to inform an intervention relevant to a current health problem. 5. Discuss current directions in research involving theory and practice.

Concentration Competencies that HBEHED886 Allows Assessment On

Department	Program	Degree	Competency	Specific course(s) that allow assessment
HBHE		PhD	Develop an innovative and efficient design for an empirical analysis of an intervention or observational study to address a research question with clear public health relevance	HBEHED885, HBEHED886, preliminary exam
HBHE		PhD	Integrate theoretical frameworks (e.g., health belief model, social ecological model) with critical analysis of empirical data to identify gaps in current approaches to health promotion	HBEHED885, HBEHED886, preliminary exam

HBEHED900: Research in Health Behavior and Health Education

• Graduate level
• Residential
• Fall, Winter, Spring, Spring-Summer, Summer term(s) for residential students;
• 2-6 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: None
• Description: Research work undertaken by doctoral students in collaboration with faculty advisers, including participation in on-going departmental research activities. Open only to doctoral students in Health Behavior and Health Education. May be elected more than once.

HBEHED990: Dissertation/Pre-Candidate

• Graduate level
• Residential
• Fall, Winter, Spring-Summer term(s) for residential students;
• 1-8 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: None
• Description: Half Term (IIIA or IIIB, 1-4 credits) Election for dissertation work by doctoral students in Health Behavior and Health Education who are not yet admitted to status as a candidate.

HBEHED995: Dissertation Research for Doctorate in Philosophy

• Graduate level
• Residential
• Fall, Winter, Spring-Summer term(s) for residential students;
• 8 credit hour(s) for residential students;
• Instructor(s): Staff (Residential);
• Prerequisites: None
• Description: Half Term (IIIA or IIIB, 1-4 credits) Election for dissertation work by doctoral students admitted to status as candidate.

PUBHLTH507: Social Determinants of Health and Health Communication

• Graduate level
• Residential
• Fall term(s) for residential students;
• 2 credit hour(s) for residential students;
• Instructor(s): William Lopez (Residential);
• Prerequisites: None
• Description: This course covers issues related to health, particularly social, economic, and political factors that contribute to health inequalities and the development of strategies that focus on communication as a means to raise awareness and enhance the capacity of individuals and communities to participate efforts to reduce inequalities in health.
• Learning Objectives: 1. Use written and oral methods of communication to describe public health concepts with a range of different publics; 2. Consider how the social determinants of health impact the work they do; 3. Use written and oral communication methods to describe the social determinants of health to a lay audience.

PUBHLTH508: Social Determinants of Health

• Graduate level
• Online MPH only
• This is a first year course for Online students
• Fall term(s) for online MPH students;
• 1 credit hour(s) for online MPH students;
• Instructor(s):
• Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
• Description: This course is designed to increase students' awareness, knowledge, and understanding of issues related to behavioral, psychological, and structural factors that contribute to understanding population health and health inequities. We will discuss key roles of health professionals in ensuring equitable treatment at multiple levels of influence to enhance population health and reduce health inequities through opportunities to practice skill building using case studies, deliberative dialogues and active listening strategies. This course will have a hybrid style (online & in-class) of instruction.
• This course is required for the school-wide core curriculum

PUBHLTH510: Communication Fundamentals

• Graduate level
• Online MPH only
• This is a first year course for Online students
• Winter term(s) for online MPH students;
• 1 credit hour(s) for online MPH students;
• Instructor(s): Brian Zikmund-Fisher (Online MPH);
• Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
• Description: This course will cover fundamental skills in how to communicate science and health information clearly to both scientific and non-scientific audiences. This course uses a blended format combining in-person sessions and online tasks to maximize students' ability to practice these skills.
• This course is required for the school-wide core curriculum