|GH 500 (2)||
Critical Issues in Global Health (Fall/Spring)
|Fall/Spring. Prerequisites: GEH, GH, and GLEPI students may not enroll unless with departmental permission. The overarching objective of GH 500 is to equip students with critical perspectives and resources that they will need as public health professionals and global citizens in our increasingly inter-connected and interdependent world. The course introduces students to: (1) fundamental cross-cutting themes that contextualize contemporary global health issues; and (2) selected health topical areas such as maternal and child health, pandemics, and non-communicable diseases. The course provides an overview of the past, present, and expected future directions of global health.|
Evidence-Based, Policy Programs and Research (Fall)
|Fall. Prerequisites: GEH, GH, and GLEPI students only. The goal of the course is to equip students with critical perspectives to address current and future global health challenges and opportunities as public health professionals and global citizens in this increasingly interdependent world. The course explores historical milestones, actors, assumptions, context, and theories driving selected global health priorities in policy, programs, and research. To do this, the course will enhance the skills of critical thinking, assessment of evidence from multiple perspectives, and application of evidence in formulation of policies, programs, and research priorities. A recurring theme throughout the course is that there are common global drivers influencing the health of populations in high, middle, and low-income countries and that cross-cutting issues of inequality and systems transcend settings. Global health students only.|
|GH502 (2)||Introduction to Quantitative Data Collection (Fall)||Fall. Pre-requisites: Open to second year MPH/MSPH students. Students who take GH 503 are not eligible to take GH 502. This course provides an introduction to the collection of quantitative data. Taking an applied approach, we learn the entire process of designing a study, including instrument design, sampling methods, budgeting and training, fieldwork components, and data management. Special focus is given to research in less-developed countries and to cross-cultural research. Participants develop their own studies, including survey instruments and method protocols.|
|GH503 (3)||Quantitative Data Collection (Spring)||Spring. Prerequisite: Students who take GH 502 are not eligible to also take GH 503. This course provides an introduction to the collection of quantitative, representative data. Taking an applied approach, we cover the entire process of designing a study, including instrument design, sampling methods, budgeting and training, fieldwork components, and coding and editing of data. The focus is on collecting data in less-developed countries. Students develop their own surveys and accompanying methods proposals, which they may use for their Applied Practice Experience or other projects.|
|GH505 (1)||Social Entrepreneurship for Health (Fall)||
Fall. Prerequisite: Second-year Global Health students or permission of instructor. GH 505 provides an introduction to the relatively new, but fast-growing use a business approaches to address social problems; micro financing, made famous by Muhammed Yunus, is an example of social entrepreneurship. The course will examine how social entrepreneurs who produce mission-driven products or services can reduce their dependence on government funds and charitable donations. Students will be exposed to case studies from experienced social entrepreneurs, including the lead instructor, and will also develop their own social enterprise plan. Knowledge and skills acquired through the course include: organizational leadership, market opportunity assessment, product/service development, and budgeting.
|GH508 (2)||Health and Human Rights Seminar (Spring)||
Spring. Examines a spectrum of issues related to health and human rights including three main topics: health as a human right, the impact of human rights abuses on health, and strategies for the adoption of a human rights framework to public health program planning and practice. A flipped classroom approach and case based learning is used across topics is used to support critical inquiry into the field of health and human rights.
|GH509 (2)||Translation and Implementation Science (Spring)||
Spring. This course aims to introduce students to translation of scientific knowledge into real-world implementation (policy, practice, behavior change). The course covers: determining burdens; identifying proven interventions and barriers that impede implementation; designing innovative and creative solutions, and the studies to test these; and informed decision-making as well as implementation and sustainability. Students will be exposed to case studies of health interventions globally which illustrate theoretical concepts while providing inspiration and motivation.
|GH510 (2)||Epidemiological Methods in Humanitarian Emergencies (Spring Break)||
Spring. This course covers epidemiologic methods used in complex humanitarian emergencies such as rapid assessment, surveillance, survey design (with a focus on cluster surveys) and analysis. In addition, the class includes other topics such as outbreaks in emergencies as well as practical sessions on anthropometry and field laboratory methods. Teaching methods combine lectures and case studies of recent humanitarian emergencies.
|GH511 (2)||International Infectious Diseases (Spring)||
Spring. Prerequisite: EPI 530. Offers an epidemiological, clinical, and public health perspective of selected acute infectious diseases of current national and international interest. Emphasizes the agent, methods of transmission, the host, role of surveillance, and methods of control and prevention.
|GH512 (2)||Health in Humanitarian Emergencies (Spring)||
Spring. The course covers the technical and management principles that are the basis of planning, implementing, and evaluating health programs for acutely displaced populations in developing countries. It emphasizes refugees in camp situations. It includes modules on assessment, nutrition, epidemiology of major health problems, surveillance, and program management in the context of an international relief operation.
|GH513 (3)||Community-Based Participatory Action Research (Fall/Spring)||
Fall/Spring. The course provides an introduction to Community-based Participatory Action Research (CBPAR), and similar research approaches – ones that are community-based and community-centered, participatory in their inclusion of community members as protagonists, and action-oriented in the sense that they explicitly seek to promote change. Students will develop familiarity with a range of classical and innovative research approaches, including assets-based approaches such as appreciative inquiry and critical approaches such as auto-ethnography. The course will be divided roughly in half, with the first half being more instructor-guided and the second half, student-generated and led.
|GH514 (2)||Social and Behavior Change Communication (Spring)||Spring. Serves as a practical introduction to the methods and theories used in the development, planning and implementation of communication interventions to promote healthy behavior and social change. Participants learn how to describe and analyze behaviors, conduct formative research, design an intervention strategically, write a creative brief to guide materials design, and develop and pretest materials. Case studies range from community-level group communication to mass media campaigns, and address a range of health issues, with particular focus on sexual and reproductive health, especially HIV/AIDS.|
|GH515 (3)||Transforming Public Health Surveillance (Fall)||Fall. Prerequisites: None. Transforming Public Health Surveillance (TPHS) provides a review of the history, purposes, activities, uses, elements, data sources, models, analyses, actions, reports, evaluation, and ethical and legal issues of public health surveillance (PHS). It helps students understand the critical importance of the direct association between PHS and public health action, plus develop skills and competencies with the use of data-information-messages and the information and communication technologies that enable, enhance, and empower them. TPHS describes informatics approaches to enable and enhance data sharing, analytics, and visualization though interoperability that adapts to meet the challenges as PHS moves from analog to digital and demonstrates how PHS core functions (i.e., detection, registration, confirmation, analysis, feedback, communication, and response) will be enabled, enhanced, and empowered by these opportunities. Cross-listed with EPI 515.|
|GH516 (2)||Global Perspectives in Parasitic Diseases (Fall)||
Fall. Prerequisite: EPI 530 (may be taken concurrently). Focuses on prevalent parasitic infections seen in this country as well as those seen primarily abroad. Topics include parasite lifecycles, immunology, diagnostic methods, clinical manifestations, treatment and follow up, complications, epidemiology, prevention and control, methods of transmission, and future research priorities.
|GH517 (2)||Case Studies in Infectious Disease Epidemiology (Fall)||
Fall. Prerequisites/concurrent: EPI 504 or EPI 530 and BIOS 500 or permission of instructor. Provides training in the investigation, control, and prevention of infectious diseases by both descriptive and analytic epidemiological techniques. Students work with infectious diseases of national and international interest. Cross-listed with EPI 517.
|GH518 (2)||Emerging Infectious Diseases (Spring)||
Spring. Prerequisite/concurrent: EPI 530 or permission of instructor. This course examines factors that contribute to the emergence and re-emergence of infectious diseases, and provides a framework for assessing the public health threat changes in these factors on infectious disease epidemiology. Fundamental principles of infectious disease pathogenesis, epidemiology as well as prevention will be addressed using key syndromes or pathogens as examples. Previous course work in microbiology strongly preferred. Cross- listed with EPI 562.
|GH521 (3)||Program Management (Fall)||
Fall. Second year global health students only. This course is specifically designed for those who will be working in developing countries and/or countries in economic and political transition-working in the public sector, the non-governmental sector, the community or international organizations. In this course, we focus on two primary resources in any organization or program-people and money-and the processes leading to high performance and quality. While derived from management theory and practice, the focus of this course is less on theory and more on application. This course focused on increasing your ability to analyze, explain and diagnose managerial and organizational dilemmas and generate solutions that are feasible. This will be done primarily through cases, group discussions and exercises. Lectures will provide background and theory.
|GH522 (3)||Qualitative Methods for Research in Global Health (Fall/Spring)||Spring. This course will provide students with practical skills and theoretical principles for conducting and evaluating qualitative research. Weekly sessions will focus on different tasks in the process of conducting qualitative research. This course will include theory and concepts underpinning qualitative research, qualitative research design, ethical considerations and challenges, instrument design, key data collection methods used in public health (interviewing, group discussions and observations), and summarizing and presenting data. The course provides instruction on the challenges of applying qualitative methods in international settings and guidance on fieldwork planning and implementation to assist students in preparing for their applied practice experience activities. This course uses a variety of approaches to foster the development of practical skills in qualitative research: formal lectures, interactive group sessions, discussions with experts, and task-based assignments. This course is a prerequisite for Qualitative Data Analysis (GH525).|
|GH523 (3)||Quantitative Data Analysis (Fall)||
Fall. Prerequisites: EPI 530 and BIOS 500. EPI 539, BIOS 501, and GH 503 strongly recommended. This course provides an introduction to the process of addressing research questions using quantitative data. The course emphasizes the technical skills required to transform a quantitative data set (exemplars: NHANES and Demographic and Health Surveys) into a reproducible analysis for global health applications. Students will receive guided, structured experience with quantitatively operationalizing research questions, data acquisition and management, data exploration, formal data description, conceptualization and construction of composite variables, analysis of statistical associations, and addressing common threats to valid inference. Exercises will be completed using SAS software with an emphasis on programming specific to complex survey designs. Students must register for both lecture and lab components.
|GH524 (2)||Health Systems Performance and Financing: Methods and Evidence (Spring)||
Spring. Prerequisite: GH 501. Introduces the major policy issues in health care financing for developing countries and transition economies. Topics include models of health care financing used by countries; performance of the systems with respect to equity, efficiency, and effectiveness; evaluation of current financing and health sector reform proposals; and redefinition of the roles of government and the private sector. Investigates health care financing in the economic, political, and social contexts of the country-specific health system reform efforts and broader themes in international development.
|GH525 (3)||Qualitative Data Analysis (Fall)||
Fall. Prerequisite: GH 522 or instructor permission. This course provides students with the principles and skills for analyzing qualitative data. Students will learn how to assess data quality, prepare data for analysis, use different analytic techniques, and write and present data. Students will learn analytic techniques through guided classroom activities, lab sessions using MAXQDA software and structured assignments. No data are required, we provide class data sets, but students can use qualitative data collected during their summer practicum if suitable. Each student will work with an individual data set in course assignments.
|GH526 (3)||Interdisciplinary Perspectives on Human Rights (Fall)||
Fall. Open to students from all of the graduate and professional schools pursuing the graduate certificate in human rights. Examines the theory and practice of global and human rights from an interdisciplinary perspective. Examines issues of history, origins, and legitimacy of universal human rights, and discusses standards, institutions, and processes of implementation. Considers human rights across a variety of substantive areas, including: conflict, development, globalization, social welfare, public health, and rights of women and other vulnerable groups.
|GH529 (2)||Water and Sanitation in Developing Countries (Fall)||
Fall. Provides students with techniques needed to develop, evaluate, and sustain successful drinking water and sanitation interventions for developing countries. Focuses on practical field and laboratory tools needed for different stages of projects, including: assessment of perceived and actual need, alternative strategies for different environmental settings, assessing cost and financial sustainability of projects, laboratory and field techniques for assessing exposure to microbial and chemical agents, and measuring health outcomes (for baseline or effectiveness assessment). Includes lectures, extensive case studies, and field and laboratory exercises.
|GH530 (2)||The GEMMA Seminar: The Global Elimination of Maternal Mortality from Abortion (Spring)||Spring. Students will develop skills in abortion and maternal mortality measurement using WHO and CDC criteria in populations with safe or unsafe abortions. Students will also use case studies to evaluate the influence of political and legal decisions, ethics, human rights conventions, social justice, and religious approaches on abortion practice, contraception, post-abortion care, and abortion-related mortality. They will use Values Clarification and Attitudes Transformation (VCAT) techniques to clarify and inform their own values on abortion. They will learn to describe the impact of terminology and values on national and international abortion debates, describe/learn about clinical abortion services and treatment for unsafe abortion, develop grant proposals to support program activities that prevent abortion mortality, and develop well-articulated arguments to advocate for the global elimination of maternal mortality from abortion.|
|GH531 (1)||Mental Health in Humanitarian Emergencies (Spring)||Spring. Prerequisite: GH 510 and GH 512. This course covers essential principles necessary to understand and address mental health issues in complex humanitarian emergencies. Using epidemiological and ethnographic approaches, the course highlights: mental health surveys, outcome evaluation methods, best practices and evidence-based interventions for beneficiary populations, and preparation and training for emergency responders and aid workers.|
|GH532 (1)||Risk Communication and Community Engagement in Humanitarian Emergencies (Fall)||
Fall. The objective of the course is to encourage and facilitate improved risk communication and community engagement (RCCE) during public health emergencies among public health authorities and partner organizations through the building of RCCE core capacities.
|GH533 (1)||Preparedness and Planning for Humanitarian Emergencies (Fall)||
This course covers the essential principles of emergency preparedness and planning in the international context. Students will become familiar with concepts of the Sphere standards, cluster system, Incident Command System, emergency operation plan development, and tabletop exercises. The common pitfalls and challenges of emergency preparedness and planning will be discussed. Students will have the opportunity to review an existing plan and tabletop exercise and provide input for their improvement. Two-day intensive held over Fall Break weekend.
|GH534 (2)||Diabetes: A Model for Global Non-communicable Disease Prevention and Control (Spring)||Spring. Provides students with both content and skills in the field of diabetes, a pandemic of international public health concern, which encourages effective public health programming for diabetes and other chronic diseases. Through a uniquely public health approach, examines a spectrum of issues related to chronic diseases, such as diabetes, and addresses the implications for public health practice. Published papers on each of these topics are utilized throughout the course to support critical inquiry into the burgeoning field of diabetes public health.|
|GH535 (2)||Field Epidemiology (Fall/Spring)||Spring. Prerequisite: EPI 530. Uses a series of case studies to teach the principles and practice of epidemiology, ranging from surveillance and descriptive epidemiology to outbreak investigations and analytic methods. Focuses on the use of sound epidemiological judgment. Cross listed with EPI 531.|
|GH536 (3)||Religion and Health in Context: HIV (Spring)||Spring. This course will explore the ways in which religion has been utilized over the last 25 years to make sense of the HIV epidemic and to mobilize or hinder productive responses. These processes of making meaning and responding have occurred in a variety of contexts; the course will critically explore a broad spectrum of religious, political, and public health contexts to demonstrate the ways in which religion is invoked in response to questions and practices of health and wellness. The readings for the course are designed to introduce the class topic and students are expected to complete assigned readings prior to class. In many instances, class time will include a lecture and discussion of readings but at other times, the class sessions will function to develop ideas introduced in the readings more fully. In other words, students should not expect the class sessions merely to fully summarize assigned readings. Written assignments are designed to test not only students’ knowledge of the material but also their ability to integrate that knowledge with critical reflection on both theory and practice.|
|GH537 (1)||Programming for Sexual and Reproductive Health in Humanitarian Emergencies (Spring)||Spring. There is a pre-assignment for this course. This course builds on students' knowledge of epidemiologic principles and health needs in complex humanitarian emergencies. It takes an applied epidemiological approach covering four essential components to sexual and reproductive health in complex humanitarian emergencies: program management, monitoring, and evaluation; policy and advocacy; and emerging issues and methods. The course will use a mix of lectures, discussions, and applied learning exercises to discuss how humanitarian conflict affects sexual and reproductive health outcomes, key guidelines and program priorities in the field, and areas of innovation and knowledge gaps.|
|GH538 (1)||Food and Nutrition in Humanitarian Emergencies (Fall)||
Fall. Malnutrition during humanitarian emergencies, including acute malnutrition and micronutrient deficiencies, is very common. This course will discuss how organizations decide when, what type, and how much food to distribute during a crisis. It also will address other programs that are used to prevent malnutrition, how organizations concerned with nutrition evaluate nutritional status in individuals and populations, and the various types of feeding programs that are implemented in emergency situations. The course will include practical field exercises on nutrition as well as visits by guest practitioners from the field.
|GH539 (2)||Reproductive Health Program Management (Fall)||
Fall. This course introduces program management principles and the history, ethical dimensions, and scope of reproductive health problems, programs, and policies. Lectures and in-class case studies will examine managing and implementing programs in socially diverse settings. Students will learn contextually appropriate management skills in program development, implementation and logistics, budgeting, monitoring, evaluation and using logic models, as well as team dynamics and leadership. Students will apply learned skills in ethical reflections, case studies, and a final project.
|GH541 (2)||Technology of Fertility Control (Fall)||
Fall. Covers the effectiveness, benefits and WHO/CDC/ACOG guidelines for contraceptive methods—and recent efforts to improve use of effective contraception in the United States. Includes historical and ethical perspectives on contraception policies, laws, and accessibility throughout the world—and their impact on fertility. Includes information on Norplant implants, morning-after approaches to birth control, the reversal of sterilization procedures, abortion, withdrawal, and male and female condoms. Will include a case study including program planning and budgeting for providing improved contraception in response to the Zika epidemic in Puerto Rico.
|GH543 (2)||Fundamentals of Qualitative Data Analysis (Fall/Spring)||
Fall/Spring. GH 522 or permission of instructor. A pre-assignment is required for this course. This course will provide an intensive overview of qualitative data analysis including the use of MAXQDA software. On completing the course, students will be able to assess the quality of a qualitative data set, define objectives for a specific analysis project, develop and implement an approach using appropriate tools of analysis (e.g., segments, codes, memos, variables), and develop descriptive and comparative accounts of project findings. In addition to lectures and conceptual discussions, the course will incorporate applied exercises using secondary data and MAXQDA software in order to develop student skills in handling real-life textual data, implementing analysis procedures and techniques with software, and working in a team-based analysis setting.
|GH544 (2)||Field Trials and Intervention Studies (Fall)||
Fall. This course will develop understanding of design, conduct, and analysis of field trials and intervention studies. The course will focus on methods relevant to community and facility based trials in resource poor settings. However, several skills covered in this course will also be applicable to field and clinical trials in developed countries.
|GH545 (3)||Nutritional Assessment (Spring)||
Spring. Provides an overview of methods for assessing the nutritional status of both individuals and populations for purposes of etiologic research and disease prevention and control. Teaches the use of biochemical, anthropometric, and questionnaire methods for assessment of diet, body composition, physical activity, and biochemical characteristics. Research methods appropriate for measurement of any exposure in epidemiological or population studies are given special emphasis, including standardized data collection procedures, quality control, assessment of validity and reliability, and analytic methods to assess the effect of measurement error and to adjust for its effects when examining relations among variables. Covers methods for both acute and chronic disease.
|GH546 (3)||Maternal and Child Nutrition (Spring)||Spring. Emphasizes the significance and role of nutrition during pregnancy, lactation, and childhood in developing countries. Discusses the role of programs in developed countries.|
|GH548 (6)||Human Nutrition I (Fall)||
Fall. Prerequisites: one year of biology and organic chemistry and permission of instructor. The goal of the course is for students to learn the fundamental principles that underlie nutrient regulation and function and their integrative role in metabolic pathways. This course will address macronutrient requirements and how nutrient biochemical and metabolic processes are implicated in health and disease pathology as well as the potential for disease prevention or management through nutrient-dependent processes. These objectives will be accomplished by lectures and discussion sessions that focus on the basic principles of nutrient requirements, cell biology, physiology and biochemistry relevant to nutrition, followed by the role of macronutrients in health and disease. Cross-listed with IBS 580.
|GH549 (6)||Human Nutrition II (Spring)||
Spring. Prerequisites: chemistry, undergraduate biology, and permission of instructor. Provides a graduate-level introduction to human nutrition and disease, at both the clinical and research levels, and an understanding of the experimental bases for current clinical nutritional practice. Cross-listed with IBS 581.
|GH550 (2)||Epidemiology and Dynamics of STD Transmission (Fall)||
Fall. Explores the social, biologic, and public health issues of sexually transmitted diseases and their overall importance in public health. Topics include the basic biology and epidemiology of the major STDs, the implication of transmission models for prevention, and psychosocial, behavioral, and economic aspects of STD/HIV. Cross-listed with EPI 532.
|GH551 (2)||Diet and Chronic Disease (Fall)||Fall. Provides an overview of the epidemiology of the intersections among diet, physical activity, obesity, and chronic disease from a life course and global perspective and the potential for policy level and individual level approaches to address the key diet-related diseases of our time—cancer, cardiovascular disease, and diabetes. Discusses changes in the prevalence of diet-related chronic disease and the potential for preventive measures in both developing and developed countries.|
|GH552 (2)||Global Elimination of Micronutrient Malnutrition (Fall)||Fall. Provides an understanding of the causes and consequences of global micronutrient malnutrition (MNM), including its complex biological, social and economic determinants. Describes policies, strategies, programs, and projects aimed at eliminating maternal and child MNM, including evidence of efficacy and effectiveness. Defines roles and responsibilities of the public, private and nonprofit sectors in implementing national programs and advocating for MNM elimination. Describes available systems for MNM monitoring and evaluation.|
|GH553 (1)||Vision Health: A Global and Public Health Perspective (Spring)||
Spring. The purpose of the course is to provide basic knowledge of the epidemiology of the major causes of vision loss globally as well as knowledge of what can and is being done to prevent vision loss from these causes. The need for a multidisciplinary approach will be emphasized and vision loss makes a good model for other public health problems, especially non-communicable diseases. Reading from literature (available online to Emory students) will be assigned daily. Teaching methods will be a mix of didactic lectures by faculty, cases studies for discussion, and student presentations. All students will be expected to use suggested reading materials to prepare short presentations on specific topics for the class.
|GH555 (2)||Proposal Development (Spring)||
Spring. Over the course of the seven-week class, students will develop a grant proposal modelled after that used by the Bill and Melinda Gates Foundation. Working in small groups of peers, students iteratively prepare sections of the proposal. Enrollees in the class will learn the following skills: identifying appropriate literature; formulating aims and objectives; selecting and describing appropriate methodologies; planning field work, timelines and simple budgets; clear and concise writing; and peer review. Individual class projects can be used as the basis for seeking funding for summer practica
|GH556 (3)||Foundational Ethical Challenges in Global Health (Fall)||
Fall. The goal of this course is to provide students with knowledge, skills and opportunities to critically examine and address ethical challenges associated with key aspects of global health. The course aims to complement other global health and public health courses by emphasizing critical analysis of the ethical and practical implications of global health and the assumptions, conventions, and practices that dominate the field. Each topic will be introduced through real-world cases and scenarios and students will be challenged to develop conceptual thinking and problem-solving skills by participating in the scenarios, which will build on the assigned readings, and reflect common activities and challenges in global health ethics practice.
|GH558 (2)||Global Issues in Antimicrobial Resistance (Spring)||
Spring. Develops tools to understand the microbiological, behavioral, and economic factors that contribute to the expanding epidemic of infectious diseases which may become untreatable due to the emergence of resistance. Provides a framework for intervention studies. Cross-listed with EPI 558.
|GH559 (3)||Gender and Global Health (Alternating Spring)||
Spring. This course provides an overview of theories, case studies, and social interventions related to gender and global health, with a focus on poor settings. Students are exposed to major theories in the social sciences and public health that have advanced an understanding of the institutional and ideological bases of gender inequities and of the power dynamics within couples and families that influence women's and men’s health and well-being in these settings. The theoretical and empirical underpinnings of existing social policies and interventions intended to empower women in resource-poor countries are stressed, and case studies of the health-related consequences of these policies and interventions are discussed. By the end of the course, students will have developed the ability to evaluate critically and to identify the relationships between theory, evidence, and social interventions related to gender and health in poor settings.
|GH560 (3)||Monitoring & Evaluation of Global Public Health Programs (Fall/Spring)||
Fall/Spring. Provides students with the technical skills to conceptualize and design process and impact evaluations of international public health programs or projects. Helps students understand the role of monitoring and evaluation in policy analysis, planning, program design, and management.
|GH561 (3)||Applications of Public Health Economics in Low and Moderate Income Countries (Fall)||
Fall. Prerequisites: GH 500 or GH 501. This course is an applied course that uses economic theory and concepts to focus on critical public health issues in low and moderate-income countries, particularly focusing on public goods, their use, and provision. We will also apply evolving theories of behavioral economics to decisions faced by individuals and households in very resource constrained environments using examples and cases from sub-Saharan Africa, Latin America, and South and Central Asia, where the greatest proportion of those living in absolute poverty reside.
|GH562 (1)||Epidemiology of Tuberculosis (Spring)||
Spring. Prerequisite: EPI 530. Provides training in domestic and international public health aspects of tuberculosis, its epidemiology and diagnosis, theory and practice of treatment and means of prevention in developed and developing countries, and the interaction between HIV and tuberculosis. Cross listed with EPI 542.
|GH563 (2)||AIDS: Global Public Health Implications (Fall)||Fall. This course explores the history of AIDS, changing trends in global epidemiology, recent advances in HIV clinical and social sciences, and the challenges to and multidisciplinary strategies for addressing the global HIV epidemic in the next 20 years. It will utilize a “reverse classroom” methodology with online lectures and documentaries, interactive classroom discussions with global health experts, and site visits to local HIV organizations.|
|GH566 (2)||Immunization Programs and Policies (Spring)||
Spring. Provides an introduction to the basic scientific epidemiologic, economic, programmatic, and political aspects of vaccines and immunization. Emphasizes immunizations in the developing world, with examples also drawn from the United States. Cross-listed with EPI 566.
|GH567 (2)||Shaping a Healthy Global Food System through Policy (Alternating Spring)||Alternating Spring. Determinants of food consumption are complex but heavily influenced by policy. This course will explore the policies that influence health through their shaping of local and global food systems, including state/local, national, international, and institutional policies. Students will evaluate strategies to improve the policy landscape for nutrition and health and through case studies will gain skills in policy analysis and various styles of policy writing.|
|GH568 (3)||Community Engaged Food Security (Alternating Spring)||
Alternating Spring. Determinants of food choices are complex but a primary determinant is access. Limited access to healthy foods at individual, household, and community level is associated with a range of health outcomes including malnutrition, depression, exposure to infectious diseases and chronic disease. This course will explore the determinants and outcomes of access to healthy foods, evaluate the effectiveness and sustainability of existing food security strategies, and conduct community-engaged research in local communities on food access issues. State, national, and international policies and their influence on food access will be explored. Community-based strategies to ameliorate food access issues will be explored.
|GH569 (2)||Population Dynamics, International Development and Health (Fall)||
Fall. This course provides an introduction to population dynamics and international development as important contexts of public health. Participants will learn about how issues such as economic growth, environmental change, international politics, and culture interact with population forces such as fertility, aging, mortality, and migration, in ways that affect health and public health practice. The course will provide an introduction to concepts and methods from demography to basic data analysis using Stata. Training will include lectures and structured debates, reading and discussion of published research and policies, and critical research and writing.
|GH571 (2)||Vaccines and Vaccine-Preventable Diseases (Fall)||
Fall. This course will develop in-depth understanding of epidemiological, biological, and applied aspects of commonly used vaccines and vaccine preventable diseases (VPDs) of public health importance. The course content will be structured to review specific vaccines and VPDs (rather than overarching aspects of immunization programs covered in GH 566/EPI 566). Where relevant, the course lecturers will use examples from both developed and developing countries.
|GH572 (2)||Community Transformation: A Five-day Experiential Workshop on Partnerships and Empowerment (Fall /Spring)||
Fall/Spring. Registration for the course is by application only. Through participatory learning, this course introduces a process that can be used to help communities identify and reflect on their key issues and take action. Additionally, it expands the understanding of methods for community empowerment and facilitates through group exercise and reflection approaches to the community empowerment process.
|GH574 (2)||Malaria Prevention, Control, and Treatment (Spring Break)||
Spring. This course offers a practical introduction to the prevention, control, and treatment of malaria. Participants will understand the biology of both the malaria parasite and the mosquito vector, and how their interactions with the human host result in the epidemiology of malaria. In addition, this class will review the history of malaria control and current prevention and control activities in endemic countries, including vector control, case management, and reducing the burden of malaria in pregnancy. In addition to lectures from a number of experts from CDC there will be practical, hands-on sessions related to vector control and malaria diagnostics.
|GH579 (3)||Chronic Disease Prevention and Control (Spring)||
Spring. This course introduces students to global and local issues in chronic non-communicable disease (NCDs) prevention and control. NCDs are the leading cause of death and disability worldwide. In addition to their considerable health impact, NCDs pose a critical threat to development. Their complex etiology requires interdisciplinary and multi-sectoral approaches to prevention and control. The course addresses the burden and etiology of major NCDs and lays out a comprehensive framework for prevention and control. The framework covers primary, secondary, and tertiary prevention; population-level and individual-level approaches to delivering interventions; and major principles and strategies necessary for effective prevention including evidence-based public health, life-course approach, whole-of-government, and multi-sectoral action, among others.
|GH580 (2)||Control of Food and Waterborne Diseases (Spring)||
Spring. Introduces the major disease-causing microorganisms in the environment and their transmission through water, food, and air. Describes the organisms, pathogenesis, clinical diseases, reservoirs, modes of transmission, and epidemiology and surveillance systems. Discusses the transport, survival, and fate of pathogens in the environment, the concept of indicator organisms as surrogates for pathogens, and the removal and inactivation of pathogens and indicators by water and wastewater treatment processes. Presents examples of the public health impact of foodborne and waterborne diseases in developing countries.
|GH582 (2)||Global Climate Change: Health Impacts and Response (Fall)||
Fall. Explores the role of global climate change in changing patterns of infectious disease transmission, water and air pollution, drought, extreme precipitation and heat, and loss of coastal and arable land. The particularly serious vulnerability to climate change among developing world populations will be emphasized, as will the largely developed country emission sources driving the phenomenon. Topics include a review of the public health effects of global climate change, epidemiologic and other methods for understanding and studying these effects, the public health adaptation response, and health impacts of potential mitigation efforts and activities. Cross-listed with EH 582.
|GH583 (3)||Introduction to Global Mental Health (Fall)||Fall. This course focuses on the history and current state of global mental health. The goal of this course will be to explore global influences and cultural variances of mental health. We will explore these effects on incidence and prevalence, early identification and intervention, access to care, and measurement and evaluation. Social determinants of mental health and mental illness will be reviewed with emphasis on low and middle-income countries (LMICs). This course will also focus on closing “gaps” to mental health care globally, with specific focus on promising practices for mental health promotion and illness prevention, and the adaptation and application of psychological treatments in LMICs.|
|GH584 (3)||Evidence-Based Decision Making with Principal Focus on Immunization, Infectious and Chronic Diseases (Spring)||
Spring. In medicine and public health, decisions constantly have to be made – should a particular drug be licensed? Does a particular vaccine need a universal or a targeted recommendation? What screening tests should be routinely performed? For each of these decisions, there is a tremendous amount of information that needs to be addressed, assessed, and deliberated on. This course is designed to provide an overview of these processes and related deliberative bodies to help future public health professionals understand how their research and practice are used in evidence-based decision making.
|GH585 (3)||Gender-Based Violence in Global Perspective (Alternating Spring)||Alternating Spring. This course provides an overview of theories, case studies, and interventions related to gender-based violence, with a focus on lower-income settings and populations. Students are exposed to major theories that have advanced an understanding of the multilevel, social-ecological determinants of GBV, and the implications of GBV for adverse health outcomes across the life course, with a focus on sexual and reproductive health. Issues regarding GBV in highly vulnerable populations (including for example conflict-affected, adolescent, LGBTQ populations) are discussed to gain an understanding of GBV as gender justice and social justice issue, more broadly. Promising interventions for the primary and secondary prevention of GBV victimization and perpetration are emphasized with a focus on evidence based on rigorous impact evaluations. Ethical issues in conducting research on GBV are thoroughly addressed, enabling students to conduct their own research following international ethical guidelines. Legal frameworks and grass-roots social movements also are discussed. By the end of the course, students will have developed the ability to evaluate critically and to identify the relationships between theory, evidence, and practice related to gender-based violence in lower-income settings.|
|GH586 (3)||Community Health Assessment (Fall)||
Fall. Pre/co-requisite: GH 522 or equivalent. Also open to learners with prior qualitative research experience at instructor’s discretion. The purpose of this course is to provide learners with theoretical background, technical skills and practical experience to conduct a health-related community assessment in a "Glocal" context and through a community engaged process. The Community Health Assessment (CHA) is a vital planning tool to identify priority health assets, capacities and needs, target resources to address health inequalities and meaningfully involve stakeholders at the level of families, communities and/or populations in the assessment process.
|GH593 (2)||Religion & Health: Sexual & Reproductive Health (Fall)||
Fall. This course will offer a sustained critical analysis of the complicated relationship between religion and sexuality, particularly in relation to issues of central concern to sexual and reproductive health. In the course students will examine the teachings of various religious traditions (with a focus on Christianity and Islam) on sexuality from global perspectives, place those teachings in historical contexts, critically assess the impact of those teachings in the context of sexual and reproductive health initiatives in both national and international contexts, and work to align religion and sexual and reproductive health initiatives through group projects, debates, and case studies.
|GH595 (0)||Applied Practice Experience||
An Applied Practice Experience (APE) is a unique opportunity that enables students to apply practical skills and knowledge learned through coursework to a professional public health setting that complements the student’s interests and career goals. The APE must be supervised by a Field Supervisor and requires approval from an APE Advisor designated by the student’s academic department at Rollins. Registration for the course is required.
|GH595H (1)||Humphrey Fellow Seminar (Fall/Spring)||
The Humphrey Seminar is a major component of the Humphrey program on campus and serves as an introduction to many aspects of the U.S. culture and professional environment. The Seminar will include topics related to the program’s goals and the Fellows’ professional fields, allowing Fellows the opportunity to present and share information regarding their plans, work in their home country, and their professional activities.
|GH596 (3)||Foundations in Maternal and Child Health (Fall)||
Fall. This is the foundational course for the Maternal and Child Health Certificate. It covers historical and theoretical underpinnings of maternal and child health problems and programs aimed to reduce morbidity, mortality, and health disparities. Skills in program planning and evaluation are taught through multidisciplinary teams working with academic and field-based faculty in local, state, federal, and nongovernmental agencies. Maternal and child health is defined as a field of public health that addresses underlying forces for these problems, the historical framework for ameliorating those problems, and current programs and policies that have evolved from that historical context. Maternal and child health programs are unique to reproduction and life course development; more common in women, infants, children, or adolescents; more serious in women, infants, children, or adolescents; or have manifestations, risk factors, or interventions that are different in women or during life course development.
|GH597R (1-3)||Directed Study (Fall/Spring)||
Pre-requisite: A complete and approved directed study form is required prior to enrollment. All. Provides the opportunity to pursue a specialized course of study in an area of special interest. Complements rather than replaces or substitutes for course work.
|GH599R (4)||Thesis (Spring)||All students in the HDGH must complete a thesis project in order to fulfill the requirements of the MPH degree. This project is a rigorous academic requirement; as the culmination of the MPH experience, it is an independent, theory-based inquiry in which the student applies knowledge and skills acquired during the MPH program to the scholarly study of a public health problem. In HDGH, the thesis project may take the form of either a Special Studies Project (e.g. a deliverable for an organization) or a Research Project (e.g. systematic review, analysis of primary or secondary data) using quantitative, qualitative or other methodologies and presented in a traditional style or manuscript style.|