Min Credits |
Description |
Requisites ( Syntax ) |
3 |
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Environmental exposure to pollutants and access to ' built environments ' and foods that promote health is not equitable |
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across domestic and international populations . This course applies systems thinking tools to identify the structural and |
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political factors that influence these environmental inequities as well as the public health impacts . Building on the skills |
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learned in PUB 620 , students analyze an environmental health impact on a specific community and propose strategies to |
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advocate for an evidence-based approach to address the issue . |
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3 |
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During the Applied Practice Experience ( APE ), public health professionals will act as preceptors and guide students while |
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they apply the public health skills learned in their foundational courses . Students will work with their preceptor to plan and |
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develop products of use to the practice location , whether a community based organization , health department or other |
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public health site . Students are expected to select and demonstrate competency in at least 5 foundational or program |
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competencies . In addition to the practical experience at their site , students will meet regularly online to reflect on their APE |
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and professional development . |
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3 |
Developing effective health promotion messages requires an understanding of the audience and communication strategies . |
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This course focuses on strengthening competencies related to creating culturally informed health education materials . |
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Students will assess factors to understand the audience , determine communication objectives , construct persuasive |
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messages using communications theories , and select appropriate communication methods and technologies to deliver |
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health promotion messages . |
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3 |
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Where one lives can have a strong influence on life expectancy . This course focuses on barriers to achieving health equity in |
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all communities , with an emphasis on structural factors that impact health , including the built environment , racism , and |
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poverty . Specific challenges facing populations marginalized due to their identity or location will be explored , as well as |
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strategies to address these challenges through public health interventions and advocacy . |
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3 |
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Health promotion programs are most effective when developed with a thorough understanding of community needs , beliefs |
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and priorities . This course addresses the skills needed for health education development , assessment , data analysis , |
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planning and implementation from a community-based , participatory approach . |
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3 |
PUB610 , PUBk630 ( Required , Previous ) |
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Epidemiological methods are foundational to public health work . This course builds on the skills learned in PUB-610 and PUB- |
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630 as students apply epidemiological methods to identify health disparities , identify underlying causes , and establish |
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priorities based on data for a county or state health department . The focus is on using quantitative data to support health |
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equity . Skills addressed will include identifying and using publically available data , identifying data needs and developing |
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strategies to collect and analyze primary data . |
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3 |
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Countries and regions around the world face distinct challenges in achieving health equity for their populations . As seen |
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through the COVID-19 pandemic , though , health issues do not stay within political boundaries and we find the global |
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community to be increasingly interdependent . This course surveys health around the world , comparing public health |
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systems and priorities . Students will gain an understanding of the United Nations ' Sustainable Development Goals and the |
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influence of globalization on health and health equity , and propose effective culturally informed strategies for health |
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promotion within an international setting . |
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3 |
PUB610 , PUB630 ( Required , Previous ). |
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Qualitative research methods can help public health professionals better understand the lived experience of communities |
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before , during and after implementation of health promoting interventions . Focus groups , observation , and semi-structured |
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interviews are examples of qualitative methods used alone or with quantitative methods for research or programmatic |
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evaluations . This course builds on the skills introduced in PUB-610 and PUB-630 . Students will have the opportunity to apply |
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what they learn through lecture and readings as they gain experience in collecting and analyzing qualitative data . |
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3 |
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The integrative learning experience ( ILE ) is an opportunity for students to demonstrate synthesis of foundational and |
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program competencies through the development of a culminating professional written product . The format of the ILE will be |
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unique to the student ' s professional and educational objectives , and may include writing documents such as a program |
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evaluation report , training manual , or policy analysis . The course instructor will approve student proposals for the written |
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product before enrollment , and students will present their ILE projects orally at the end of the semester . |