Master of Public Health (MPH)

This foundational course will introduce MPH and other students to the characteristics and dynamics of the human population related to health and wellness. Students will be introduced to a variety of concepts and topics within the field of public health. Students will use lessons learned through instruction and applied work to develop a hypothetical public health program to be implemented to address a public health issue of their choosing.

This course will examine the social and behavioral issues that challenge the health and wellness of individuals and populations. The students will explore health behavior and communication theories and models and integrate these models to develop a health education program. The students will explore media mass, social, and participatory communication campaigns to promote health and wellness.

This course will allow students to liaise with their advisor to review and select priority competencies to develop an individualized learning path that includes the requirements for the APE and ILE. Additionally, students will work with their advisor to identify possible field placement sites/options.

This foundational course will introduce the MPH student to the characteristics and dynamics of the human population related to health and wellness. MPH students will utilize epidemiologic methods to solve current and future challenges to diagnose, treat, prevent, and control disease.

Research is essential to the profession of public health. Within this course, students will explore quantitative research methodologies. This course will introduce the MPH student to the basic concepts and practice of statistical data analysis needed for the public health discipline. Statistical software (SPSS) will be used to facilitate the collection, analysis, and interpretation of data related to population health and wellness. An important emphasis is ethics in research and an understanding of the relationship and obligations between researchers and people involved as participants in quantitative research.

Research is essential to the profession of public health. Within this course, students will explore qualitative research methodologies. Examination of the aim and priorities of qualitative research related to the profession, the types of qualitative research, characteristics of effective scientific inquiry and the necessity of evidence-based practice to the profession of public health will be studied. An important emphasis is ethics in research and an understanding of the relationship and obligations between researchers and people involved as participants in qualitative research.

The course is designed to help students identify and analyze the social, environmental, and behavioral determinants that influence the health status of populations that are vulnerable and/or marginalized globally. Specific focus will be on developing a multi-level public health intervention using socio-ecological theory and design to positively influence health outcomes for these populations.

The course will challenge and critically examine previously learned research methods and how they relate to Public Health programming and interventions. Through the use of literature and discussions with experienced practitioners, students will gain an appreciation of the need to examine current research to guide future practices in public health. Skills in analyzing literature, and examining other evidence and making specific recommendations in a public health concentration will be addressed.

This course is an introduction to policy and its relationships with advocacy. The processes and theories related to policy-making will be explored, as well as the role of advocacy in the policy-making. The course focuses on critical analysis, comparison, and construction of public policies in local, state, regional, US and global contexts.

The course will debate the political and ethical conflicts in the access and delivery of public health initiatives. Selected public health issues will be viewed through the lenses of political and ethical theories. The use of public health ethical models will be used to view social justice issues in access to healthcare.

This course allows students to examine social, economic, and political determinants of health care systems and the evolution of various systems around the world over the last few decades. Students will compare theories of health policy and priorities, models of government intervention in providing health care and insurance, systems of remuneration, financing, planning, manpower, education and training. Students will review the major determinants of health status as it applies to international development systems and social change around the world and reflect on how it applies to our own health care system and society.

This course will examine the management and leadership of public health programs through multi-professional and systems lenses. Intervention planning, design, budgeting, staffing, implementation, quality assurance, evaluation measures, ethics, and funding will be explored, as well as factors that guide decision-making within public health organizations and systems, such as human-centered design, equity of access (including cultural competence and cultural humility), resource allocation, and collaboration. Students will practice writing a grant proposal, including a budget and budget narrative. The US public health ecosystem is the main focus of the course; examples, case studies and readings will also provide a global context.

Through the use of case studies and community experiences, this course will explore how to integrate current public health theories and interventions in health evaluation and promotion. Students will examine the multifaceted factors which impact personal healthcare decisions and community engagement with preventative interventions. The students will explore federal, state, community, and international funding for health promotion and evaluation activities.

The course/experience will allow students to plan and participate in an Applied Practice Experience (practicum), where students demonstrate at least 5 CEPH competencies over 200 hours using a portfolio approach of at least two products (examples include written assignments; literature reviews; survey designs and implementation; videos of oral health education presentations; multi-media campaign; data collection and analysis etc.) that will be evaluated at the end of the experience. Students typically register for it in the final semester before graduation (schedule and enrollment to be organized with support and guidance from the APE clinical instructor).

The ILE will exhibit a synthesis of CEPH competencies in a culminating high-quality written document-- examples include practice-based project; essay-based comprehensive exam; capstone course; students must produce high-quality written product (e.g. program evaluation; training manual; policy statement; legislative testimony with supporting research, etc.) This course is typically taught over a 16-week period.