BHDS 2000. Probability and Statistical Inference.

This course explores statistical concepts such as random variables, distributions, point and interval estimation, hypothesis testing, MLE, large-sample properties, bootstrap methods, and Bayesian methods. Emphasizing probability theory and mathematical statistics, the focus is on their application in biostatistics. Starting with foundational probability theory, the course progresses to statistical inference using data to understand unknown probability models in biomedical contexts. Key topics include fundamental probability ideas, foundational models, sample moments, sampling distributions, and practical applications in modeling.

BHDS 2010. Statistical Programming for Health Data Science.

Statistical computing is an essential part of analysis as it enables us to pose and answer meaningful questions. Statisticians need not only to be able to run existing computer software but also to understand how that software functions and how to interact with data in a computational setting. As programmers, we will practice constructing a solution through logic and translating that logic into code with a focus on using these skills in statistical applications. This course will ask you to think in a computational manner by giving you a peek under the hood of R, focusing on key building blocks, and developing good coding practices. You will also learn to read and evaluate others' code through group exercises and using existing libraries in R.

BHDS 2020. Design of Observational and Experimental Studies.

Introduces the basic concepts and types of experimental designs with a focus on their statistical properties. Concepts covered include randomization, replication, blocking, matching, nesting, control of variation, interaction, random and fixed factors, choice of controls, estimation of precision, and sample sizes. Types of designs to be covered include classical designs such factorial, fractional factorial, split plot, randomized blocks, incomplete blocks, crossover, repeated measures, Latin squares, and central composite as well as more recent designs such as platform, adaptive, N-of-1, stepped wedge and dose finding. Concepts will be developed through examples, emphasizing proper analysis of each design.

BHDS 2030. Causal Inference.

This course provides conceptual and methodological foundations for causal inference. The course begins by discussing the difference between randomized trials and observational studies and providing frameworks to define and estimate causal effects in each setting. Common challenges in causal inference will be discussed. It then covers various causal inference methods for evaluating policy effects under different types of designs. Finally, the course covers some advanced topics, including marginal structural models and doubly robust estimators.

BHDS 2040. Advanced Topics in Health Data Science.

The course covers advanced methodologies for conducting research with health data. It begins by introducing the basics of health data science and progresses to the management of large-scale databases such as health informatics and Electronic Health Records (EHR) data. Following this foundation, students will learn techniques for studying large health data, including machine learning methods, generative modeling, and the development of robust and interpretable models. Prediction modeling, including its application in pandemic surveillance, will also be covered. Toward the end, we will discuss the important topics of ethical considerations, regulatory compliance, and data security when conducting research using health data.

BHDS 2050. Problem-driven Biostatistics and Capstone Project.

In this culminating Capstone experience, students will design and execute an independent project within a specialized area of interest. The curriculum emphasizes the cultivation of essential professional competencies, including project management, strategic communication, narrative development, and executive presence. Through an iterative workshop model, students will engage in regular peer review to refine their work. The course concludes with a formal presentation and an oral defense of their findings. Project pathways may include: Conducting a meaningful extension of an existing study; Performing a sensitivity analysis on a published study; Developing a comprehensive case study to demonstrate the application of a specific statistical method; Executing a meta-analysis based on a rigorous systematic literature review; Developing an R package or application with a substantial statistical component.

BHDS 2110. Methods I: Linear and Generalized Linear Models.

This course offers a comprehensive foundation in statistical theory and the practical application of generalized linear models (GLM) for clinical and human health research. It will cover diverse applications of GLMs tailored to common outcomes found in health data, such as continuous, binary, count, and survival data. The curriculum spans from exploratory data analysis to model building, diagnostics, and predictive analytics, with an emphasis on applications of GLM theory for solving real-world data challenges. Case studies and examples will be drawn from various fields, including medical/pharmaceutical applications, public health, and social sciences. This course is specifically crafted for students enrolled in the online Master’s program who seek to gain both hands-on proficiency and a solid conceptual grasp of regression analysis principles.

BHDS 2120. Methods II: Extensions to Regression.

This course is designed to equip students with the skills to navigate and analyze datasets of complex structures commonly encountered in biomedical research. The first half of the course will provide a foundation for statistical thinking in clinical and population health research involving longitudinal data. Topics will range from exploratory analysis, study design considerations, covariance structures, and modeling approaches for longitudinal data, including marginal and mixed effects generalized linear models for both continuous and categorical outcomes. Data and examples will come from medical/pharmaceutical applications, public health and social sciences. The second half of the course will provide a survey of advanced statistical methods for modeling and analyzing data of complex structures.Multilevel data structures are found in longitudinal studies, clustered designs, and many other settings where data are structured at multiple levels of aggregation.

BHDS 2130. Methods III: Statistical Machine Learning.

This course introduces modern statistical learning tools with a specific focus on those developed for big data. It covers three interconnected components: statistical machine learning methods, the underlying algorithms, and computational tools. The primary emphasis is on key techniques for comprehensive data analysis, including managing large datasets, exploring patterns, framing statistical problems, constructing efficient computational algorithms, and generating reports. Topics encompass data management, feature engineering, clustering, convex optimization algorithms, tree/ensemble methods, and predictive modeling. Upon completion, participants should be able to (a) manage and explore large data sources using techniques such as sampling, parallel processing, or other tools, (b) apply, evaluate, and interpret results from statistical learning tools, including clustering, decision trees, and neural networks, (c) understand the underlying assumptions and mathematical foundations of these methods, discerning how associated parameters influence outcomes, (d) compare the computational complexity of different statistical

GPHP 2000. Using Biostatistics to Make Public Health Decisions.

The objective of the three-course data sequence is for students to develop the knowledge, skills, and perspectives necessary to use data to make public health decisions.
These three data courses complement each other, but do not have to be taken in a specific order. In this course, students learn core principles and methods of biostatistics and data analysis as they apply to public health case studies/current real-world examples. This course focuses on statistical principles as well as the applied skills necessary to answer public health questions using data, including the following: data analysis, data interpretation and the presentation of results. This course is intended to teach students both the basic knowledge required to develop and interpret quantitative studies as well as the skills to conduct basic statistical analyses.

GPHP 2010. Using Epidemiology to Make Public Health Decisions.

The goal of this course is for students to develop the foundational knowledge and skills of epidemiology that are needed to make public health decisions. In this course, students will learn the core principles and methods of epidemiological investigations and apply this knowledge to examples of real-world public health issues. Through group-based practice problems, discussions of epidemiological literature, and problem sets, students will use their knowledge of epidemiological methods and study designs to analyze public health data, critique published epidemiological studies, and make informed public health decisions.

GPHP 2010A. Using Epidemiology to Make Public Health Decisions.

The objective of the three-course data sequence is for students to develop the knowledge, skills, and perspectives necessary to use data to make public health decisions. These three data courses complement each other, but do not have to be taken in a specific order. In this course, students learn core principles and methods of epidemiologic investigations as they apply to public health case studies/current real-world examples. This course focuses on epidemiological methods and principles of study design and data analysis through analyses and critiques of published epidemiological studies as well as hands-on practice through weekly exercises and assignments.

GPHP 2020. Using Survey and Qualitative Methods to Make Public Health Decisions.

The objective of the three-course sequence is for students to develop knowledge, skills and perspectives necessary to use data to make public health decisions. These three data courses complement each other, but do not have to be taken in a specific order. Students learn and apply the theory of sampling and survey methods and their application to case studies from the first two methods courses. Topics include: survey design and planning; principles of sampling and survey terminology; questionnaire construction; protection of human subjects; data collection (including interviewing and data coding procedures); and application, presentation, and evaluation of results. The students will also be introduced to qualitative approaches to data collection and analysis. Methods covered include: participant observation, key-informant interviews, focus groups, innovative data collection strategies, and non-obtrusive measures. Students will learn and develop skills in: qualitative data collection and management, interviewing, transcript analysis using computerized software, triangulation between qualitative and quantitative data, and report preparation for qualitative studies.

GPHP 2300. Social Determinants of Health/Equity in Public Health.

There is mounting support for a social determinants of health approach across the world, from global, sociopolitical commitment to within-country action. In this course, students will examine the inequitable conditions in which people are born, live, work and age and how these conditions are propelled by inequities in power, money, and resources. Students will analyze structural, political, economic factors as well as how resource distribution decisions made outside the health sector contribute to health inequities. In the course, students will also explore innovative ways to reduce health disparities and work toward achieving health equity.

GPHP 2310. Interventions at the Local, National and Global Scale.

In this course students will learn about the role of theory, evidence, community engagement, ethics, cultural values, and cultural practices in health promotion intervention design. The course will focus on identifying population needs, assets, and capacities to inform intervention design. The course will also discuss intervention strategies across multiple levels of the socio-ecological framework and intervention implementation at the local, national, and global levels.

GPHP 2320. Evaluation of Public Health Programs.

This course will focus on how public health programs and interventions are evaluated. Students will learn about frequently used methods and planning tools as well as basic principles of budget and resource management to apply them to the development of an evaluation plan. Part of the evaluation is also assessing the impact of structural, socioeconomic, political, and organizational processes on the development, adaptation, implementation, and evaluation of public health programs and interventions.

GPHP 2400. Health Care Systems & Policy.

This course is designed to give students the skills and experiences they need to master understanding of health care systems, policy in public health, and systems thinking. Throughout the class, students will assess how the health care and public health infrastructures operate across multiple levels of government and the role of stakeholders, politics, and media in influencing public health-related policies. Building on skills related to leadership and communications, students will learn about policy design and implementation to improve the health status of populations.

GPHP 2400A. Healthcare Systems & Policy.

This course is designed to give students the skills and experiences they need to master understanding of health care systems, policy in public health, and systems thinking. Throughout the class, students will assess how the health care and public health infrastructures operate across multiple levels of government and the role of stakeholders, politics, and media in influencing public health-related policies. Building on skills related to leadership and communications, students will learn about policy design and implementation to improve the health status of populations.

GPHP 2410. Comparative Health Care Systems.

This course utilizes a comparative analysis framework for students to gain an understanding of health care systems in various high-income, middle-income, and low-income countries and analyze public health challenges as well as opportunities/strengths at these varying levels of economic development. Students will compare the organization, structure and function of health care, public health, and regulatory systems across national and international settings.

GPHP 2800. Public Health Leadership and Practice.

Leadership & Practice is part of a two-semester sequence of courses designed for students to develop and refine leadership skills to transition to leadership and management roles.These two courses complement each other, but do not have to be taken in a specific order.A large focus of these two courses is on the role of the students as leaders in their own organizations or in those in which they hope to work in the future. The first part of this course will introduce key ethical frameworks and concepts relevant to leadership in public health. Students will learn to apply ethical principles of public health to core concepts of leadership, governance, and management as well as how to develop vision, strategy and change management. Students will develop strategic plans that identify stakeholders and incorporate metrics to align operational strategies, goals and overarching mission.

GPHP 2810. Local-Global Public Health Leadership.

Leadership in Public Health is a two-semester sequence of courses designed for students to develop and refine leadership skills to transition to leadership and management roles. These two courses complement each other, but do not have to be taken in a specific order. A large focus of these two courses is on the role of the students as leaders in their own organizations or in those in which they hope to work in the future. In this course, students will learn to apply negotiation and mediation skills to address organizational or community challenges, integrate perspectives from other sectors and/or professions to promote and advance population health, and develop a strategic plan to guide an organization through changes caused by public health issues. Other leadership tools and techniques include mediating organizational change with available resources and integrating innovative and creative strategies.

GPHP 2850. Public Health Communications.

Effective communication skills are needed by leaders in public health settings. Public Health Communications is designed for students to develop communication skills to prepare them for the breadth of issues related to public health challenges. Students will learn and apply various communication strategies for different audiences and sectors and how to communicate audience-appropriate public health content, both in writing and through oral presentation. Students will learn to develop a communications plan for multiple audiences that addresses misinformation and conflicting data. In addition, students will learn the importance of cultural competence in communicating public health content to decision makers and will develop a public health campaign that demonstrates the utilization of a cultural competency framework.

GPHP 2900. Integrated Learning Experience (ILE).

As a culminating academic experience, students will complete a final project addressing a public health challenge. In this project, known as the integrated learning experience (ILE), students will apply the knowledge and skills learned through the MPH program and synthesize MPH competencies. Students will have the option to complete either a literature review or secondary data analysis project. The results of this project will be communicated through a paper, which will be structured as a scientific article that could be submitted to a public health journal, as well as a poster presentation. Students’ final products will enable them to contribute to the body of scholarly knowledge on their topic area.

HCL 2000. Strategy and Implementation for High-Performance Health Care.

In this course, you will learn about the challenges that make success in strategic planning and implementation so elusive. Then, you will learn how to mitigate those challenges by developing a High-Performance Mindset and ensuring alignment of the elements of the High-Performance Framework. The framework includes strategic planning and implementation, process improvement, and resource and organizational alignment. Ultimately, you will apply the framework to create value for your own organization and your Critical Challenge Project.

HCL 2010. Healthcare Policy: Yesterday, Today, and Tomorrow.

In this course, students appraise past and current political, legal, technological, and economic U.S. healthcare policy developments. Students critically examine the implementation of alternative methods of health services delivery and financing within multiple global healthcare systems. Participants question assumptions, think creatively, and consider integrated patient care solutions to prepare for change and new paradigms within the global healthcare sector.

HCL 2020. Leadership and Workforce Development.

In the rapidly changing healthcare landscape of today, leaders require critical leadership skills to guide their organizations. In this course, you will explore several essential leadership capabilities, specifically negotiation, conflict management, collaboration, team building, ethical challenges, work-force development and Diversity/Equity/Inclusion (DEI). You will have the opportunity to assess your personal leadership styles and build a robust plan for your personal, on-going leadership development.

HCL 2030. Data-Driven Decision Making: The Structure, Conduct, Review, and Evaluation of Research.

This course will provide an overview of the methods and applications of therapy economics, biostatistics and epidemiology in healthcare sector decision-making. Specific topics include: the application of therapy economics and economic evaluation to treatments, pharmacoeconomics and technology assessment; the assessment and interpretation of published epidemiological studies: institutional oversight of epidemiological research programs; the four key steps of statistical analysis (identification of scientific programs or problems of interest, collection of the required data, analysis and summary of data, and generation of a conclusion).

HCL 2040. Navigating the Regulatory Maze.

This course explores the culture of decision making as well as the structure and role of key US and international regulatory bodies. Students explore how health care is regulated with an eye towards understanding how existing regulations improve quality, enhance access, and control cost. The topics of risk management, public health, and product/drug regulation are emphasized.

HCL 2050. Info-Powr Patient Care: Electr. Health Records, Healthcare Info Techn. + Medical Information Systems.

This course will provide an overview of the major aspects of information technology (IT) as they relate to both the causes of and the solutions to current problems in healthcare. Issues of standardization, integration, communication and patient engagement will be stressed, and the types of strategic planning for and governance of information systems will be explored. During the course students will be presented with real problems in the field of HIT and explore possible solutions.

HCL 2060. Quality Improvement and the Learning Organization.

In this course, students will explore quality improvement systems, principles, drivers, and other tools that maximize patient outcomes and help create a healthcare learning organization. Students will discover how quality improvement creates value, and how to ultimately evolve/grow cultures, including a "just" culture and a culture of learning within their organization. Students will also design and implement at least two rapid cycle tests of change within their organizations. The course will explore both technical challenges and adaptive challenges (the latter ultimately concerning how to creatively empower all employees to view daily improvement as a key part of job responsibilities).

HCL 2070. Healthcare Finance: How Profits and Business Models Shape the Value Chain.

This course is designed to equip healthcare leaders with a macro view of U.S. healthcare profit pools and a micro set of finance tools they can apply directly in leadership roles. Through the course, students will build a system-level understanding of how money flows across payors, providers, life sciences, and new entrants—and how those flows are evolving in response to regulation, innovation, and consumer expectations. By engaging with case studies, modeling exercises, and practical finance tools, participants will develop the ability to interpret organizational performance, evaluate trade-offs, and frame financial narratives that resonate with boards and C-suites.

HCL 2080. The Critical Challenge: Capstone Project.

In this project, supervised by Executive Master of Healthcare Leadership (HCL) faculty, students identify a critical challenge within healthcare and then work collaboratively to integrate knowledge from various perspectives and healthcare sectors and to apply relevant skills to develop possible solutions to their challenge. Students draw upon knowledge and skills from coursework with particular emphasis on collaborating across healthcare sectors, considering ethical implications, communicating effectively and developing creative and viable solutions.
Upon completion of this project, students will be able to successfully integrate knowledge of healthcare policy, strategic planning, regulation, management, marketing, healthcare research, quality improvement, finance and information technology to address a critical challenge within healthcare. Project outcomes should prove applicable to professional practice. This course spans two semesters.

HCL 2080A. Critical Challenge Project A.

The Critical Challenge Project Course, consisting of a sequence of three 0.25 credit courses, is the capstone Master’s requirement for the Master’s of Science in Healthcare Leadership (MHL) program. The course is an independent study course for the purpose of applying core content from the program to a healthcare challenge. The applied solution developed for the Course should reflect the real world application of research, tools, and leadership skills to the development of a solution and a plan for implementation of that proposed solution.

HCL 2080B. Critical Challenge Project B.

The Critical Challenge Project Course, consisting of a sequence of three 0.25 credit courses, is the capstone Master’s requirement for the Master’s of Science in Healthcare Leadership (MHL) program. The course is an independent study course for the purpose of applying core content from the program to a healthcare challenge. The applied solution developed for the Course should reflect the real world application of research, tools, and leadership skills to the development of a solution and a plan for implementation of that proposed solution.

HCL 2080C. Critical Challenge Project C.

The Critical Challenge Project Course, consisting of a sequence of three 0.25 credit courses, is the capstone Master’s requirement for the Master’s of Science in Healthcare Leadership (MHL) program. The course is an independent study course for the purpose of applying core content from the program to a healthcare challenge. The applied solution developed for the Course should reflect the real world application of research, tools, and leadership skills to the development of a solution and a plan for implementation of that proposed solution.

HCL 2090. Leadership and Professional Development.

Leadership is a critical piece of the student experience for the Master of Healthcare Leadership (MHL). Designed as an integrated application, it spans the length of the program and is woven into the fabric of the other courses. In both residential and online settings, students will engage in discussions, reflections, lectures, simulations and experiential activities focused on their professional development as leaders. Students will be consistently challenged to apply the leadership theory and practice they are exploring in the program to their MHL team and personal work environment. They will also have opportunities to establish professional development goals and receive support from peers and faculty relative to those aspirations. By the end of the course, students should have improved their leadership skills and be confident in their ability to assume greater levels of responsibility.

HCL 2090A. Leadership and Professional Development Part A: Discovering Yourself.

Leadership and Professional Development is a critical piece of the student experience for the Master of Healthcare Leadership (MHL). Designed as an integrated application, it spans the length of the program and is woven into the fabric of the other courses. In both residential and online settings, students will engage in discussions, reflections, lectures, simulations and experiential activities focused on their professional development as leaders. Students will be consistently challenged to apply the leadership theory and practice they are exploring in the program to their MHL team and personal work environment. They will also have opportunities to establish professional development goals and receive support from peers and faculty related to those aspirations. By the end of the course, students should have improved their leadership skills and be confident in their ability to assume greater levels of responsibility.

HCL 2090B. Leadership and Professional Development Part B: Developing Yourself.

Leadership and Professional Development is a critical piece of the student experience for the Master of Healthcare Leadership (MHL). Designed as an integrated application, it spans the length of the program and is woven into the fabric of the other courses. In both residential and online settings, students will engage in discussions, reflections, lectures, simulations and experiential activities focused on their professional development as leaders. Students will be consistently challenged to apply the leadership theory and practice they are exploring in the program to their MHL team and personal work environment. They will also have opportunities to establish professional development goals and receive support from peers and faculty relative to those aspirations. By the end of the course, students should have improved their leadership skills and be confident in their ability to assume greater levels of responsibility.

HCL 2090C. Leadership and Professional Development Part C: Leading Others.

Leadership and Professional Development is a critical piece of the student experience for the Master of Healthcare Leadership (MHL). Designed as an integrated application, it spans the length of the program and is woven into the fabric of the other courses. In both residential and online settings, students will engage in discussions, reflections, lectures, simulations and experiential activities focused on their professional development as leaders. Students will be consistently challenged to apply the leadership theory and practice they are exploring in the program to their MHL team and personal work environment. They will also have opportunities to establish professional development goals and receive support from peers and faculty relative to those aspirations. By the end of the course, students should have improved their leadership skills and be confident in their ability to assume greater levels of responsibility.

HCL 2100. Health Law.

This course explores the major legal frameworks that govern US healthcare at the state and federal levels with a focus on legal relationships among patients, providers, payers, and institutions. Students will examine how the law regulates these relationships through informed consent; malpractice litigation; fraud and abuse restrictions pertaining to in-kind payments for healthcare services, devices, and pharmaceuticals; and antitrust laws to curb anti-competitive practices in healthcare consolidation. In addition to exploring the role of law in regulating the healthcare system, students will consider broader biomedical ethical issues and legal principles in the delivery of healthcare, such as abortion, experimental treatments, human subject research, end-of-life decision-making, including refusal of treatment, physician-assisted suicide, and organ donation. This course will connect these topics to practical executive skills related to negotiation, evaluation of risk, & effective engagement of legal counsel at the leadership level.

HCL 2110. Epidemiology and Biostatistics for Healthcare.

This course will introduce the principles and methods of epidemiologic investigations and biostatistics as they apply to the healthcare context. We will illustrate the methods by which studies of the distribution and transmission of diseases in populations (including disease outbreaks and epidemics) can contribute to an understanding of etiologic factors and can help inform treatments. We will introduce various study designs, including randomized trials, cohort studies, and case-control studies. We will also introduce the building blocks of evidence-based medicine, i.e., systematic reviews and meta-analyses. Quantitative and analytic methods covered during the course include measures of morbidity and mortality, statistical concepts, and measures of diagnostic test accuracy and treatment effectiveness.

HCL 2120. Health Economics: Jargon, Theory, and Analytical Methods.

This course is intended to provide a basic foundation in the methods and application of health economics; the concepts, topics, cases, and exercises are intended for healthcare leaders delivering care, paying for and producing healthcare goods and services, as well as those regulating, managing, and overseeing the delivery of healthcare. This course provides a high-level overview, understanding, and working knowledge of economic principles and methods applied in the healthcare sector. Applications to real healthcare delivery and financing issues are emphasized throughout the course, with students gaining experience analyzing health policy decisions that arise from basic economic choices that must be made concerning the efficient and equitable production, allocation, and consumption of healthcare resources. Upon completion of this course, students will demonstrate a technical understanding of the theory, principles, and methods of health economics.

HCL 2130. Data Analytics.

This course will introduce the principles and methods of data analytics as they apply to the healthcare context. We will illustrate the methods by which big data can contribute to an understanding of the underlying problems and challenges confronting our healthcare system. We will also introduce a number of case studies illustrating how analytics can solve strategic and operational issues. Students will work in their teams to understand and solve the case studies.

HCL 2140. Marketing for Health Care Transformation.

In today’s rapidly changing healthcare market, leaders require critical marketing skills to help them guide the transformation of their organizations. In this course, you will develop several essential marketing skills, specifically in customer listening, segmentation & positioning, branding, social media, pricing, and product innovation. This course is specifically designed to discuss marketing in the healthcare context with a mix of examples from payers, providers, and the life science spaces. You will have the opportunity to apply the newly acquired knowledge. Upon completion of this course, you will be able to leverage strategic marketing constructs and frameworks in daily healthcare leadership situations that will be critical for changing behaviors of different stakeholders within the healthcare environment. You will also be able to use these tools and frameworks to help you proactively identify and address gaps in Diversity, Equity & Inclusion (DEI).

HCL 2150. Health Technology, Data, and Analysis.

Challenges and opportunities abound as healthcare has raced into the digital age. Emerging technology and vast pools of data create both significant challenges and industry changing opportunities. This course will provide you with background and context for exploiting these changes. The first part of the course tracks the evolution of information technology and electronic medical records. It explores the decisions you must make, and the tradeoffs associated with planning and using this new technology. It prepares you to deal with the future of Cyber Security, Artificial Intelligence, Block Chain products and Quantum Computing. The next is will introduce the principles and methods of data analytics, and pitfalls to avoid, as they apply to the healthcare context and social determinants of health. The final part dedicated to the principles and methods of epidemiologic investigations and biostatistics in the healthcare context.

HCL 2200. Digital Health Innovations and AI in Healthcare.

This course will provide an overview of the design, evaluation, and deployment of digital health innovations in the healthcare setting. This course will also cover key aspects of artificial intelligence (AI) that is increasingly poised to impact the practice and delivery of healthcare. Through examination of primary literature, students will gain insight to the promises and challenges of digital health and AI in clinical and public health contexts.

PHP 0060. Complexities and Challenges of Global Health.

Global health refers to the health and wellbeing of all of the world’s populations, regardless of geography, country, or citizenship. Many of today’s most pressing issues, from climate change to political conflict and population displacement, have profound implications for health. This course will introduce students to fundamental topics in global health, and it will encourage them to approach global health issues through a lens of equity and responsibility toward people and populations beyond United States’ borders. Students will develop a framework for understanding contemporary health challenges and learn how responses to these complex problems require collaboration across health and non-health sectors of society. This course will challenge students’ assumptions about world health while strengthening their skills in data literacy and critical analysis.

PHP 0080. Epidemiology of Hope: Historical Perspectives on Public Health in the Ocean State.

What can we learn about the world’s most pressing public health challenges by looking to the past? This first-year seminar aims to introduce learners to the history of communities across Rhode Island, using the stories of everyday people to explore how key historical developments have led to changes in the health of populations over time. Blending methods from a range of disciplines, we will work together to develop our capacities for critical analysis and interpretation, putting scientific knowledge about the drivers of health and well-being in their historical context. In doing so, this seminar aims to prepared to engage meaningfully in public health activities in local communities across the Ocean State.

PHP 0300A. Pandemics and Global Epidemics.

This online summer-session course will provide an intensive introductory-level learning experience on several important pandemics and global epidemics throughout history. The course will begin by covering the basic biology of infectious diseases; the different ways infectious diseases can spread throughout populations; what makes an infectious agent successful; and how changes in population structure and rapid advancements in population movement impact infectious diseases. We will then review important pandemics and global epidemics throughout time, including the 1350 bubonic plague, 1918 Spanish flu pandemic, HIV/AIDS global epidemic, and the coronavirus outbreaks. We will examine the basic characteristics of each of these diseases, how they are believed to have spread to humans, how they spread globally, what prevention and control measures were implemented, and what was learned. The course will conclude with a discussion of the concept of “pandemic preparedness.”

PHP 0300B. The Interplay Of Ethics, Politics, and Science in Public Health.

Vaccine requirements, taxation of soda and cigarettes, communication campaigns on healthy lifestyles – these public health interventions have saved lives. These different measures illustrate the range of approaches in public health, from laws that force individuals to take action to persuasive strategies to convince people to do so. These approaches also raise questions: When is it justifiable to employ coercion to achieve public health gains? Can persuasion be manipulative? What groups may be empowered, or marginalized, by these measures?
In this course, we will explore how scientific evidence, socio-political forces, and ethics intersect to frame public health issues, policies, and research. This course will help students develop analytical skills that can be employed to examine controversial topics and evaluate public health programs critically. These skills can be applied to varied contexts and settings, being foundational in students’ professional and academic careers.

PHP 0320. Introduction to Public Health.

An introductory overview of the U.S. Public Health System with an emphasis on the core functions of public health, challenges and strategies for working with communities, and specific health issues that impact the health of the population. Presents a comprehensive overview of the environmental and behavior factors associated with health promotion and disease prevention.

PHP 0710. Introduction to Modern South Asia: Public Health From Theory to Practice (SAST 0700B).

Interested students must register for SAST 0700B.

PHP 0720. Public Health and the Environment.

This course approaches global public health through the lens of environmental determinants. We will examine our world’s changing environment and its relationship to health with particular focus on environmental health challenges in low- and middle-income countries (LMICs). Students will explore important environmental issues that impact population health and apply public health perspectives to understanding determinants of disease and contextualizing and addressing global health challenges.

PHP 1040. Focus Groups & Interviews for Health Research - Qualitative Methods: The Basics.

This asynchronous, online course provides an ideal introduction to the design and conduct of qualitative research studies. We will focus on a simplified yet rigorous approach to the collection of interview, focus group, or textual data and methods to produce reliable research findings. We will address key elements necessary for publication in a scientific journal. You will learn how to construct a conceptual model, select and implement an approach to data collection, minimize bias, plan for subject recruitment, develop a data management plan, and apply thematic analysis using basic functions of NVivo qualitative analysis software. Although the focus of this course is on health topics, the qualitative methods employed apply to a wide variety of domains including social sciences, education, program evaluation, business/market research, and political science.

PHP 1070. Global Burden of Disease.

This is an advanced introduction to global public health, defining and critically examining key topics and concepts through an interdisciplinary lens. From historical efforts in mid-20th century international health assistance, to the early 21st century explosion of global health funding, to current efforts to decolonize global health and engage in more equitable global partnerships, this course examines major social and scientific developments. Readings, lectures, in-class discussions and small groups explore changes in the underlying causes of morbidity and mortality during global social, economic and health transitions, the biological and social ecology of global disease patterns, and efforts to improve health in under-resourced settings. Guest lecturers offer different perspectives on the global burden of disease. An in-depth research paper worth 40% of the final grade is the scholarly centerpiece of course; this is a rigorous semester-long project. There are two exams.

PHP 1160. The Global Burden of Mental Illness: A Public Health Approach.

Provides an introduction to the classification, epidemiology, etiology, treatment and potential prevention of psychiatric disorders from a population perspective. Reviews the magnitude and social burden associated with mental disorders worldwide and opportunities to enhance prevention and treatment.
Covers concepts and methods used to study mental illness at the population level, including definitions of “normality” and “pathology”, current classification systems and measurement approaches to assess psychopathology and severity and cross-cultural issues.
Covers the prevalence, risk factors, and etiology of major disorders of children, adolescents and adults, including autism spectrum disorders, attention deficit disorders, mood and anxiety disorders, schizophrenia and substance use disorders. PHP 0850 OR prior coursework in psychology, epidemiology, sociology or related fields.

PHP 1400. HIV/AIDS in Africa: A Multidisciplinary Approach to Support HIV/AIDS Care and Treatment Programs.

The course is intended to challenge students from different disciplines to develop strategies to address the challenges of establishing and sustaining HIV/AIDS care and treatment programs in Africa. The course will begin with a general introduction to HIV/AIDS to provide a foundation wherein students will obtain a basic scientific and sociological understanding of the disease. Discussion topics on: the impact of AIDS, introducing antiretroviral therapy in Africa, monitoring and evaluating ARV therapy scale up and developing a country wide plan for a national laboratory system to support HIV/AIDS care and treatment will be facilitated through the use of case studies. Enrollment limited to 25 juniors and seniors. Graduate students with permission of instructor.

PHP 1540. Alcohol Use and Misuse.

Reviews the epidemiology of alcohol use, abuse, and dependence and examines its neurobiological and behavioral underpinnings. Covers etiology including physiological, genetic, psychological and social cultural influences, and prevention, brief intervention and treatment considerations. Course background in psychology, sociology, or public health is recommended. Recommended prerequisites: PHP 0320 and CLPS 0010. Enrollment limited to 20 juniors, seniors, and graduate students.

PHP 1600. Obesity in the 21st Century: Causes, Consequences and Countermeasures.

The scope of obesity knowledge is too large to cover during one single course, therefore we will focus primarily on obesity-related health outcomes, assessment of obesity, obesity epidemiology, social and behavioral correlates of obesity, obesity and stigma, policy and interventions across population groups. The readings for this course are multi-disciplinary in nature and integrate epidemiological, biological, sociological, political and philosophical perspectives. This course is specific to the United States and thusly all readings will reflect this contextual focus. Enrollment limited to 30.

PHP 1796. The Historical Determinants of Public Health.

An ignorance of public health history is partly to blame for our imperfect response to COVID-19 in the United States. Throughout the pandemic, the reductive framing of public health’s greatest challenges —from addressing vaccine hesitancy, the rampant spread of pseudoscience and misinformation, or pervasive stigma and discrimination in communities of color—allowed our field to overlook the deep and undeniable historical roots of contemporary public health practice. This course will highlight the central role historical determinants of public health continue to play in shaping health policy and response. Using the COVID-19 pandemic as a prism, students will critically examine the successes and setbacks of earlier eras in public health history, providing them with the historical framing necessary to better understand and advocate for impactful public health interventions in the present and future.

PHP 1802S. Human Security and Humanitarian Response: Increasing Effectiveness and Accountability.

Disasters, natural and anthropogenic, pose significant threats to human security. Effective humanitarian action is important for both short and long-term responses to complex emergencies. The array of factors contributing to the economic and human losses experienced in both natural disasters and complex humanitarian emergencies are vast and complicated, and the strategies employed to mitigate and heal the damage caused by these disturbances must be equal to the task. This course covers diverse topics including the role of NGOs, UN agencies, local governments, peacekeepers and military in humanitarian response; economic impact of humanitarian aid; the evidence base for humanitarian interventions.

PHP 1820. Designing Education for Better Prisoner and Community Health.

This course will provide the needed background and context for understanding the multiple issues and challenges facing prisoners and the national justice and health systems that impact their lives. In addition to contextual background, students in this course will attain the knowledge and skills needed to develop a final practical, real world health communication/ intervention project that addresses one or more health literacy challenges facing people who are incarcerated and other low income, medically disenfranchised individuals. Students interested in taking the course must contact the professor directly for an application to obtain an override.

PHP 1822. Effective Health Communication With Medically Underserved Populations in an Applied Learning Setting.

This course is designed to provide a foundational understanding of the creation, use, and impact of health communication tools for low-income, medically underserved audiences. The course is group and project-focused. Student project teams will conduct focus groups and key informant interviews with 1) individuals who have been directly impacted by the epidemic of incarceration and 2) experts in the community, to conceptualize, develop, and prototype health communication projects. Projects may address health literacy needs faced by individuals and their communities and/or advocacy needs designed to address systemic or structural health barriers. The course will explore how health communication can be used to effectively address stigma, connect audiences to resources and education, to engage public audiences with emerging concerns, and drive data and advocacy. Learning objectives: -Complete a health communication project or campaign with a small team of other students and

PHP 1856. A One Health Approach to Emerging Public Health Issues.

One Health describes an approach to disease monitoring, research, and prevention that stresses the natural linkages between human populations, animal and plant populations, and the environment broadly. Students will learn how the One Health framework relates to classic epidemiological concepts and can be applied to conduct more effective zoonotic and vector-borne disease surveillance. This course emphasizes systems-thinking, multi-disciplinary approaches to research, and collaborative partnerships. Active learning strategies such as case studies will be used to demonstrate real-world application for emerging public health issues such as climate change and pandemic preparedness.

PHP 1910. Public Health Senior Seminar.

This dynamic course is designed to provide an overarching capstone experience to seniors graduating with a bachelor’s degree in Public Health. This class is intended to help students gain in-depth knowledge of public health by utilizing and strengthening both oral and written communication skills. These skills will facilitate communicating with diverse audiences through a variety of media and working in teams. Critical skills such as literature searches, use of bibliographic software, critiquing the literature, working in teams, and writing research papers will be practiced. Current public health topics that are timely will be discussed and public health successes, failures, and areas that need more work and effort will be explored. The course is designed as a seminar emphasizing class discussion, interaction, and debate regarding differing perspectives, as well as in-depth discussion of the assigned readings.

PHP 1915. Public Health Honors Senior Seminar.

This dynamic course will provide an overarching public health experience for students in the public health honors track. Students will strengthen oratory, writing, and teamwork skills. The course will add structural support for students beginning their thesis experience. This will include literature review and appraisal, scientific writing, data presentation, and communication of findings to scientific and lay audiences. The instructor is formally trained in Internal Medicine, public health, health policy and clinical epidemiology which will be brought to the classroom. This seminar course will emphasize class discussion, interaction and debate regarding differing perspectives on each topic area, as well as in-depth discussion of the assigned readings.

PHP 1920. Social Determinants of Health.

The course provides an overview of social determinants of health. Examples of topics include health effects of educational attainment, social integration, neighborhood socioeconomic characteristics, racial discrimination, gender, income inequality, childhood socioeconomic circumstances, parental neglect, and job strain. Mixed teaching methods are used, including small group discussions, problem-based learning and guest lectures. Open to graduate students and advanced undergraduates.

PHP 1960. Epidemiology of Chronic Disease.

This course provides an in-depth exploration of chronic disease epidemiology, equipping students with the skills to assess disease burden and evaluate key chronic disease studies. Students will learn to access and interpret state and national data sources, identify key risk factors for chronic diseases, and synthesize findings from scientific literature. Emphasis is placed on critical appraisal of epidemiologic studies and the application of data to inform public health practice. By the end of the course, students will be prepared to characterize chronic disease patterns in populations and effectively utilize surveillance data to support prevention and intervention efforts.

PHP 1964. Cancer Epidemiology and Prevention.

This course is aimed at enhancing the knowledge and skills central to the application of epidemiologic methods to cancer screening, prevention, and control. We will exam cancer incidence and trends in the U.S. and globally, interpret their implication for cancer etiology, and critically analyze current evidence regarding the role of various major risk factors on human cancer risks. The class will focus on the impact of major environmental, occupational, and lifestyle risk factors on cancers of high public health significance.

PHP 1970. Independent Study.

A special project may be arranged in consultation with an individual faculty sponsor. Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

PHP 1980. Honors Thesis Preparation.

Two semesters of PHP 1980, Honors Thesis Preparation, will be devoted to the development and implementation of an Honors project, and of the writing of the Honors Thesis for the Public Health Concentration.

PHP 2000. Foundations of Public Health.

All incoming students must enroll in PHP 2000: Foundations of Public Health. This online, asynchronous, self-paced, non-credit, and no-cost course provides a broad overview of the field of public health as required by the School of Public Health’s accrediting body, the Council on Education for Public and Health (CEPH). Students are encouraged to enroll in the course as soon as registration opens and, if possible, to finish it before their credit-bearing courses begin. Devoting this approximately one-week period to the course will enable them to acquire foundational knowledge that will support them in their coursework and lower the burden of their workload during the semester. Students are expected to complete PHP 2000 by the end of their first semester.

PHP 2018. Epidemiology of Cardio-Metabolic Health.

This course surveys the entire landscape of the nutritional, biochemical, and genetic aspects of cardiometabolic health addressing issues of obesity, diabetes, metabolic syndrome, and their micro- and macro-vascular complications. Students will learn about both the descriptive and analytical epidemiology of these seemingly distinct but clearly clustered disorders including the so-called metabolic syndrome comprehensively and in-depth. International comparison of prevalent data in different social contexts will also be reviewed, so that strategies for prevention by either changing our cultures or natures can be appreciated and debated with a better understanding of the related issues confronted by public health and medical professionals.

PHP 2019. Measurement Issues in Health Care.

Provides a theoretical and practical basis for measurement in health care. Introduces measurement theory, scale development, and criteria to be considered when choosing measures in clinical practice and research. Practical exercises include questionnaire development and a written research protocol for the development and validation of a new measure. Prerequisites: PHP 2120, 2130.

PHP 2023. Maternal and Child Health in the United States.

This is a graduate level course focused on maternal and child health in the United States.
While some reference will be made to the experience in other countries, the focus of the course will be on the United States. A broad range of health conditions will be covered, with an emphasis on leading causes of mortality and morbidity. In addition, we will examine the range of programs designed to prevent or address important health threats.

PHP 2024. Engaged Scholarship in Maternal and Child Health.

This overall goal of this course is to help students develop the knowledge, skills and perspectives necessary to make contributions in the field of maternal and child health, with a particular focus on community-based or community serving interventions, research and evaluation. This includes the short-term goal of helping students prepare for internship, thesis or capstone work and the long-term goal of providing training for students’ future career in the field of maternal and child health. In the course students will: •expand their knowledge of current research in maternal and child health and explore the community context of the research.
•develop or refine a skill set that has applications in community-based interventions, research or evaluation.
•complete a community-based or community serving project as part of the Hassenfeld Child Health Innovation Institute ‘s Community of Learners.

PHP 2040. Survey Research Methods.

Emphasizes the theory of sampling and survey methods and their application to public health research. Topics include: survey design and planning; principles of sampling and survey terminology; questionnaire construction; protection of human subjects; data collection (including interviewing and data coding procedures); and application, presentation, and evaluation of results. Suggested prerequisites: PHP 2120 or PHP 2140, and PHP 2508 or 2510. Open to graduate students only.

PHP 2071. Applied Public Health: Systems and Practice.

Applied Public Health is a two-semester sequence of courses designed to give students the skills and experiences they need to master understanding public health and health care systems, policy in public health, leadership, communication, interprofessional practice, and systems thinking. This will be achieved through a combination of lectures, in class exercises, homework assignments, and practical experience in a public health setting. The first course in the sequence (PHP 2071) is taken in the Spring of your first year.

PHP 2072. Applied Public Health: Policy, leadership and communication.

Applied Public Health is a two-semester sequence of courses designed to give students the skills and experiences they need to master understanding public health and health care systems, policy in public health, leadership, communication, interprofessional practice, and systems thinking. This will be achieved through a combination of lectures, in class exercises, homework assignments, and practical experience in a public health setting. The second course (PHP 2072) is taken in the Fall of your second year.

PHP 2073. Leadership and Communication.

The objective of this 1.5 unit (i.e., 270-hour) course, which students will take online in the summer prior to arriving on campus, is to enable students to become public health leaders who can communicate effectively with a wide variety of audiences. Students will learn leadership principles, such as, how to create a vision, advocate for policies and programs, build coalitions, and use negotiation and mediation strategies. Students will build on their oral and written communication skills, by writing an op-ed delivering a presentation to their peers and interacting with public health leaders and elected officials. Students will also learn from leading experts in the fields of leadership and communication related to public health.

PHP 2074. Needs Analysis and Program Planning.

This course provides a comprehensive overview of the principles, methods, and practical application of public health needs assessment and program planning. Students will gain the foundational skills necessary to systematically identify, analyze, and prioritize health needs within a population. Students will consider levels of intervention including the individual; families or small groups; organizations such as schools, worksites, health care settings; communities; the media; policy and environmental changes. Students will identify personal and environmental factors that affect public health and develop skills in needs assessment, formative research, cultural sensitivity, behavior change theories, intervention mapping, process and impact/outcome evaluation and dissemination. Students will critique intervention studies and gain experience in developing a behavior change intervention.

PHP 2076. Integrated Learning Experience for Accelerated MPH Program.

The ILE allows students the opportunity to synthesize their public health competencies at the end of the accelerated MPH program. The course will be conducted in a didactic and workshop style format so the attendees will have an experience of how to approach and identify public health topics of interest and how to advance public health messaging, policy, and research. The course will help students become familiar with how to guide and implement findings of clinical medical research to public health policies, conduct research and special attention to ethics of human subjects research and focus on the regulatory procedures for conducting ethical research in clinical settings.

PHP 2077B. Capstone: Program Proposal.

The Integrated Learning Experience (ILE) is designed to enable MPH students to synthesize learning across their core courses, concentration courses, and practicum experiences. Historically, the Brown School of Public Health has required a thesis for the ILE, however, students may now complete a thesis or a capstone course as their ILE. The thesis is the better option for those who want to conduct academic research with a mentor in an independent study-type format, the capstone course is for those who prefer an applied project in a classroom setting. Program Proposal: Students who opt to take this section of the capstone course will craft a grant proposal for a health-promotion or disease-prevention program. The proposal may request funding for the design, implementation, or evaluation of the intervention.

PHP 2079. Leadership & Communication in Public Health.

The objective of this 1.0-unit (i.e., 180-hour) course, which students take in-person in the fall, is to enable students to become public health leaders who can communicate effectively with a wide variety of audiences. Students will learn leadership principles, such as how to create a vision, advocate for policies and programs, build coalitions, and use negotiation and mediation strategies. Students will build on their oral and written communication skills by writing an op-ed, delivering presentations to their peers, and interacting with public health leaders and elected officials. Students will also learn from leading experts in the fields of leadership and communication related to public health. Another purpose of the class is to familiarize students with mainstream media, where much public health information is presented. The course will include guest lectures, videos, readings, group activities, individual assignments, and in-person required

PHP 2080. Public Health Law and Policy.

The global COVID-19 pandemic has brought to the forefront the important role that law – at the federal, state and local levels -- plays in public health. Law not only organizes and structures the authority of government actors to intervene to protect the public’s health, it also molds the social environment in which people live, shaping access to resources needed to stay healthy. This course will explore the tensions between public health laws and policies and individual rights and freedoms. What authority should the government have to compel individuals, groups and businesses to conform to health and safety standards to promote the common good? What happens when public health intervention infringes on individual rights and liberties? How do laws and policies, and the ways in which those laws and policies are implemented and enforced, affect health equity and justice?

PHP 2090. Research Grant Writing for Public Health.

This course focuses on providing knowledge and experience in creating high quality public health research grant applications. Course objectives include developing significant and innovative scientific hypotheses, learning principles of effective written communication, and developing a research grant application suitable to submit for funding. Designed for Public Health School PhD students, post-doctoral fellows, and Masters students with advanced degrees (e.g. MD, PhD). Prerequisite: PHP 2120 or PHP 2150 or instructor permission.

PHP 2090A. Research Grant Writing for Public Health-Part A.

PHP 2090A is the first in a two-course sequence that enables students to gain hands-on experience in creating high-quality, competitive public health research grant applications. The sequence will focus on writing training- and early-career applications tailored to the National Institutes of Health (e.g., F- and K-series grants). In PHP 2090A, students will draft their specific aims with guidance from their mentor(s), obtain foundational knowledge about the NIH grant submission process, learn about the peer review process, understand the content of NIH grant sections, and develop the foundations of their full grant proposals. They will do this through directed readings, pre-recorded lectures, assignments, instructor-led seminars, and consultation with their primary academic mentors. In PHP 2090B, students will develop a full proposal and receive peer and faculty feedback on it.

PHP 2090B. Research Grant Writing for Public Health-Part B.

PHP 2090B is the second in a two-course sequence that enables students to gain hands-on experience in creating high-quality, competitive public health research grant applications. The sequence will focus on writing training- and early-career applications tailored to the National Institutes of Health. In PHP 2090B, students will develop a full NIH proposal (e.g., F- or K-series or R03/R21), provide feedback to and receive feedback from their peers on proposal documents, and obtain in-depth knowledge of how to design and conduct robust, rigorous, and impactful research studies. They will do this through directed readings, in-person lectures, assignments, and consultation with their primary academic mentors. Topics covered in the course will include basic statistical power calculations, presentation strategies, research misconduct and ethics, picking and managing mentors, and effective budgeting.

PHP 2160. The Global Burden of Mental Illness: A Public Health Approach.

Provides an introduction to the classification, epidemiology, etiology, treatment and potential prevention of psychiatric disorders from a population perspective. Reviews the magnitude and social burden associated with mental disorders worldwide and opportunities to enhance prevention and treatment.

Covers concepts and methods used to study mental illness at the population level, including definitions of “normality” and “pathology”, current classification systems and measurement approaches to assess psychopathology and severity and cross-cultural issues.

Covers the prevalence, risk factors, and etiology of major disorders of children, adolescents and adults, including autism spectrum disorders, attention deficit disorders, mood and anxiety disorders, schizophrenia and substance use disorders.

PHP 2415. Introduction to Evidence-based Medicine.

Unbiased assessments of the scientific literature by means of research synthesis methods are critical for formulating public health policy, counseling patients or prioritizing future research. We focus on the methods and uses of systematic reviews and meta-analyses and their applications in medicine and health policy. After course completion, and with some direction, students will be able to undertake a basic systematic review or meta-analysis. Enrollment limited to 15. Prerequisites: PHP 2120, 2150, or 2460; and PHP 2507/08 or 2510/11 (2508 and 2511 may be taken concurrently); and clinical background or training in basic concepts in medicine (must discuss with instructor).

PHP 2451. Exchange Scholar Program.

PHP 2470. Topics in Clinical, Translational and Health Services Research.

Through a combination of mini-courses and seminars, students will explore concepts, gain knowledge and develop skills in a variety of public health areas. To receive a half credit for this course, students will be required to successfully complete 70 units. Units must be pre-determined by the course instructor and the unit instructor. Units are generally based on the number of in-person contact hours and the number of outside of class/homework hours required for a mini-course or seminar. Students must receive special permission from the instructor or be accepted to the Clinical and Translational Research Summer Institute to enroll.

PHP 2691. Statistical and AI-Powered Methods for High-Dimensional Genomics Data Analysis.

This course will introduce both statistical methods and modern AI techniques for analyzing high-dimensional genomics data. Students will engage with a range of statistical methodologies, including Bayesian inference, hierarchical models, and non-negative matrix factorization, alongside advanced AI tools such as deep learning, machine learning, and ensemble methods. The curriculum covers applications such as differential expression analysis, gene set enrichment analysis, and integration of multi-omics data sets. Practical sessions include data preprocessing, model selection, interpretation of genomic data, and visualization of results. Prerequisites include coursework in statistics, proficiency in R or Python, and a basic understanding of genomics.

PHP 2950. Doctoral Seminar in Public Health.

The purpose of this seminar is to facilitate discussions of current scientific literature in epidemiology, biostatistics, health services, behavioral and health sciences, and public health in general. The main goal is to expose students to current methodological issues and controversies, in an effort to integrate knowledge across disciplines. This seminar is only open to doctoral students in Epidemiology, Behavioral and Social Health Sciences, Biostatistics and Health Services Research.

PHP 2980. Graduate Independent Study and Thesis Research.

Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

PHP 2981. Graduate Independent Study and Thesis Research (half-credit).

Half-credit independent study research course consisting of 90 credit hours of supervised independent work. Intended for master’s students. Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

PHP 2985. MPH Independent Study for Thesis Preparation and Research.

This optional half credit course may be taken up to two times during preparation for the MPH degree. It provides MPH students with self-directed thesis research and preparation time under the guidance of a thesis advisor. Prior to taking this course the student and advisor must reach agreement as to what constitutes satisfactory completion of the course (e.g., completion of a satisfactory literature review, attainment of specific thesis benchmarks, or completion of the thesis). Please check Banner for the correct section number and CRN to use when registering for this course.

PHP 2988. SPH Doctoral Teaching Experience (TE).

The Teaching Experience (TE) independent study is designed to enable graduate students to expand practical teaching skills as course coordinators/instructors under the mentorship of an experienced instructor. While the TE is a primarily a learning opportunity for doctoral students, secondarily, the activities associated with the TE should add value to the class by enhancing the experience of students enrolled in the course and assisting the faculty instructor with administration and delivery of the course. TEs are generally arranged according to student interests and goals and then approved by the student’s Graduate Program Director. Once approved, a student will register for the independent study section with the instructor teaching the TE-associated course. Students should consult their Graduate Program Handbook for more information.

PHP 2990. Thesis Preparation.

For graduate students who have met the residency requirement and are continuing research on a full time basis.

PHP XLIST. Courses of Interest to Concentrators in Community Health.