Courses Taught by Ritesh Mistry

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

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.

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.