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. This course is offered on alternate spring semesters.

Pre-requisites: GH 522 or equivalent. Also open to learners with prior qualitative research experience at instructor's discretion. The purpose of this methodology course is to provide learners with theoretical background, technical and critical thinking skills, and practical experience to conduct a health-related community assessment in a "Glocal" context and through a community engaged and asset-based 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. During the course of the semester learners will work intensively in small groups to produce a CHA using a rapid methodology. Class time is divided between lecture and lab time.

This course covers the essential principles of emergency preparedness and planning in the international context. Students will become familiar with strategic planning, operational planning, contingency planning, standard operating procedures, and exercises. The common pitfalls and challenges of emergency preparedness and planning will be discussed. Students will have the opportunity to review and critique existing emergency plans and exercises.

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. *Alternates with GH 536. GH 588 is offered Spring J-term of odd years. GH 536 is offered Spring J-term of even years.

Prerequisites: 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.

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 RSPH.

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.

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.

A completed and RSPH department approved directed study form is required prior to enrollment. 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.

Prerequisites: GH501, GH502, GH511, GH512, GH521, GH531 and GH522 or GH 532 (some may be taken concurrently). GH 598 is the GH Capstone Integrative Learning Experience and is taken in the student's final semester. The Capstone provides an opportunity for students to demonstrate skills acquired in prior coursework. Each capstone section will differ in content, based on instructor expertise, but all will require integration of deliverables from the HDGH Foundational, Program Cycle, and Quantitative and Qualitative sequences. At the end of the capstone course, each student will submit an individual deliverable in response to a global health challenge or opportunity. The deliverable may describe a program implementation plan or a formative research plan that will inform a future project, program or policy. All Capstone sections share the same underlying structure, of 10-15 students working closely with the instructor. The course is graded as Satisfactory/Unsatisfactory.