GCHB 6030 SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (3) - offered all semesters (Begalieva / Clum/ Kendall)

This course covers the behavioral, social, and cultural aspects of health and disease. Students learn how behavioral and social theories are relevant to health promotion and disease prevention efforts. Factors that protect or erode health operate at multiple levels (including individual, community, societal, and global levels) will be discussed. The development of interventions to improve health by addressing critical factors at these levels will be presented. View Course Objectives


This course is designed to introduce the student to public health practice and the use of policy to accomplish public health goals. Public health is a discipline and a profession designed to focus on the improvement of the health status of groups of people, rather than individuals. The course will help the student understand and be conversant with public health principles, services, and the organization, and delivery of public health services. It serves as an introductory course to provide the student with a "site map" of public health and allows for the creation of a superstructure on which other public health courses and components may be placed. It is intended as an overview and an introduction.View Course Objectives

GCHB 6110 PLANNING OF HEALTH EDUCATION PROGRAMS (3) - offered in Fall & Spring (Wennerstrom / Parker)

This course will apply principles of program planning to developing health promotion program plans in partnership with communities. It will cover topics of needs assessments, setting program objectives, logic models, designing culturally-appropriate intervention strategies, designing program organization/management, budgeting, and program implementation. Practical skills will be developed through the process of writing a health program grant proposal. The course will develop the ability to plan for the design, development, and implementation of strategies to improve individual and community health.View Course Objectives


This course introduces students to the concepts and functions of evaluation and will teach them some basic skills in monitoring and evaluation as they apply to health education and communication programs specifically. This is an introductory course designed for students focusing on implementation of programs. Students are not expected to have any background in research methods or evaluation. View Course Objectives

GCHB 6130 HEALTH ECONOMICS FOR DEVELOPING COUNTRIES (3) - offered in Spring every other year (Hotchkiss)

The overall objective of this course is to provide students with the background and tools to understand, analyze, and evaluate economic aspects of health systems problems of low- and middle-income countries. Students will develop the ability to understand and to assist in developing long-run health systems solutions to these problems. View Course Objectives


This course combines practical, skills-based exercises with strategic thinking approaches to personal, professional, and organizational leadership development. Leadership: The ability to create and communicate a shared vision for a changing future; champion solutions to organizational and community challenges; and energize commitment to goals. This course will aid the student to master several of the public health cross cutting competencies objectives related to leadership, communication and professionalism. In keeping with the spirit of personal development, each student will develop a unique set of goals for the course tailored to their own personal leadership development. This class is best suited for students in their first or second semester of coursework as many assignments pertain to planning active learning and advancement in their studies at Tulane. View Course Objectives

GCHB 6150 TAIWAN STRATEGIES TO COMMUNITY HEALTH PRACTICES (2) - offered in Summer Intercession (Chen / Seal)

This course provides a field study opportunity in Taiwan for the aim of learning global public health practices, cross-culture communication and interaction, and alternative community health strategies.  10 – 12 students from partner Universities in Taiwan (Asia University and China Medical University) are paired with 10-12 students from Tulane University to form cross-cultural teams to research and solve develop a plan to address community health concerns at the national, provincial, city, provincial and/or community levels. Lectures and discussions will be provided by experienced faculty from university partners, government officials, and field-based practitioners in Taiwan. The cross-cultural student teams are required to make a power point presentation on their identified community health concern and submit a written field report.

View Course Objectives


This course introduces students to managerial aspects of community base organizations and processes to be followed in an effort to establish such an organization suitable to a targeted community. Topics and activities focus on managerial concepts and applications related to starting and developing a community organization: planning, staffing, recruiting, budgeting, strategic planning, fundraising, marketing and tax management. View Course Objectives


The course introduces students to the basic concepts, principles, and practices for the evaluation of public health programs and interventions. It focuses on program evaluation primarily at the national and sub-national levels, although examples of community and intervention based evaluations are also presented. Lectures, discussion and assignments will highlight evaluation strategies for malaria, HIV/AIDS, health promotion programs and disease-specific prevention and control interventions in international settings. The course is intended to 1) introduces students to impact evaluation, 2) provide a solid grounding in study designs relevant for evaluation, 3) specialized program evaluation plans, and 4) serve as a foundation for more specialized program evaluation classes (e.g. on maternal and child health, health education and communication), as well as for courses on data analysis, sampling, epidemiology, and operations research.

GCHB 6210 HEALTH COMMUNICATION THEORY AND PRACTICE (3) - offered in Fall (Schoellmann)

This course is designed to examine research and practice in the area of health communication, with a special focus on how health media campaigns are planned and executed in order to stimulate change in knowledge, attitudes, behavior, and subsequent health outcomes. Thus examination will include the review of the history of health communication campaigns, selected case studies of campaigns, and the theoretical foundation for the design and implementation of campaigns.View Course Objectives

GCHB 6220 COMMUNITY ORGANIZATION(3)- offered in Fall (Scherl)

This course emphasizes community organization as a major educational approach to community dynamics, social change, and community participation in addressing health problems. The course explores methods for identifying and analyzing community health problems and their causes. Participants will examine the role of individuals, community institutions, and public health practitioners in effecting solutions to community health problems. The course stresses advancement both in theoretical knowledge in areas of community organization and community change, and in the application of community organization skills such as needs assessment. View Course Objectives

GCHB 6240 HEALTH PROBLEMS OF DEVELOPING SOCIETIES (2) - offered in Fall (Vanlandingham / Andrinopoulos)

Health Problems of Developing Societies is tailored to students entering the International Health and Development program within the Department of Global Community Health and Behavioral Sciences at Tulane University's School of Public Health and Tropical Medicine. The course provides an overview of the major health problems facing resource-poor or "developing" societies; the divergent historical patterns of public health in rich versus poor societies; the links among public health, development, and culture; and strategies for improving public health in poor societies. There is no prerequisite for the course.

GCHB 6250 MATERNAL AND CHILD HEALTH ISSUES IN HAITI (2) - offered in Summer Intercession 2

As one of the poorest countries in the world, Haiti suffers from chronic social, economic, political issues that result in a constellation of health problems that were exacerbated by the 2010 earthquake. In 2014, a majority of the population still lives the poverty level and less than half has access to potable water. Diarrheal disease and malnutrition are among the leading causes of infant death while tuberculosis, HIV and maternal morbidity contribute to the burden of adult's mortality. This two-credit course introduces students to the multiple factors, including historical and socio-political, that impact women's and children's health in Haiti in the post-earthquake reconstruction. Through site visits and discussions with health experts, students will examine national and community based strategies to address HIV, malnutrition, diarrheal diseases, and maternal health issue within the context of a fragmented health system. Cultural considerations along with the role of humanitarian aid will also be discussed. Students will visit primary, secondary, and tertiary health facilities in urban and rural areas, meet with health ministry staff, nurses, community health workers, and traditional midwives. All lectures and presentations will be provided in English by local experts. View Course Objectives

GCHB 6260 INTRODUCTION TO SOCIAL MARKETING (2) - offered in Spring (Schoellmann)

This introductory course provides an overview of the concepts and strategies used in social marketing in the U.S. and in other countries. The course outlines basic principles and methods followed by social marketers and provides a framework for carrying out social marketing. Contributions of commercial marketing will be discussed, and real world applications of the social marketing approach will be integrated into the course. The first part of the course will cover the components, process, and methodology of social marketing. The second half of the course will deal with applications including: real world examples, the integration of social marketing in public health projects, partnerships with advertising forms, and discussion of guiding ethical principles. Skills building exercises (assignments) will be incorporated into the class as outside homework assignments on such topics as adopting a consumer oriented mindset, identifying the target audience, developing the message, and analysis of communication channels. Exam(S) will assess student understanding of the social marketing principles and process. A final project will be assigned to integrate material from the entire class. View Course Objectives


This course provides students with an introduction to program monitoring, a widely-valued set of skills for managing and tracking results in public health programs in both the domestic and international context. Students will learn to develop a conceptual framework, write goals and measurable objectives, develop appropriate indicators (of input, process, output, and outcome), and work with health information systems. Students will gain practical experience in translating concepts into applications for actual programs. The course is designed for students that (1) intend to work primarily in program design and implementation, or (2) wish to master these introductory concepts as a building block to further evaluation coursework. GCHB 6270 will cover formative and process evaluation. GCHB 6200 will address summative (impact) evaluation. Note: students may take GCHB 6270 without continuing on to GCHB 6200. However, students planning to enroll in GCHB 6200 are strongly recommended to take this course.


Qualitative methods can be highly useful in the conduct of community-based population health research and evaluation. This course, part of a two-course sequence, will provide introductory classroom and field-based learning experience in qualitative methods research and evaluation. Students will receive foundational training in the design, implementation, analysis, and synthesis of qualitative methods. Emphasis will be given to the appropriate uses of commonly-used methods in community-based research and evaluation. This course is for graduate students in the SPHTM. This course will serve as a prerequisite for GCHB 6290 (Qualitative Methods II: Theory and Methods). View Course Objectives

GCHB 6290 QUALITATIVE METHODS II: THEORY AND METHODS (2) - offered in Spring (Kendall)

This course - the second in a two-part sequence - builds on Qualitative Methods I to provide students hands-on experience conducting a qualitative rapid assessment on a topic of their choosing. One goal of Qualitative Methods I is to complete a qualitative research proposal. Qualitative Methods II is an opportunity to form groups and pilot several of those research proposals. Students are encouraged to continue activities conducted as part of Qualitative Methods I to continue/conduct fieldwork and analysis, and deepen their understanding of the topic selected. In addition to enhancing in-depth interviewing and textual data management skills, students will be exposed to theories of qualitative research, social network research, and the use of formal methods in rapid assessment research, as well as the digital tools that are used to facilitate this research. A substantial amount of time may be spent conducting interviews, other fieldwork, and library research. Class time will be divided into a minimum of lecture, discussion, computer lab, and fieldwork. The course is designed to permit the student to use the skills and knowledge developed in the two courses to produce a final report of substance on a health-related topic. The work, as is almost all public health research, is collaborative. This collaboration will be documented in Google Sites as a website that you and your group will develop. View Course Objectives


This course introduces students to the theoretical and practical aspects of program development and implementation regarding emerging infectious diseases prevention and control programs. Although this course also introduces various international and national approaches and necessary collaboration towards the prevention and control of these diseases, the focus will be mainly in resource constrained settings. The course focused on the interventions at community level from the initial stages of program planning and implementation and will address aspects concerning the effectiveness and efficiency of interventions, based on expected program results. It is also focused on the collaboration among key stakeholders (international ,national, community, NGOs). This course exposes students to the various fields that contribute to the successful prevention and control of emerging diseases, namely: human and animal health and their relationship, the environment, communication, operational and financial aspects of such programs. The course also introduces practical aspects of monitoring and evaluation of such programs, and how to develop such tools. There will be various practical exercises that will mimic real life situations. The course will focus on relevant emerging diseases, such highly pathogenic avian influenza (HPAI), as a basis for introduction and discussion of the various themes of the course, but other diseases may be addressed when relevant. View Course Objectives

GCHB 6310 PUBLIC NUTRITION AND HEALTH IN COMPLEX EMERGENCIES (2) - offered in Summer Intercession (Mock)

Complex emergencies involving conflict, destitution, and often environmental crises, leading to large-scale population movements, are causing widespread malnutrition, disease, and high mortality among millions of people, especially in Sub-Saharan Africa and parts of Asia. Some of this suffering can be prevented through more effective programs when the refugee and displaced populations become accessible to outside help. This course is designed to familiarize students with methods and approaches for coping with public nutrition and health problems in complex emergencies. It addresses the control of malnutrition (general and micronutrient) through general ration distribution and selective feeding programs, emergency public health measures, and key policy issues. Outside speakers with recent experience in this field contribute to specific topics and with illustrative case studies.


This course focuses on fundamental programming skills that can be applied to a variety of global health interventions focused on specific topics such as: disaster and emergency response, nutrition, child wellbeing, HIV/AIDS, infectious disease/malaria, reproductive health, etc.... Students will acquire conceptual and practical tools to conduct situation analysis, conceptualize program/project frameworks, identify and manage human and financial resources required to successfully implement programs, and identify and develop necessary operational plans and procedures for Global Health interventions. Partnering and community-based approaches are the cornerstones of successful interventions. Therefore this course emphasizes participation, teamwork, and collaboration as essential programming skills.


Sexual health is a growing component of public health outreach. The goal of this course is to provide students with a foundational understanding of sexual health from a public health perspective. View Course Objectives

GCHB 6370 GRANT WRITING FOR HEALTH & DEVELOPMENT PROJECTS (3) - offered in Spring (Oberhelman)

This course is an intensive workshop-style class designed to teach students how to identify, research, and prepare grant proposals in the fields of international public health, population and nutrition, and development. Specific emphasis is given to the idiosyncrasies of developing proposals for the United States Agency for International Development, the European Union, and the British Department for International Development. By the end of the course, students will know how to identify prospective funders, conduct pre-proposal research, and develop and write a full proposal, including writing clear and attainable goals and objectives, coherent methodologies, meaningful evaluations, devising budgets, and providing supplementary material.


This three-credit course will use an interdisciplinary perspective to untangle the bio-psycho-social contexts that shape clinical and cultural practices related to women's sexual, gynecological, and obstetric health, in the USA and worldwide. The course will explore how these practices impact women and child health and/or women's access to health care and examine existing scientific evidences to assess whether current medical guidelines reflect evidence-based medicine. The course will consider ways to reconcile medical authoritative knowledge with women's autonomy and choice. View Course Objectives

GCHB 6420 BEST PRACTICES IN WOMEN'S HEALTH (3) - offered in Fall (Grossmann)

This course examines women's health using a socio-ecological framework. Health issues discussed in class will consider the way personal and socio-environmental factors interact and impact women's health experiences, and how these determinants translate into public health programs and services to address women's specific needs. A strong emphasis of the course will be to review and analyze evidence-based practices. Throughout the course, students will become familiar with the Cochrane Collaborative, the US Prevention Task Force, and other systematic reviews as effective ways to inform programmatic decisions. View Course Objectives

GCHB 6460 CHILD HEALTH AND DEVELOPMENT (3) - offered in Spring (Dal Corso)

This course covers child health and development addressing important global health issues in each stage of childhood, the biologic, genetic, psychosocial, and environmental influences upon those issues, medical aspects of their management, and most importantly, fundamental public health approaches to intervention. Population based approaches to the elimination of disparities in the maintenance of health and access to primary and secondary care of children will be presented with a focus on children with special health care needs, children within immigrant families, children with developmental and psycho-social challenges, and other groups of children who carry a disproportionate burden of disease. View Course Objectives

GCHB 6470 ISSUES IN ADOLESCENT HEALTH (3) - offered in Spring (Madkour)

Issues in Adolescent Health is designed to describe and analyze major sources of morbidity and mortality, including their underlying behavioral determinants, in adolescence with an emphasis on domestic U.S. populations. Adolescent development and culture are considered as they relate to the specific health issues causing morbidity and mortality in adolescence. The course emphasizes critical-thinking skills and is oriented toward those interested in delivery of adolescent health programs at the community level.View Course Objectives


This course examines maternal and child health policy in the U.S. with a focus on the organization, delivery, and financing of maternal and child health, and related public health and social services as the national, state, and local levels. The course will emphasize the evolving Maternal and Child Health (MCH) - Title V Block Grant program and its legislative mandates; the MCH national, state, and local structures and roles; and how MCH fits into the overall U.S. public and private health systems.View Course Objectives

GCHB 6500 VIOLENCE AS A PUBLIC HEALTH PROBLEM (3) - Offered in Spring (Taylor)

This course is designed to give an overview of the problem of violence as viewed from a public health perspective. We will look at the epidemiology of violence (scope, causes, risk factors, and consequences) alongside public health approaches to the problem. The course aims to balance a review of the problem with ideas and evidence for solutions. Local academic and community leaders in the field will lend their expertise to help students understand and address violence as a public health problem. View Course Objectives


This course is a core requirement for all MCH students but is also suitable for any student interested in an introduction to MCH related issues. Domestic U.S. perspective on the issues will be the major focus of the course; however, international perspectives will be encouraged for comparative purposes. The following areas will be covered: MCH in the global and U.S. perspectives, prenatal care, risk behavior in pregnancy, breastfeeding, and maternal and infant mortality, violence, abuse and neglect of women and children. This is an interactive course in which we will consider, develop, challenge, and evaluate ideas and views across the scientific, clinical, economic, political, and ethical/legal aspects of each issue. Critical thinking is essential. Each student's views and attitudes are an integral part of the course and each student is expected to engage actively in each class. View Course Objectives

GCHB 6610 COMMUNITY NUTRITION (2) - offered in Spring (Bazzano)

This course explores nutrition in various types of communities in the US and internationally, appraises the influences determining nutritional status, and critically assesses programs and policies designed to address nutritional problems in those communities. Community nutrition programs are increasingly important as a complement to larger scale programs in addressing problems in populations in both a domestic and Low and Middle Income Country (LMIC) context. Nutrition problems themselves are in transition, with undernutrition (general and micronutrient) and non-communicable diseases related to overnutrition of emerging importance, and often co-existing. Poverty, food insecurity, constrained access to healthy foods, and unhealthy food habits and behaviors are some of the key causes that need to be addressed at both large-scale and local levels. The course introduces community nutrition from the point of view of understanding assessments, local programs, integration within larger programs and policies, health disparities and related issues, considering both the domestic and LMIC situations. This course is about the local and community level and will draw upon case studies from communities in greater New Orleans area and international settings. View Course Objectives

GCHB 6690 INTRODUCTION TO NUTRITION (2) - offered in Summer Intercession (Lee-Kwan)

This course is designed to provide students with an introduction to the basic principles of nutrition. It is recommended for graduate students who have not had a prior course in nutritional science. Subjects include basic nutrients with emphasis on their sources, function, and metabolism in the human body. Other topics include food selection for optimal health, energy balance and weight control, lifecycle nutrition. An emphasis will be placed on the major nutrition-related problems in the world today and strategies to address them. View Course Objectives


This course offers a thorough review of the tools used for the assessment of nutritional status of populations. Topics include anthropometrical, biochemical, and socioeconomic indicators of nutritional status; methods for the collection, analysis, and interpretation of dietary data; measurement of household food security; and the use of data from nutrition monitoring and surveillance sources. Students will get exposure to major nutrition problems and their causes in a variety of country contexts. They will also develop their abilities "to tell a story with numbers". Analyzing data, interpreting the results, and communicating about these results verbally is a necessary part of the planning and programming of nutrition and health interventions. View Course Objectives


Health and nutrition are inextricably linked for women and children living in resource poor countries. The purpose of this course is to provide students with methods and understanding for contributing to the design of programs and supporting policies for improving health and reducing malnutrition in populations in developing countries, with particular emphasis on women and children, and how these interact (e.g. through pregnancy). This means learning about experiences in specific countries, and generalizations from these, in recent successful efforts to reduce malnutrition and improve health, with a particular emphasis on successful community-based programs. Students will also learn how public health and nutrition programs are set up to address key child health issues in resource poor areas through both preventive services (e.g. immunizations, improved infant and young child feeding practices) and disease management programs (e.g. IMCI, management of several malnutrition). The student will then be better equipped to work with governments, PVOs, and international organizations, in helping these to design and implement more effective programs in the future; and to teach others to do so. View Course Objectives

GCHB 6770 U.S. FOOD AND NUTRITION POLICY (3) - offered in Spring (Rose)

This course surveys domestic policies and programs that affect nutrition at the population level. Subjects include: dietary guidance policy, including the influence of special interest groups; food labeling policy; food access policy, including the U.S. food assistance programs; food safety and food supply policies; the obesity epidemic, including the role of the food industry; environmental determinants of nutrition outcomes and efforts to improve them; actors and agencies involved in making policy; and nutrition advocacy. View Course Objectives

GCHB 6780 THE DOUBLE BURDEN OF MALNUTRITION (2) - offered in Spring Period 2 (Mason / Shrimpton)

The purpose of the course is to familiarize students with the concepts of the Double Burden of Malnutrition (DBM: the co-existence of over- and under-nutrition, both contributing to disease, and acting as risk factors for each other), as well as to engaging them in understanding how to prevent it and mitigate its consequences across the life course, especially in Low and Middle Income Countries (LMICS). Students will learn the various definitions of the DBM, how to measure the problem, as well as to understand its causes and consequences from a life-course perspective. Students will also explore ways to resolve DBM problems through developing case studies on specific aspects of the DBM in selected LMICs. View Course Objectives


Class enrollment is limited to 25 with preference given to HEDC majors.
This course introduces students to concepts and methods which will enable them to effectively train adults to perform health care functions in the community. Knowledge about how adults learn coupled with attitudes toward participatory learning methods will be presented in a way which will permit the students to exhibit behaviors which will enable them to in effect "train trainers" to multiply themselves and multiple healthy practices in a community. Emphasis will be placed upon developing a positive attitude toward interactive learning and combining this with a variety of training methodologies which will together help to create an atmosphere where communities are empowered to improve their health. View Course Objectives

GCHB 6830 INTERNATIONAL HEALTH POLICY (3) - offered in Fall (Hotchkiss)

This course examines the process of designing and implementing health policy, mainly focusing on developing countries. The diversities of policies are illustrated using case studies, group debates and in-class lectures. Constraints such as lack of resources, multiple stakeholders, corruption and historical conditions will be discussed and analyzed with both the practical and the ethical considerations of how the policy process operates in different cultures, and why it so often fails to operate as planned. This course helps students develop their own capacities to analyze, criticize, evaluate, and construct policy-oriented arguments. In addition to exploring the role the globalization plays in the making and implementation of healthy policy, we will also look critically at the roles the large donor agencies and international NGOs play in making health policy.


This course entails a critical examination of major social science approaches (demography, anthropology, economics) to the understanding of relationships between population dynamics, environmental change, and development policies; and a broad survey of global environmental concerns (and their relationship to population dynamics) and proposed solutions. The main approaches which influence social science research and policy today are surveyed: Malthusian theories, Boserupian population-induced intensification, and mediated modes such as policies, structural constraints, and environmental change. Students survey conceptual models and seek evidence from empirical research on major concerns: food, forests, and biological diversity, urban and industrial issues, and climate change. Projects which integrate reproductive health and conservation concerns into practical, community-based interventions are examined. Techniques and data needs for researching population-environment interactions are briefly surveyed. A final segment focuses on Guatemala and the interrelated impacts on land, forests, biological diversity, and urban infrastructure of population dynamics, development policies, and historical inequities. GCHB 6850 is recommended for students interested in working in developing countries in reproductive health, environmental health, population policy, or development.

GCHB 6860 PUBLIC HEALTH IN CUBA (3) - offered in Summer (Castro)

The course addresses how the Cuban government has prioritized the development of universal health care in the last five decades, with a special emphasis on the efforts to strengthen primary health care (PHC) and to articulate PHC with more complex levels of care. The course contextualizes and analyzes the programs to prevent infant mortality and to prevent and control infectious diseases such as polio, malaria, tuberculosis, dengue, and HIV, as well as the economic and political context in which these public health initiatives developed. The course takes place in Havana and in rural areas in partnership with the National School of Public Health of Cuba. View Course Objectives

GCHB 6870 ADOLESCENT HEALTH POLICIES AND PROGRAMS (3) - offered in Fall 2016, alternates with GCHB 7140 (Gage)

Prerequisites: BIOS 6030, BIOS 6040, or permission of instructor. This course provides students with an understanding of the context, design, and effectiveness of the main interventions to prevent and reduce adolescent health risk-taking and develops students' professional skills in the use of quantitative methodologies to determine the health needs and problems of adolescents in developing countries and the formulation of workable strategies for responding to identified needs. The course begins with a discussion of major policy issues and controversies surrounding specific program approaches to reducing adolescent health risk-taking. Students will compare interventions for addressing common health problems in adolescence as well as services for meeting the needs of special youth populations in emerging and developed countries. The key components of successful and unsuccessful programs in specific health areas will be addressed.


Prerequisites: BIOS 6240 or a working knowledge of SPSS. This course constitutes a practical introduction to the research methodologies used in planning a communication program for promoting desirable health behaviors, designing appropriate messages, pre-testing communications and evaluating program effectiveness. Most examples and data sets will involve international family planning and sexual risk behaviors, but will be applicable to other areas of public health. Lectures will be combined with exercises in which students carry out communication pretests, conduct and analyze the results of focus groups and do secondary analysis of existing communication data sets using statistical software. These skills are basic to the systematic approach in designing, implementing, and evaluating a health communication program.

GCHB 7070 THE SOCIAL DETERMINANTS OF HIV AND AIDS (3) - offered in Fall Period 2 (Andrinopoulos)

HIV/AIDS is the fifth leading cause of disease burden and the sixth leading cause of death globally.  It is the leading cause of death in Eastern and Southern Africa.  Developing an appropriate response to the epidemic requires an understanding of factors at multiple levels that influence vulnerability and behavior.  Patterns of infection also serve as a vehicle for understanding social disparities.  The goal of this course is to provide students with the skills to critically reflect on current strategies to stem the epidemic through a sociological approach to understanding epidemiological patterns. Students will participate in group work and individual assignments that apply concepts discussed in class.  The course format combines presentations and small group activities to highlight the complexities of the epidemic and equip students with the skills, resources, and agency to become active participants in the global response.

GCHB 7090 ADVANCED NUTRITION ANALYSIS (3) - offered in Spring (Mason)

(Prerequisites: EPID 6030. BIOS 6030 advised, can be taken concurrently.) Planning policies and programs to improve nutrition in populations requires appropriate assessment and analysis. This course covers the process of acquiring, handling, and analyzing data, from a conceptual through to a practical hands on approach, with particular emphasis on programmatic decisions in low and middle income countries. Outcome data (mainly for general malnutrition, with reference also to micronutrient malnutrition), program data (coverage, targeting, etc), differentials and trends, and advanced analytical techniques addressing confounding, interactions, and causality are included. View Course Objectives


This course is designed to serve the purpose of (1) providing students with an understanding of the context and design of the main interventions to improve maternal and child health in developing countries, (2) developing professional skills in the use of quantitative analytical tools and technologies to appropriately monitor and evaluate maternal and child health programs in developing countries, and (3) increasing students' abilities to use monitoring and evaluation results to improve the planning and delivery of maternal and child health services in developing countries.


Research methods are at the center of our approach to knowledge and understanding in public health. An opinion alone does not hold weight. Theories are supported by concrete evidence. This class provides an introduction to this way of thinking, i.e., into methodology or the "science of finding out". The purpose of this course is to train students in how to collect and analyze data on social phenomena in a rigorous and scientific manner. This knowledge requires an understanding of three different components: 1) inquiry and research design, 2) data collection, and 3) data analysis. In the first component, students will learn how to discriminate between theories, pose proper research questions, construct a relevant hypothesis, make valid causal inferences, operationalize concepts, and design studies to appropriately test their hypotheses based on etiologic or intervention research. The second and third components are presented together based on qualitative and quantitative research methods. Components will cover topics such as focus groups and in-depth interviewing (data collection), and transcribing and reporting (data analysis) for qualitative methods, and topics such as survey design and modes of collection (data collection), and descriptive statistics and measures of association (data analysis) for quantitative methods. In this course, students are introduced to the basic concepts and techniques that are used in social science research. Above all else, it is my hope that this course will prepare you to better understand the limits and potential of social science health research, to understand the context of future classes in the social and behavioral sciences, and to evaluate programs and perform your own inquiries into social and behavioral phenomena.View Course Objectives

GCHB 7140 MONITORING AND EVALUATION OF HIV/AIDS PROGRAMS (3) - offered in Fall 2015, alternates with GCHB 6870 (Gage)

This course focuses on the monitoring and evaluation of HIV/AIDS program. The course is intended to: (1) provide an introduction to HIV/AIDS prevention, care and treatment programs; (2) strengthen skills in the application of tools for global- and national-level monitoring of the HIV epidemic and response; (3) provide a foundation for monitoring and evaluating specific HIV/AIDS programmatic areas (prevention, testing and counseling, treatment, community and home-based care, tuberculosis/HIV integration, orphans and vulnerable children, key populations, and behavior change communication); and (4) demonstrate how M&E findings are used to prioritize options for improving the national HIV/AIDS response.


With 33.2 million people currently infected and 2.1 million deaths in 2007 alone, the HIV pandemic is one of the most significant public health challenges of the 21st century (UNAIDS 2007). Most HIV epidemics are driven by certain sub-populations at highest risk for becoming infected with HIV. In low-level and concentrated epidemics, these high risk populations include injection drug users, males who have sex with males, and sex workers along with their sexual partners, as well as displaced populations, migrant workers, long distance truck drivers, and youth. Accurate HIV incidence and prevalence data and associated behavioral data from high risk populations are essential for designing targeted prevention programs and reducing the further spread of the epidemic. However, in most countries, HIV surveillance systems, the primary source of epidemiologic data, do not generate representative samples of these high risk populations. While probability-based sampling methods are the gold standard for collecting unbiased and generalizable HIV biological and behavioral data, their application is limited when sampling high risk populations. First of all, these populations generally do not have sampling frames from which to draw random samples using conventional probability-based sampling methods, and they are too small to be captured in large enough numbers in surveys of the general population. Secondly, individuals within these populations often practice socially stigmatized or illegal behaviors, resulting in difficulties accessing them. As a result, they are often recruited through institutions (e.g., hospitals, jails, drug treatment clinics) using convenience techniques such as quota and snowball sampling or visible venues (e.g., bars, clubs, street corners, shooting galleries) using targeted sampling. Respondent-driven sampling (RDS) is a relatively new sampling method that has been recognized and adopted by public health researchers as a promising alternative to sample hard-to-reach populations for HIV biological and behavioral surveys. RDS is a chain-referral sampling technique that uses a coupon recruitment system whereby peers recruit their peers. In addition, RDS involves a complex analytical component, which is crucial to generate representative estimates and confidence intervals through adjustments that factor in participants' social network sizes and the sample's differential recruitment patterns.View Course Objectives

GCHB 7200 DEVELOPMENT ISSUES: THEORY AND MEASUREMENT (3) - offered in Fall Period 2 (Murphy)

This course critically reviews major theories, concepts and debates about social, human and economic development in the developing world. These concepts are useful to public health researchers and practitioners aiming to advance human well-being. We compare and contrast major development theories: economic growth, modernization, dependency, neoliberalism, sustainable development, human development, and human rights approaches. Then we address contemporary, critical perspectives that are reshaping development practice: the Capabilities Approach, Human Rights, and Post-Development thought. These challenge notions of: poverty, participation, gender, culture, technology, globalization, sustainability, foreign aid, and development actors/institutions. Insights from critical research on development agencies and projects show how theories, worldviews and assumptions translate into real "development" programs and projects that have often unexpected, unintended outcomes.


This course is intended for advanced Masters students and doctoral students. The course will introduce students to a number of key concepts and measures used in the monitoring and evaluation of family planning and reproductive health programs. Students will gain an understanding of a variety of reproductive health and health service indicators, data sources and their strengths and limitations. This course also provides basic hands-on quantitative skills that are essential in conducting monitoring and evaluation exercises in family planning and reproductive health programs. Students will learn how to use the Stata statistical software package to manage and analyze survey data and to construct reproductive health indicators. Students will also learn to interpret and present quantitative data, using graphs and tables, in ways that are suitable for scientific manuscripts.


Is there a limit to human life expectancy? Why do some populations have greater longevity and less premature death than others? How will trends on obesity affect life expectancy in the US? Is economic development necessary to achieve better population health? What programs and policies have achieved the greatest effect in reducing premature mortality? These and other questions will be discussed in this course, which covers the core thematic areas of mortality research. Readings include overviews of trends and variation in mortality and health, as well as papers that represent exceptionally important, interesting, or clever approaches to the study of mortality. Particular attention will be paid to (1) variation in mortality levels over time, across populations, and within countries - with a particular focus on variations in mortality within the U.S., (2) reasons for changes in mortality levels in developed and developing countries, and (3) policies that best address problems in population health.


In this course students are taught to use a life course perspective to approach important issues of public health. As Neil Halfon put it, "the life course perspective seeks to address the causes of poor health trajectories [which] require addressing the nested social ecology of health development." Over the semester, basic principles of human development, from preconception to end of life, are explored and examined through the conceptual framework provided by life course theory. Particularly, students will learn about the mechanisms, timing and dynamics of health as a developmental process, which can inform development of early interventions. The course will build upon Ecological and Transactional models of Life Span Development and introduce the rapidly expanding evidence base for life course theory. In addition to providing a conceptual framework for understanding public health issues, the course will illustrate the application of this framework to gain practical insight into maternal and child health. View Course Objectives


This course introduces students to key concepts and measures; major theoretical perspectives and central debates; empirical material on population size, distribution, and trends; and basic methodological tools used in the field of demography, the study of population processes. There is no prerequisite for the course, but much of the material is quantitative in nature and so students considering taking the course should be comfortable performing computations and comfortable with basic algebra. Familiarity with a spreadsheet package such as Excel will be helpful for completing the homework problem set assignments.


This course presents research as a systematic method for examining questions derived from related theory and practice, and links questions and theoretical standpoints to different sources of data and analytical approaches. Students will be exposed to major research designs for interdisciplinary research, ranging from experimental designs (RE, RCT and other epidemiological and scientific study designs), to quasi-experimental studies using cross-sectional surveys and secondary data analysis of large-scale data sets, to non-experimental approaches such as ethnographic methods, group discussions, and case-study designs. The span (from experimental to quasi-experimental and non-experimental designs) provides a basic understanding of a range of research approaches that are relevant and widely used in interdisciplinary global health and health services research. Some attention will be paid to issues of sampling strategies for quantitative and qualitative inquiry; appropriate methods and techniques of analysis for different research designs, levels and unit of analysis, measurement issues and how they are handled, and logic, validity, and reliability of designs.

Many of the class sessions are about epistemological issues in research. How do we know the things that we think we know? In particular, how can we build and test social theory in a manner that is objectively consistent with the best available evidence? The answer to this question, of course, depends on research method and the most important aspect of method is research design. This course takes us through the research design process, starting with how we understand cause in social science, moving through a set of common threats to sociological knowledge claims and finishes by examining the strengths and weaknesses of the most commonly used data collection strategies. This course is also designed to provide guidance on various steps of the research process. We will cover topics relating to research ethics and publication.

GCHB 7910/7920 DIETETIC INTERNSHIP (3) - offered in Fall/Spring (Piacun)

Supervised practice for students with DPD Verification Statements. Experiences are provided in food service management, medical nutrition therapy, and community nutrition at various facilities in Southeast Louisiana. (Students will be eligible to take the RD exam after completion of the dietetic internship.) View Course Objectives

GCHB 7950/7960 DIETETIC INTERNSHIP (6) - offered in Fall/Spring (Piacun)

Designed for the Preprofessional Practice Program, the Dietetic Internship students complete a nine and 1/2 month hospital and community affiliation internship of 1200 clock hours. View Course Objectives


Through readings and discussion of theory, students explore the nature of health, human behavior and social and behavioral change. This exploration is intended to assist students in the process of developing their doctoral dissertation proposal, with emphasis on the theoretical basis and conceptual model for their chosen area of investigation. The course will take a critical and multidisciplinary perspective to the task of integrating and applying interdisciplinary theoretical frameworks to address research questions. The course will emphasize how theories, worldviews and assumptions are used to develop and support research projects that will guide: 1) empirical research approaches (quantitative, qualitative and mixed methods approaches) and 2) the design and assessment of public health programs, policies, and other interventions. This course critically reviews several major theoretical frameworks applied to global health such as determinants of health outcomes, the structure and performance of health related organizations, and the causes of health-seeking behaviors.

GCHB 8200 EVALUATION THEORY (3) - offered in Fall (Kendall)

Evaluators come to the field with many different backgrounds - medicine, public health, the social and behavioral sciences - and "evaluation" has many different meanings. To develop a common language and set of assumptions for the field, and to pass on a generation of experience in evaluation to students, evaluation theory has been developed. Theory connotes a body of knowledge that organizes, categorizes, describes, predicts, explains, and otherwise aids in understanding phenomena. The purpose of program evaluation theory is to provide a body of knowledge that describes and explains the work of evaluators. Evaluation theory identifies and explains feasible practices that evaluators can use to construct knowledge of the value of social programs. Also, evaluation theory provides the conceptual framework for assessing the effectiveness of evaluation practice. This course presents the theory of evaluation, and the theoretical assumptions that underlie evaluation organized around the five components that Shadish, Cook, and Leviton consider to be important to evaluation theory: theories of knowledge, value, use, social programming, and practice. The course is a seminar course that will focus on the key figures in the field and exemplary evaluations. This is an active learning course applying evaluation principles. Students will be required to participate actively in class discussions and write written critiques of evaluator's work. Prerequisite: must be doctoral student. View Course Objectives


In an era of many Global Health Initiatives that demand 'managing for development results' and 'improving aid effectiveness' this course will provide an advanced step-by-step training for the development of harmonized monitoring and evaluation systems for health programs. This is the point where monitoring and evaluation (M&E) come in to the picture as essential tools for decision makers, as a mechanism to collect and provide evidence of outcomes that decision makers need especially in health. The training will address both disease specific (HIV/TB/Malaria/ Avian influenza etc) and program specific (EPI, RH, MCH, etc. ) M&E systems. The students will be able to put into practice the 12 key steps for designing such M&E programs. Case studies and visiting "intervention sites to gain M&E Practical experience" will be used during training. At the end of the course the students will have the tools needed to design a national harmonized health M&E system. A number of international collaborators will participate in the course. The course will be delivered in an international setting in Africa (Ethiopia) and Latin America (Brazil) in alternate years. The course is a seminar course that addresses both theory and practical session by exposing students on "M&E for program improving in Health in Developing country / Emerging economy setting". Students will be required to participate actively in class discussions and also in practical session in communities and Ministries of health sites. Prerequisites: GCHB 6120, GCHB 7130 View Course Objectives

GCHB 8250 ADVANCED RESEARCH METHODS IN GLOBAL HEALTH (3) - offered in Spring (Hutchinson)

Prerequisites: BIOS 6030, BIOS 6040, EPID 6030, or permission of the instructor. This course is intended for upper-level masters students interested in applied research methods and doctoral students working towards their dissertations. The focus is on providing skills for conducting program, impact or other forms of evaluation using econometric methods to analyze health, population and nutrition data. Of particular focus will be analyses of population-based household surveys using the Stata 9.0 statistical software package. Key topics that will be covered are: research methods and designs, linear regression models with their assumptions and limitations, limited dependent variable models (logit, probit tobit, multinomial logit), instrumental variables and two-stage least squares, sample selection and censored regression models, multilevel models, propensity score matching, applications of program evaluations, and time series analysis with pooled and longitudinal data.


The purpose of this course is to provide students with advanced conceptual knowledge of major social determinants of health. Students will gain from the course knowledge of the etiological connections between social determinants and health outcomes, social science theoretical models which guide investigations of the social determinants of health, and interventions meant to affect such social determinants. Students in the course will synthesize such knowledge and apply it to a health issue of their choice, suggesting next steps in programming to address social determinants of their chosen health issue. Prerequisites: SPHL 6030; GCHB 6110; Doctoral Students Only. View Course Objectives.


The goal of this course is to prepare students for practical applied research on the social determinants of health. The course is designed to provide students with the training necessary to integrate and apply social determinants concepts and theories to both observational and experimental methods (i.e., etiologic and prevention research). The first half of the course will focus on: 1) measurement of key constructs such as inequality, segregation, racism and discrimination, built environment characteristics, and 2) common study designs such as ecologic, multilevel, and natural experiments as well as the use of secondary data sources to approximate social determinants. The second half of the course will focus on: 1) common biases and limitations to social determinants research (e.g., endogeneity) and methods used to address limitations (e.g., propensity score matching), and 2) analytic strategies and interpretation, including mediation analyses and linear and non-linear multilevel regression. Students will gain hands-on experience in analyzing and interpreting data through classroom sessions and homework assignments. Students will also review and critique empirical applications in the public health field. By the completion of the course, the student will have the skills necessary to design, analyze and present data from a range of studies that consider social determinants of health. Prerequisites: SPHL 6030, EPI 6030, BIOS 6030, BIOS 6040, Statistical Packages Course, Doctoral student status. View Course Objectives

GCHB 8800/8830 SENIOR GRADUATE RESEARCH SEMINAR (1) - offered in Fall/Spring (Seal)

The doctoral seminar is conceptualized as a series of content modules that provide a breadth of foundational exposure and training to departmental doctoral students over their doctoral tenure. These modules are intended to complement and expand knowledge in areas of public health and professional development that students might not receive in their current course curricula. The doctoral seminar is required of all students during their program tenure. The doctoral seminar serves as a forum where students and faculty can meet regularly to exchange ideas, and discuss foundational areas of public health from multiple perspectives, including empirical, programmatic, systemic, and policy. 2-3 foundational content modules are covered each semester and include 3-5 related seminars offering multiple perspectives on the topic. At the end of the module, there is a session devoted to critical reflection on, and discussion of, the various seminars within the module. Students are required to write a 2-3 page reflection about what they learned across the seminars in the module, and thoughts that it triggered for them. These reflections are shared and discussed. View Course Objectives


This is a "skills" course the purpose of which is to guide students through the process of planning, developing and evaluating the major components of a research proposals. Students will develop the skills needed to write a successful research grant proposal focused on a significant public health topic.They will identify an idea for a prevention research project (behavior change, environmental change, or policy change). They will plan, develop, and write the major sections of the proposal.The instructor will guide the students through the grant writing process, help them to plan and develop their ideas, provide personal tutorials as needed, and provide individual feedback and support. Prerequisites: GCHB 6030; GCHB 6120; Doctoral Student Status. View Course Objectives.


GCHB, 1440 Canal Street, Suite 2210, New Orleans, LA 70112, 504-988-5391