EAGER is a type of proposal used to support exploratory work in its early stages on untested, but potentially transformative, research ideas or approaches. This work may be considered especially "high risk-high payoff" in the sense that it, for example, involves radically different approaches, applies new expertise, or engages novel disciplinary or interdisciplinary perspectives. These exploratory proposals also may be submitted directly to an NSF program, but the EAGER proposal type should not be used for projects that are appropriate for submission as "regular" (i.e., non-EAGER) NSF proposals. PI(s) must contact the NSF Program Officer(s) whose expertise is most germane to the proposal topic prior to submission of an EAGER proposal. This will aid in determining the appropriateness of the work for consideration under the EAGER proposal type; this suitability must be assessed early in the process
This course is designed to prepare students to effectively utilize information resources and technology on an academic medical center campus. Students will learn to apply computer skills, information technologies and literacy skills in an academic health care setting. The course also teaches students the foundations of information literacy - to recognize when information is needed, and to effectively locate, evaluate and use health information resources. Students will learn best practices to find the most relevant information using search strategies, databases (public and private), evaluative skills, and technology to apply and synthesize responses. Finally, this course will equip students with successful presentation skills and guidance on communicating with social technology. LEC.
The Culminating Experience in Biostatistics allows the student to demonstrate the ability to integrate knowledge and skills in a Final Project similar to some aspect of practice as a public health professional. The faculty uses the Culminating Experience to judge whether the student demonstrates proficiency in the competencies required for public health practice.
Prerequisites: All CORE and BIOS Track Courses.
This course is an opportunity for students to apply the knowledge and skills learned in the classroom directly in a fieldwork experience. After completion of an online module on professionalism, the student will work at an approved external site, typically a local or state health agency or a local organization under the supervision of a public health professional. If a student is able to do a placement only in his or her regular place of employment, the assignment must extend beyond or be something other than his or her regular work duties and allow application of knowledge and skills learned in the classroom.
The Culminating Experience in Community Health Sciences allows the student to demonstrate the ability to integrate knowledge and skills in a Final Project similar to some aspect of practice as a public health professional. The faculty uses the Culminating Experience to judge whether the student demonstrates proficiency in the competencies required for public health practice.
Prerequisites: All CORE and CHSC Track Courses.
The social, economic, political, and physical conditions in which we live have an enormous impact on public health. These conditions, which are called the social determinants of health, include distribution of power and resources within and across populations, and account for enormous health disparities domestically and globally. In this course, we will engage in an in-depth exploration of the social determinants of health through the critical reading and analysis of books that focus on one or more of these determinants, and will discuss how public health efforts can be leveraged to improve those social conditions that impact health and quality of life.
Applied Quality Improvement Methods for Healthcare and Public Health (3). Crosslisted as MHCH 816/ PUBH 716. The course objective is to develop, implement, and test a solution to improve health care or public health delivery, using a model called the Model for Improvement (or MFI). The model uses three questions to scope the improvement project and four steps, Plan-Do-Check-Act, to implement and test solutions. Spring.
The World Health Organization defines health as a state of complete physical, mental and social well-being. Policy makers, behavioral economists, public health professionals, health care experts, and others have begun to expand their focus on approaches to reducing illness and suffering to include how best to promote and support thriving and resilient communities, characterized by high levels of subjective well-being. In this course, we will explore how factors such as resilience, positive affect, optimism, coping style, and social functioning are linked to individual and public health, how features of the social environment and culture impact these characteristics, and how public health professionals can contribute to the design and implementation of interventions at the individual, interpersonal, community, and policy levels in support of health promotion and overall well-being.
This course will provide students with an in-depth understanding of the scope of the public health field and a practical foundation for future career opportunities. Students will become familiar with the evolution of public health as a field, including past achievements as well as current issues and future directions. The course will emphasize the core functions of public health and describe how these functions relate to communities, the role of government, public health agencies and professionals. This course will feature presentations from experts in the field when appropriate.
This course is focused on centering personal wellness inside and outside of the classroom. As emerging public health practitioners, we are often focused on population health. However, public health promotion and disease prevention is not only the responsibility of macro-institutions. Health is created and experienced by individuals and communities within the settings of our everyday lives—where we live, work, learn, play, pray, and love. If we are personally stressed, anxious, depressed, or fatigued, can we consider how that might impact our conceptions and pursuit of greater physical, mental, spiritual, and community health and wellness? As the adage from the 1960s Second-Wave Feminist Movement goes, ‘the personal is political.’ This course presents the creative arts as tools to promote health and to manage the effects of illness, stress, and trauma. Students will practice critical reading, critical analysis, and creative writing exercises and engage in activities to unlearn and heal oppressive attitudes and behaviors, improve mental and physical health, and promote healthy development. Concepts, such as the life course perspective, cultural humility, public health critical race praxis, intersectionality, and social capital, will be introduced side-by-side with reading and writing works of poetry, memoir, and fiction. Finally, the students will work in groups to study a health issue and produce a creative work and presentation on the topic.
The overall goal of the course is to give the student experience in applying maternal and child health knowledge and skills in an off-campus public health setting. The experience is a planned, supervised, and evaluated internship that takes place in one of a variety of agencies or organizations, including community-based organizations and governmental departments.