Approved by: Graduate Council
Implementation Date: Spring 2014
Note: Deletions are strikethroughs. Insertions are underlined.
Catalog Copy
PhD in Public Health Sciences – Concentration in Behavioral Sciences
Department of Public Health Sciences
CHHS 431
Director
L. Michele Issel, PhD, RN
Program Faculty
Arrigo, Bruce, PhD, Criminal Justice and Criminology
Arif, Ahmed, PhD, CPH, Public Health Sciences
Bosley, Deborah S., DA English
Brandon, Bill, PhD, MPH, CPH, Public Policy
Harver, Andrew, PhD, Public Health Sciences
Huber, Larissa Brunner, PhD, Public Health Sciences
Issel, L. Michele, PhD, RN, Public Health Sciences
Laditka, James, PhD, DA, Public Health Sciences
Laditka, Sarah, PhD, Public Health Sciences
Piper, Crystal, PhD, Public Health Sciences
Platonova, Elena, PhD Public Health Sciences
Portwood, Sharon, PhD Institute for Social Capital
Racine, Elizabeth, DrPH, Public Health Sciences
Saunders, Bill, PhD, MPH, Public Health Sciences
Scheid, Teresa, PhD, Sociology
Silverman, Gary, RS, DEnv, Public Health Sciences
Studnicki, James, PhD, Public Health Sciences
Tong, Rosemarie, PhD Philosophy
Troyer, Jennifer, PhD, Economics
Thompson, Michael, MS, DrPH, Public Health Sciences
Warren-Findlow, Jan, PhD, MBA, Public Health Sciences
PhD in Public Health Sciences
The focus of the PhD in Public Health Sciences is to train researchers and professionals with skills essential to address contemporary public health problems at the individual, community and population levels
Drawing on the social-ecological framework, public health is an interdisciplinary field encompassing public health practice in the community; scientific research utilizing theoretical perspectives from disciplines such as anthropology, economics, geography, gerontology, medicine, nursing, psychology, and sociology; and 5 core areas of endeavor: environmental and occupational health, biostatistics, epidemiology, social and behavioral health factors, and health policy and administration.
SAdditionally students train to be a well-rounded public health professionals: partnering with community agencies and stakeholders, learning how to disseminate research to diverse audiences, publishing in peer-reviewed formats, teaching in an academic environment, and conducting themselves with high ethical standards in all venues. Full-time students can complete the degree requirements within 4 years; we anticipate that most full-time students will complete the program within 5 years depending upon the design of their dissertation research.
Graduates are prepared to work in academia, conduct large-scale behavioralpublic health research projects, or work in government or health-related venues.
The concentration in Behavioral Science
. The concentration in Behavioral Sciences emphasizes with an emphasis oninvestigation of health determinants related to the prevention and management of disease and disability among diverse and vulnerable populations in the United States. Working with the community in multidisciplinary teams to understand and develop programs that address the broad social-ecological factors that influence health behavior and thus health outcomes is the primary emphasis of this doctoral degreeconcentration.
Drawing on the social-ecological framework, public health is an interdisciplinary field encompassing public health practice in the community; scientific research utilizing theoretical perspectives from disciplines such as anthropology, economics, geography, gerontology, medicine, nursing, psychology, and sociology; and 5 core areas of endeavor: environmental and occupational health, biostatistics, epidemiology, social and behavioral health factors, and health policy and administration.
Coursework for the PhD in Public Health Sciences with a concentration in behavioral sciences has a dual emphasis on qualitative and quantitative methods, and the development, application, and measurement of theory to understand the social and cultural factors that influence health behavior. Additionally students train to be a well-rounded public health professional: partnering with community agencies and stakeholders, learning how to disseminate research to diverse audiences, publishing in peer-reviewed formats, teaching in an academic environment, and conducting themselves with high ethical standards in all venues. Full-time students can complete the degree requirements within 4 years; we anticipate that most full-time students will complete the program within 5 years depending upon the design of their dissertation research.
Graduates are prepared to work in academia, conduct large-scale behavioral research projects, or work in government or health-related venues.
Admission Requirements
All applicantsstudents must complete an online application to the Graduate School. Applications must be completed by January 1st for full consideration. The minimum admission requirements for the program are as follows:
- Master’s degree in public health or a related field with a minimum GPA of 3.5 (A=4.0) in all graduate work.
- Competitive GRE scores. GRE scores prior to August 2011 are recommended to be a minimum combined score of 1100 on the Verbal Reasoning and Quantitative Reasoning sections of the GRE and minimum score of 4 for the Analytical Writing section.
- Minimum score of 83 (Internet based), 220 (computer-based test) or 557 (paper-based test) on the TOEFL if the previous degree was from a country where English is not the official language.
- A statement of purpose in which the applicant details why she/he wants to pursue a PhD in Public Health Sciences in the specified concentration
with a concentration in Behavioral Sciencesat UNC Charlotte. - Three letters of recommendation; including at least two letters from former professors familiar with the applicant’s graduate work.
- Students who have not completed a CEPH (Council on Education for Public Health) accredited Master’s degree in public health may be required to take additional master’s level courses as determined by the PhD Review Committee
upon review of current CEPH requirements. Such courses will be specified at the time of admission into the program.
Application Review
Applications are reviewed for admission in January. We strongly encourage prospective students to visit the campus and meet with program faculty. Admission decisions are typically made in early February.
Pre-requisite course work
Students who graduated with an MPH or MSPH degree from a CEPH accredited program or school are assumed to have met the required prerequisite foundation courses. Students entering with a master’s degree in a field other than public health must complete the Required Prerequisite Foundation courses in Public Health in the first year of starting the program in consultation with the PhD Director and/or Advisor. These prerequisite foundation course credits do not count toward the 63 semester credit hours required for the PhD.
Required Prerequisite Foundation courses in Public Health (9 credits)
HLTH 6200 Introduction to Public Health
HLTH 6202 Community Epidemiology (introductory epidemiology)
HLTH 6203 Public Health Data Analysis (introductory biostatistics)
Degree Requirements
Total hours required
The program requires 63 post-master’s credit hours. All coursework must be taken at the 6000-level or above. The majority of the courses will be at the 8000-level.
Course Requirements
The curriculum has 5 major components:
- Methods (: 15 credits)
HLTH 8201 Introduction to Quantitative Research Design (3)
HLTH 8270 Applied Biostatistics: Regression (3)
HLTH 8271 Applied Biostatistics: Multivariate Methods (3)
HLTH 8281 Measurement and Scale Development (3)
HLTH 8282 Health Survey Design and Research (3)
Applied Biostatistics: Regression (3)
A 3 credit course in Multivariate methods consistent with the competencies for the concentration
- Professional Seminars (
:9 credits)
HLTH 8601 Ethics in the Public Health Profession (3)
HLTH 8602 Communicating and disseminating Disseminating Research (3)
HLTH 8603 Teaching portfolio (3)
- Concentration
courses(12 credits, choose one)
Concentration in Behavioral Sciences: 12 credits
Social Determinants of Health (3)
HLTH 8220 Theories and interventions Interventions in Behavioral Science (3)
HLTH 8221 Theory Generation in Behavioral Sciences (3)
HLTH 8222 Theory Generation and Analysis in Behavioral Sciences (3); prereq 8221
HLTH 8223 Social Determinants of Health (3)
- Specialty C
content (: 9 credits)–
Specialty content areas will be developedtermined in consultation with the doctoral student’s advisor and make use of expertise and course offerings on the UNC Charlotte campus. Specialty content areas can focus on a specific population (e.g. older adults/gerontology or maternal & child health [MCH]), a health issue (e.g. AIDS), or approach (e.g. psychology). A specialty content area should cover literature related to: health and social policy issues, epidemiology of a health condition/population, relevant theories or approaches related to the condition/population, and/or current topics in the area. Course work must be at the 6xxx/8xxx level.
- Dissertation (
: minimum 118 credithours)
HLTH 8901 Dissertation Research (18)
Required Grades
Students must maintain a minimum, cumulative grade point average of 3.0 (A=4.0) in all course work taken in the program. An accumulation of 2 C grades will result in suspension of enrollment in the doctoral program.
A grade of U or NC constitutes an automatic termination of enrollment.
Students who do not pass the qualifying exam, the dissertation proposal defense, or the final dissertation defense are automatically terminated from the program.
Transfer Credit
The UNC Charlotte Graduate School stipulates that students may transfer up to 30 graduate level credits from a regionally accredited university toward a doctoral degree. This PhD program limits master’s level transfer credits to at most 6 credits. Master’s level transfer credits will be considered only toward Specialty Content courses, the Ethics Seminar (HLTH 8601/6361), and the Measurement course (HLTH8281/6281). The PhD Program Director, in conjunction with Program Faculty, approves graduate level transfer credits. Students must apply for transfer of graduate levels courses within the first year of enrollment, or within one semester following completion of the course if taken during the PhD program. Only courses in which the student earned a grade of “B” or better (or its equivalent) may be transferred.
Students transferring from another doctoral program can transfer up to 30 credits (with not more than 6 at the master’s level) upon approval of the PhD Program Director. Credit for dissertation research cannot be transferred.
Courses taken to fulfill the master’s level prerequisite public health courses do not count toward the 63 credit total.
Comprehensive Exam
The comprehensive exam includes a written and an oral component and serves as the qualifying exam. As detailed more fully in the Public Health Sciences PhD Student Handbook, all PhD students must pass a comprehensive exam after completing the foundationconcentration, specialty content and core methods courses, and prior to the dissertation proposal defense, typically after year two of the program. Students must take the exam within 12 months of finishing all of the required course work.
The comprehensive exam is offered twice per year and all students sit for the exam at one of these two times. The written exam consists of three sections: 1) Concentration; 2) Methods; and 3) Specialty Content area. The oral exam provides an opportunity for the student to further elaborate on written exam responses and demonstrate mastery of the core competencies. The Chair of the qualifying comprehensive qualifying exam committee, who will be a member of the PhD Program Facultyother than the Director, will work with the faculty to assemble, administer, and grade the exam. The written exam will take place during a one week period, followed by an oral examination within three weeks. The first two sections of the written exam will follow an in-class format, while the specialty content section will be in the form of a take home exam customized for each student. Students are recommended to meet with their specialty content faculty to develop a content reading list from which questions will be drawn. Students may not defend their dissertation proposal until they have successfully passed the 3all components of the comprehensive exam. Successfully passing the qualifying exam admits the student to candidacy.
Grading of the comprehensive exam
The overall written and oral exam outcome is graded as honors, pass, or fail. Each exam component is graded on a pass/fail basis. Students earn an honors pass, pass, marginal pass, or fail. Only one component can receive a marginal pass and still have an overall pass on the exam. Students passing the exam and receiving an honors pass on two or more of the components will be considered to have passed with honors. If students fail one or more components of the exam, the failed components can be retaken only once. The specific procedures for grading the exam is detailed in the Student Handbook for the year in which the exam iwas taken.
The Dissertation Process
The dissertation is an original research project conceived, conducted, analyzed, and interpreted by the student to demonstrate expertise in her/his concentration and chosen specialty area as it relates to public health. The research must make a distinct, original contribution to the field of public health research. Students cannot register for dissertation credits until they have passed their comprehensive examination. Students must complete a minimum of 18 credit hours of dissertation research activity. Per University policy, students must be continuously enrolled in dissertation credit hours beginning with the semester after the dissertation topic proposal is approved, through and including the semester of graduation.
Selecting a dissertation Chair – The student should select a dissertation Chair, who must be a member of the PhD Program Faculty or a Doctoral Affiliate Faculty member as a co-chair with an program faculty member. The selection and/or invitation of a dissertation Chair should be discussed in consultation with the Program Director. The dissertation Chair will guide the student in formulating their dissertation committee and through the dissertation process. Chairs must be familiar with PHS PhD policies and procedures, and must have content or methods expertise to contribute to the dissertation research. Students must work with their Chair to identify other potential committee members who will provide relevant expertise to the dissertation research project.
Forming a Doctoral committee – The dissertation committee consists of at least 5 members. All members must have a Graduate Faculty appointment at UNC Charlotte. At least three, including the Chair, must be from the PhD Program or Participating faculty. The fourth member must be from outside the Department of Public Health Sciences. Members from the larger university and professional practice community are encouraged but not required. The fifth member is appointed by the Graduate School. The committee guides the student in refining the dissertation topic, the development and defense of the dissertation proposal, ensuring scientific rigor of the research, conducting the dissertation research, writing the dissertation, and the dissertation defense. Committee members should reflect both content and methods expertise needed for the student to complete the research.
Writing the dissertation proposal – The student in conjunction with the dissertation committee will agree on the dissertation topic. It is also at this time that students will indicate their preferred dissertation format – either the “traditional” 5-chapter model, or the 3 manuscript model. The dissertation proposal typically consists of the first 3 “chapters of the dissertation”: 1) introduction to the problem including the importance of the problem, significance of the proposed research, the research question and hypotheses; 2) conceptual model and literature review; and 3) a detailed methods section including sampling, recruitment, measures, data analysis, and limitations. The student with the guidance of the dissertation Chair should work with each committee member individually to develop the scope and direction of the dissertation. The student should provide the overall idea for the dissertation including major concepts to be investigated, measures to be used, and strategy for primary or secondary data analysis. Committee members work with the student to establish the rationale for the project, refine the scope and ensure feasibility of the dissertation research project.
Defending the dissertation proposal – Students, with the permission of the Chair, will schedule their proposal defense. The proposal defense is an open session presentation to the student’s dissertation committee and PHS department students and faculty. Committee members must receive the final dissertation proposal at least 2 weeks prior to the proposal defense date. It is also at this time that students will indicate their preferred dissertation format – either the “traditional” 5-chapter model, or the 3 manuscript model. Students will make a 20-30 minute presentation summarizing the research proposal. The audience will ask questions, and after the student has responded to their questions, they will be excused. Committee members will then ask questions about the proposed research plan. Successful defense of the dissertation proposal advances the student to doctoral candidacy. Approval of the dissertation proposal constitutes a contract between the student and the committee. Any substantive change in scope, research questions or hypotheses, analytic approach or format requires the full agreement of the committee and could necessitate another proposal defense. Any student who fails the dissertation proposal defense may petition the PhD Program Advisory Committee one time for the opportunity to redefend the dissertation proposal. A student who fails the proposal defense a second time will be terminated from the PhD program.
Conducting the dissertation research – Students will plan, conduct, analyze, and interpret an original research project as described in the research proposal. Regardless of whether students collect primary data or analyze secondary data, they must follow all applicable protocols for Human Subjects Protection.
Writing the Dissertation – The dissertation is a substantive product documenting the student’s original research, findings, and conclusion. The standard format is a 5 chapter model: Introduction including background and significance; conceptual model and literature review; methods; results; discussion and conclusion. Students may also follow the ‘three paper or manuscript’ format, which consists of: an introductory chapter that outlines the area of research and the manuscripts that follow, followed by three complete publishable manuscripts, and concluded with an integrating/synthesizing chapter that emphasizes findings and themes across the papers and research and practice implications. Students are encouraged to work with their dissertation Chair as a primary reader, sharing multiple drafts of individual chapters. Students should work with their committee members as methods and content experts in reviewing drafts of the dissertation chapters.
Defending the dissertation – The dissertation defense is scheduled when the dissertation Chair and the student concur that the student has a final product that meets with initial committee member approval. The dissertation defense is a public research presentation open to the UNC Charlotte academic community. The student makes a formal presentation of the research, the findings, the results, and the interpretation and implications. Non-committee, audience members may ask questions. When these questions are concluded, the audience will be asked to leave, and the committee members will engage in asking questions. When all questions have been put forth, the student will be excused and the committee will make its determination. The outcome of the exam is pass or fail. A passing evaluation might include conditions for revisions prior to the final acceptance of the dissertation. Any student who fails the dissertation defense may petition the PhD Program Advisory Committee one time for the opportunity to redefend the dissertation. A student who fails the dissertation defense a second time will be terminated from the PhD program.
Program progress
Doctoral students and candidates are evaluated annually to ensure that they are making sufficient progress to complete the degree in a timely manner. This evaluation is especially important during the dissertation process when students have less programmatic interaction and structure as they work more independently conducting their dissertation research. Each year students will complete a checklist of scholarly activities and submit their curriculum vitae. Please consult the Public Health Sciences PhD Student Handbook for further details.
Time Limits for Completion
- Students must pass all sections of the comprehensive exam within 1 year of finishing their required course work.
- Students may not defend their dissertation proposal before passing all components of the comprehensive exam.
- Students must pass their dissertation proposal defense within 6 months of passing the comprehensive exam.
- Students must pass their dissertation defense within 5 years of the proposal defense, but not later than the end of their 8th year following matriculation as a doctoral student.
- Students must complete their degree, including the dissertation, within 8 years of first registering as a doctoral student.
UNC Charlotte Residency Requirement
Residency requirements for the program include completing 21 hours of continuous enrollment, either as course work or dissertation credits. Residence is considered to be continuous if the student is enrolled in one or more courses in successive semesters until 21 hours are earned.
REVISED CATALOG COPY (tracked changes) –HLTH courses
COURSES IN PUBLIC HEALTH SCIENCES
HLTH 5124. Safety Through the Life Span. (3) Introduction to accident/injury prevention emphasizing personal responsibility for healthcare with a focus on psycho-social development and a wellness approach to safety management (On demand)
HLTH 5126. Adolescent Sexuality and Family Life Education. (3) Designed for teachers, counselors, school nurses, administrators and others responsible for family life education programs in school, with focus on adolescent sexuality issues. (On demand)
HLTH 5130. Applied Nutrition for Today’s Consumer. (3) Principles of nutrition, dietary guidelines, dietary relationships to diseases and health, special populations, computerized dietary analysis. (On demand)
HLTH 5136. Health Product and Service Consumerism. (3) Teaching methodology, knowledge and skills for affecting appropriate health behaviors through emphasis on the individual consumer at the health marketplace. (On demand)
HLTH 6000. Special Topics in Public Health. (1-4) Courses in selected topics and advanced studies in public health. May be repeated for credit as topics vary. Lecture hours will vary with the courses taught. (On demand)
HLTH 6090. International Comparative Health Systems. (3) Cross-listed as NURS 6090 and SOWK 7090. A study tour to explore the cultures, social, and healthcare systems outside the United States. Participants will visit a variety of healthcare sites and attend presentations by practitioners and educators. They will have opportunities to interact with people from the host countries and visit a variety of cultural and historic sites. (On demand)
HLTH 6101. International Health. (3) Principles and methods of studying international health, including historical background, sources and problems associated with health data, the social context, the role of government and non- government agencies, health in relation to environment and development, international health projects, defining the international health sector, infectious disease problems, and the practice of international health. (On demand)
HLTH 6153. Worksite Health Promotion. (3) An exploration of the practices of promoting health in various settings for a variety of consumers. (On demand)
HLTH 6155. Health Risk Reduction and Disease Prevention. (3) Personal/professional management of risk factors and lifestyle intervention processes for leading causes of mortality and morbidity. (On demand)
HLTH 6200 Introduction to Public Health. (3) Pre/Co-requisites: none. An introduction and historical background to the diverse profession of public health, this course emphasizes the development of a conceptual model of public health and exposure to the essential skills in critical thinking and group process skills needed in public health practice. Students will complete an analysis of a current public health problem, including recommended courses of action to policy makers. (Fall/Summer)
HLTH 6201. Social and Behavioral Foundations of Public Health. (3) Prerequisite: MSPH or COHP or PHCC student, or instructor permission. Introduction to concepts and theories from the social and behavioral sciences relevant to public health practice and research. Effects of selected social and psychological factors including demographic, socioeconomic and life style indicators on health. (Spring)
HLTH 6202. Community Epidemiology. (3) Cross-listed as HADM 6104. Prerequisite: MSPH or COHP or PHCC student, or instructor permission. Principles and methods of epidemiology including definitions and models of health, illness and disease; modes of transmission of clinically important infectious agents; risk factors and chronic diseases; and insights into existing studies and paradigms of health promotion and disease prevention. (Fall)
HLTH 6203. Public Health Data Analysis. (3) Prerequisite: MSPH or COHP or PHCC student, or instructor permission. A foundations graduate course designed to develop understanding and skill in data analysis and interpretation in research related to public health. Students will have opportunities to develop basic skills in data analysis, computer use, data interpretation, and the presentation/communication of results. (Fall)
HLTH 6204. Public Health Research Methods. (3) Prerequisite: MSPH or COHP or PHCC student, or instructor permission. An introductory graduate course designed to expose students to the processes and techniques necessary to conduct relevant social and behavioral science research in public health. The course explores the fundamental concepts of research design, sampling, data collection, and data analysis. Students will develop understanding and proficiency in commonly used public health measurement procedures and techniques, and how to estimate the adequacy of those procedures for communities and populations. (Fall)
HLTH 6205. Environmental Health. (3) Prerequisite: MSPH or COHP or PHCC student, or instructor permission. Contemporary environmental factors including biological, physical, and chemical factors which affect the health of a community. Traditional elements of environmental health, including the control of infectious diseases, toxicology, and environmental health policy and practices at local, state, and federal levels. (Spring)
HLTH 6206. Health Services Administration. (3) Cross-listed as HADM 6145. Prerequisite: MSPH or COHP or PHCC student, or instructor permission. Introduction to organizational theory with applications to healthcare systems, including organizational design and inter-organizational networks and alliances. Examination of communication and leadership skills development, including conflict, labor and dispute management. (Fall)
HTLH 6207. Community Health Planning and Evaluation. (3) Prerequisite: MSPH or COHP student, or instructor permission. The use of community and behavioral analysis as a basis for establishing program goals and objectives, for determining appropriate methods to study health-related interventions, for carrying out planned intervention programs, and for evaluating behavioral change outcomes. (Spring)
HLTH 6220. Health Behavior Change. (3). Prerequisite: MSPH or COHP student, or instructor permission. Assessment of psychosocial, cultural and situational factors in the voluntary behavior change process; theories of health behavior. (Fall)
HLTH 6221. Community Health. (3) Prerequisite: MSPH or COHP student, or instructor permission. The nature of communities as social systems. Principles and practices relevant to community health. (Spring)
HLTH 6222. Methods in Community Health. (3) Prerequisites: MSPH or COHP student; HLTH 6204 or instructor permission. Methods based on the ecological model of health for planning community health interventions including strategies directed at policy, community, institutional, inter- and intra-personal levels. (Fall)
HLTH 6224. Measurement in Health Sciences. (3) Prerequisites: MSPH or COHP student; HLTH 6204 or instructor permission. The purpose of this course is to educate students on applied measurement techniques used in the health sciences. The skills obtained from this course will be useful in health related program evaluations, testing of models of health theories, development of health surveys, and health needs assessments. It includes an exploration of methods for establishing reliability and validity estimates. (On demand)
HLTH 6260. Analytic Epidemiology. (3) Cross-listed as HLTH 8260, HCIP 6260, HSRD 8003, and PPOL 8665. Prerequisites: MSPH or COHP student, and HLTH 6202 with a grade of B or above. Principles and methods of studying advanced epidemiology, with emphasis on the analytic approach. Includes: advanced techniques in the establishment of disease causation in groups and communities. Such topics as risk assessment, environmental exposures, stratification and adjustment, and multivariate analysis in epidemiology are covered. Emphasis is also placed on quality assurance and control and communicating results of epidemiological studies in professional publications and settings. (Spring)
HLTH 6262. Public Health Data Analysis II. (3) Prerequisites: MSPH or COHP student; HLTH 6203. This course provides the foundation skills for advance statistical methods used in the analysis of epidemiological and public health data. The course emphasizes developing advanced data analysis skills using real life data. Topics covered include multiple linear regression, logistic regression, Poisson regression, survey data analysis, and survival data analysis. (On demand)
HLTH 628124. Measurement in Health Sciences Measurement and Scale Development. (3)
Cross listed as HLTH 8281. Prerequisites: MSPH or COHP student; HLTH 6204 or instructor permission. The purpose of this course is to educate students on applied measurement techniques used in the health sciences. The skills obtained from this course will be useful in health related program evaluations, testing of models of health theories, development of health surveys, and health needs assessments. It includes an exploration of methods for establishing reliability and validity estimates. (On demand) This course covers the conceptual aspects of quantitative measurement in the public health sciences and the practical aspects of the scale development process as applied to individual and population health status and behavioral and social determinant assessment. Students will progress from a conceptual model of the health phenomenon under consideration to item development, response scaling, item selection, and scale development through reliability and validity testing. Students will develop a framework for judging the appropriateness of a measure for a given situation. (Alternate Spring)
HLTH 6346. Evaluation of Community Health Programs. (3) Prerequisites: MSPH or COHP student; HLTH 6207 or permission of the instructor. The purpose of this course is to teach students methods for evaluating community health programs. Students will learn and apply various evaluation techniques including formative, retrospective, and monitoring; survey and trend analysis; application of experimental and quasi-experimental design; triangulation of data; and evaluation report development. (On demand)
HLTH 6361. Ethics in the Public Health Profession. (3) Cross listed as HLTH 8601. Pre/Co-requisites: MSPH or COHP student. This course examines the ethical issues facing public health professionals working in public health practice, research, teaching, and service. Topics include: ethical issues in public health program implementation, research with vulnerable populations, data falsification & fabrication, plagiarism among students, ethics of working with students, publishing ethics, human subjects research, and working with the community. (Fall)
HLTH 6471. Public Health Internship. (3) Prerequisites: MSPH student having completed 18 or more graduate credit hours and permission of the Graduate Coordinator. Intensive, supervised experience in the practice of public health in community settings. Pass/Unsatisfactory or IP grading only. (Fall, Spring, Summer)
HLTH 6600. Seminar in Public Health. (1-6) Prerequisite: Permission of instructor. Seminar in selected current topics and advanced studies in public health. May be repeated for credit as topics vary. (On demand)
HLTH 6800. Tutorial in Public Health. (1-3) Prerequisite: Permission of instructor. Directed study in areas of specialization in public health and related fields. Maximum credit toward degree: three hours. Pass/Unsatisfactory or IP grading only. (Fall, Spring, Summer)
HLTH 6900. Research and Thesis in Public Health. (1-6) Prerequisites: MSPH student having completed at least 18 hours of graduate program (including HLTH 6201 through HLTH 6205), and permission of the Graduate Coordinator. A capstone synthesis course in which the candidate demonstrates independent learning thorough application of public health research skills to solve a problem or hypothesis. The thesis is of the student’s own design conducted under the supervision of an advisor and graduate committee. Pass/Unsatisfactory or IP grading only. May be repeated for credit up to a maximum of 6 credits. (Fall, Spring, Summer)
HLTH 6901. Public Health Capstone Project. (1-3) Prerequisites: MSPH student having completed at least 18 hours of graduate program (including HLTH 6201 through HLTH 6205), and permission of the Graduate Coordinator. A capstone synthesis course in which the candidate demonstrates independent learning thorough application of public health research skills to a problem or opportunity in a community health setting with a target population. The project is of the student’s own design conducted under the supervision of an advisor and graduate committee. Pass/Unsatisfactory or IP grading only. May be repeated for credit up to a maximum of 3 credits. (Fall, Spring, Summer)
HLTH 8000. Special Topics in Public Health Sciences. (1-4)
Pre/Co-requisites: none. Courses in selected topics and advanced studies in public health sciences. May be repeated for credit as topics vary. Lecture hours will vary with the courses taught. (On demand)
HLTH 8201. Cross listed as/HSRD 8101. Introduction to Quantitative Research Design. (3)
Cross listed as HSRD 8101. Pre/Co-requisites: none. This course provides an overview of quantitative methods as applied to design and analysis of public health and health services research problems. Topics include: categories and levels of quantitative research, characteristics of a good research design, relationship between theory and research, selection process for measurement tools, power analysis, sampling techniques, design sensitivity, and human subjects protection. An overview of qualitative research methods and their relationship to quantitative methods also are provided. (Fall)
HLTH 8220. Theories and Interventions in Behavioral Science. (3)
Pre/Co-requisites: none. This course provides a broad overview of theories that influence health behavior and health outcomes using the social-ecological model as a guiding framework. The focus of the course is less on learning specific theories, and more on how to apply theories in a health intervention. Students will read a variety of articles related to intervention research and identify issues that could form potential avenues of theoretical and intervention inquiry. The major emphasis is on designing a health behavior intervention using theory and writing a complete grant proposal detailing the intervention. (Spring)
HLTH 8221. Theory Generation in Behavioral Sciences. (3)
Pre/Co-requisites: none. Introduction to research designs and data generation techniques that lead to theory generation and identification of theoretical concepts. Students will learn the philosophical basis of qualitative research, the basic qualitative research designs and their uses, gain an understanding of qualitative research elements that must be addressed in a research project, and the importance of research rigor. Students will perform multiple field projects to gain practical experience with conducting qualitative research that leads to theory generation. Student will work in small groups partnered with a community agency to generate qualitative data to answer a “real world” research question. This same data will then be analyzed and presented back to the community agency during the follow on course, HLTH 8222. (Fall)
HLTH 8222. Theory Generation and Analysis in Behavioral Sciences. (3)
Pre/Co-requisites: HLTH 8221. Using data collected in HLTH8221, students will work in teams to analyze data from various techniques and perspectives including grounded theory to develop robust and bounded concepts. The focus is on analyzing and writing qualitative research to contribute to theory development. Students will learn how to write a qualitative article for publication. Additional assignments include: developing a code book, analyzing text data using grounded theory techniques of constant comparison, presenting findings back to your community partner agency, and writing a qualitative methods section of a research manuscript. (Spring)
HLTH 8223. Social Determinants of Health. (3)
Pre/Co-requisites: none. This course covers the major social determinants of health using the social-ecological model as a guiding framework. We will focus on how differences in levels of these determinants contribute to health inequalities and poor health. Students will read across disciplines and international boundaries to gain a broad understanding of social determinants. Students will write a literature review paper addressing a key social determinant and how it influences health behavior and a corresponding health outcome. (Fall)
HLTH 8281. Cross lised as HLTH/6281. Measurement and Scale Development. (3)
Cross listed as HLTH 6281. Pre/Co-requisites: HLTH 8201. This course covers the conceptual aspects of quantitative measurement in the public health sciences and the practical aspects of the scale development process as applied to individual and population health status and behavioral and social determinant assessment. Students will progress from a conceptual model of the health phenomenon under consideration to item development, response scaling, item selection, and scale development through reliability and validity testing. Students will develop a framework for judging the appropriateness of a measure for a given situation. (Alternate Spring)
HLTH 8282. Health Survey Design and Research. (3)
Pre/Co-requisites: HLTH 8201; HLTH 8281 or HLTH 6281. This course covers the practical aspects of designing (or selecting) quantitative survey instruments related to health status assessment in individuals and populations and their use in research. Building upon prior coursework and drawing upon case studies and practical exercises, students will progress from appropriately formulating questions (items) for a variety of domains to the design and layout of survey instruments and the development of survey protocols through the data entry, data cleaning, and analysis/reporting phases. (Alternate Spring)
HLTH 8270. Cross listed as/HSRD 8110. Applied Biostatistics: Regression. (3)
Cross listed as HSRD 8110. Pre/Co-requisites: Graduate level Introduction to Biostatistics or approved Statistics course; basic knowledge of statistical software; or permission of the instructor. To understand and apply concepts and principles of regression based statistical methods (regression, linear models, logistic regression, Poisson regression) to health related studies. Selection of appropriate methods for analysis, development of skills to conduct the analysis of the data and capability to write in scientific language the results of the study will be studied. (Spring)
HLTH 8271. Crossed listed as /HSRD 8111. Applied Biostatistics: Multivariate Methods. (3)
Crossed listed as HSRD 8111. Pre/Co-requisites: HLTH 8270/ STAT 8110/HSRD 8110, Applied Biostatistics: Regression; or permission of the instructor. Includes study of the concepts, principles and statistical methods of analysis of discrete and continuous multivariate data. Students will learn to use the most popular methods of multivariate data reduction, classification and clustering such as principal components, factor analysis and canonical correlation analysis. Design issues, verification of the assumptions and interpretation of the results will be discussed. Skills for concise presentation of the results of statistical analysis will be developed. (Fall)
HLTH 8600. Seminar in Public Health Sciences. (1-6)
Pre/Co-requisite: Instructor permission. Seminar in selected current topics and advanced studies in public health. May be repeated for credit as topics vary. (On demand)
HLTH 8601. Cross listed as HLTH/6361. Ethics in the Public Health Profession. (3)
Cross listed as HLTH 6361. Pre/Co-requisites: none. This course examines the ethical issues facing public health professionals working in public health practice, research, teaching, and service. Topics include: ethical issues in public health program implementation, research with vulnerable populations, data falsification & fabrication, plagiarism among students, ethics of working with students, publishing ethics, human subjects research, and working with the community. (Fall)
HLTH 8602. Communicating and Disseminating Research. (3)
Pre/Co-requisites: none. This course focuses on research dissemination planning, writing for publication, grantsmanship, presenting at professional conferences, presenting to the community, writing technical reports for funders, writing abstracts, working with the media, and an introduction to the field of health communication. Students work on a variety of assignments to gain skills relating to disseminating research in different venues. (Yearly)
HLTH 8603. Teaching Portfolio. (3)
Pre/Co-requisites: none. This course exposes students to teaching strategies that focus on the major aspects of university teaching. Topics to be covered include: preparing a syllabus, creating assignments, evaluating student performance, and enhancing student learning through the use of various discussion and lecture techniques. Students will work with a faculty member to develop and deliver a lecture, and develop and grade an assignment to assess students’ understanding based on the delivered lecture. (Spring)
HLTH 8260. Cross listed as/HSRD 8003. Analytic Epidemiology. (3)
Cross listed as HLTH 6260, HSRD 8003. Pre/Co-requisite: a graduate introductory course in Epidemiology such as HLTH 6202, Community Epidemiology, or HADM 6104, Health and Disease. Principles and methods of studying advanced epidemiology, with emphasis on the analytic approach. Includes: advanced techniques in the establishment of disease causation in groups and communities. Such topics a risk assessment, environmental exposures, stratification and adjustment, and multivariate analysis in epidemiology are covered. Emphasis is also placed on quality assurance and control and communicating results of epidemiological studies in professional publications and settings. (Alternate Fall)
HLTH 8272. Crossed listed as/HSRD 8103. Large Data Sets and Health Services Research. (3)
Crossed listed as HSRD 8103.Pre/Co-requisite: HLTH 8271/ STAT 8111/HSRD 8111, Applied Biostatistics: Multivariate Methods, and HSRD 8102, Advanced Design of Health Services Research. Health quality and outcomes issues addressed through secondary data analysis using large, public data sets will be examined. Issues related to secondary analysis and drawing items from multiple data sets will be discussed. Analytical techniques such as adjustments for missing data, transformations of data, and risk adjustment will be applied using public data sets. Open only to students admitted to the PhD in Health Services Research or the PhD in Public Health Sciences program or permission of the instructor. (Spring)
HLTH 8800. Independent Study in Public Health Sciences. (1-6)
Pre/Co-requisite: Full graduate standing in the PhD in Public Health Sciences program and permission of instructor. May be repeated for credit. Pass/Unsatisfactory or IP grading only. Offered on a pass/fail basis only. (on demand)
HLTH 8901. Dissertation Research. (1-9)
Pre/Co-requisite: Admission to the PhD in Public Health Sciences degree program and PpPassingHaving passed the PhD in Public Health Sciences comprehensive exam and approval of the dissertation Chair. Individual investigation that culminates in the preparation and presentation of a doctoral dissertation. May be repeated for credit. Only 18 credit hours canwill apply toward the degree. Pass/Unsatisfactory or IP grading only. Offered on a pass/fail basis only. (Fall, Spring, Summer)
HLTH 9999. Doctoral Degree Graduate Residency Credit. (1)
Pre/Co-requisite: Passing the dissertation defense. This course allows students who have successfully defended their dissertation but need to make some changes to their written product before handing it in to the Graduate School to complete that work. This course does not count toward the 63 credits required for graduation. (Fall, Spring, Summer)