Student Manual

Master of Public Health

Concentration in

Social and Behavioral Sciences in Public Health

Johns Hopkins Bloomberg School of Public Health

2015-2016

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Table of Contents

Table of Contents ............................................................................................................................ 2 Faculty Directors and Coordinators ................................................................................................ 3 Educational Objectives ................................................................................................................... 4 Advising .......................................................................................................................................... 5 Course of Study............................................................................................................................... 6

Course Details ................................................................................................................................. 8 Summer Term ......................................................................................................................... 8 1st Term ................................................................................................................................... 9

2nd Term ................................................................................................................................ 11 3rd Term ................................................................................................................................. 14 4th Term ................................................................................................................................. 21

Practicum Experience ................................................................................................................... 27 Capstone Experience ..................................................................................................................... 28

Appendix 1. MPH Core Curriculum ............................................................................................. 30 Appendix 2. SBS Course Checklist .............................................................................................. 36 Appendix 3. SBS Course Calendar 2015-2016............................................................................. 38

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Faculty Directors and Coordinators

Janice Bowie, PhD, MPH

SBS Concentration Faculty Director

Associate Professor, Health, Behavior and Society

Phone: 410-955-7241

jbowie2@jhu.edu

Hampton House, Room 743

Caitlin Kennedy, PhD, MPH

SBS Concentration Faculty Director

Assistant Professor, International Health

Phone: 443-287-8794

caitlinkennedy@jhu.edu

Wolfe St. Building, Room E5033

Shani Buggs, MPH SBS Concentration Coordinator

PhD Candidate, Health Policy and Management

sbuggs1@jhu.edu

Molly Lasater, MPH SBS Concentration Coordinator

PhD Student, International Health

mlasater@jhu.edu

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Educational Objectives

The MPH concentration in Social and Behavioral Sciences in Public Health provides students with competencies

in the topic areas of: 1) theoretical basis of social and behavioral interventions and psychosocial influences on

health and illness; 2) social and behavioral intervention design and implementation; and 3) social and behavioral

research methods and program evaluation. The specific competencies included under these topic areas are:

1) Theoretical basis of social and behavioral interventions and psychosocial influences on health and illness:

Identify social and psychological factors and processes in the etiology of disease and health-related

behaviors

Articulate the influence of major social structural divisions such as gender, SES, and ethnicity on health

and health-related behaviors

Appropriately select and apply behavioral science theories to studying health problems in diverse

populations

2) Social and behavioral intervention design and implementation:

Apply principles from educational, behavioral, communication, social and psychological theory to

influence health-related behaviors and health status in diverse populations

Utilize effective needs assessment and program planning skills to design health-promoting programs and

policies

Implement a wide array of intervention strategies, including media-based (mass media, small media,

electronic media), interpersonal communication, social support and social network-based interventions,

advocacy, and community organizing

Articulate and address issues that facilitate implementation and sustainability of effective behavior-change

programs

3) Social and behavioral research methods and program evaluation:

Conduct process, impact, and outcome evaluations of health behavior change programs

Conduct qualitative and formative research in the social and behavioral sciences

Appropriately select and apply behavioral science research methods to studying health problems and

evaluating interventions

Students completing this concentration can gain skills in designing, implementing, and evaluating programs

promoting healthy behaviors in international and/or domestic settings. Students can also focus on analysis of

psychological and social influences on health and behavior. They can obtain skills necessary for working with

diverse populations, on a variety of health topics, and in non-profit organizations and government agencies at all

levels. The concentration includes required and elective courses, a special seminar, and a capstone experience.

Students completing this concentration may be eligible to take the national certifying exam to become a Certified

Health Education Specialist.

The minimum number of academic units needed to complete concentration requirements over and above the MPH

core requirements is 18 units.

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Advising

Students in the SBS concentration will initially be assigned to a faculty member affiliated with the concentration

for academic advising. Advisors will be assigned based on mutual interests of students and faculty, although most

advisors come from the Department of Health, Behavior and Society or the Social and Behavioral Interventions

program within the Department of International Health. Students and advisors are expected to meet regularly – at

least once per term – to discuss academic issues including course selection, academic progress, fulfillment of

requirements, practicum and capstone decisions, and overall academic and career goals.

As students develop their capstone interests, an additional capstone advisor will be selected, again based on

mutual interests. The capstone advisor may be the same as the academic advisor, or it may be someone new.

Students are encouraged to contact faculty members with similar interests to discuss possible capstone projects

and supervision.

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Course of Study

All students must take the two-term Concentration Seminar:

550.853 Seminar for MPH Concentration in SBS I (1 unit) – 1st term

550.854 Seminar for MPH Concentration in SBS II (1 unit) – 2nd term

All students must choose at least one course in Theoretical Basis from the following list:

410.600 Fundamentals of Health, Behavior and Society * (4 units) – 1st term

221.688 Social & Behavioral Foundations of Primary Health Care* (4 units) – Internet only–3rd & summer terms

410.613 Psychosocial Factors in Health & Illness* (3 units) – 3rd term

224.689 Health Behavior Change at the Individual, Household and Community Levels*(4 units) – 2nd term

410.616 Social and Behavioral Aspects of Public Health (4 units) – summer term

All students must choose at least one course in Intervention Design & Implementation from the following:

410.620 Program Planning for Health Behavior Change* (3 units) – 1st term, Winter Institute, Internet – 4th term

410.654 & 410.655 Health Comm Progs I & II (8 units) – 3rd and 4th terms (Cannot take this as a single course;

counts as two courses)

410.755.81 Health Communication Programs (4 units) – Internet 3rd term

All students must choose at least one course in Research and Evaluation from the following list:

380.611 Fundamentals of Program Evaluation (4 units) – 3rd term

380.612 Applications in Program Monitoring and Evaluation (4 units) – 4th term

309.616 & 309.617 Introduction to Methods for Health Services Research and Evaluation I and II (4 units) –

Internet 3rd & 4th terms (Cannot take this as a single course; counts as one course)

410.615 Research Design in Social & Behavioral Sciences (3 units) – 3rd term (Prereq: two terms biostatistics or

consent of instructor)

224.690 Qualitative Research I: Theory and Methods & 224.691 Qualitative Research II: Data Analysis (10 units)

–3rd and 4th terms (Cannot take this as a single course; counts as two courses)

410.690 Ethnographic Fieldwork (4 units) – 3rd term

410.685 Data Analysis and Presentation in Social and Behavioral Science Research (3 credits) – 4th term

All students must take two additional courses (6-8 units) from either the courses listed above or from the

following additional courses:

Additional courses in Theoretical Basis:

410.612 Sociological Perspectives on Health (3 units) – 1st term

410.650 Introduction to Persuasive Communications: Theories & Practice* (4 units) –Winter Institute, 2nd term

330.661 Social & Psychological Development Processes in the Etiology of Mental Disorders* (3 units) –3rd term

[Internet – 3rd term] (Instructor consent required for all students.)

330.612 Intro to Behavioral & Psychiatric Genetics (3 units)–3rd term [Internet–3rd term] (Instructor consent

required for all students)

410.652 Interpersonal Influence in Medical Care (2 units) – 4th term

410.657 Communication Strategies for Sexual Risk Reduction (3 units) – 2nd term

Additional courses in Intervention Design and Implementation:

410.630 Implementation & Sustainability of Community-Based Health Programs (3 units) – 4th term

410.651 Health Literacy: Challenges and Strategies for Effective Communication* (3 units) – 3rd term

221.661 Project Development for Primary Health Care in Developing Countries (4 units) – 4th term (Prereq:

220.601)

410.663 Media Advocacy and Public Health: Theory and Practice (3 units) – 4th term

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301.645 Health Advocacy (3 units) – 4th term

Additional courses in Research and Evaluation:

224.692 Formative Res for Behav & Comm Interven (4 units)–4th term (Prereq:224.688 or 224.689 & 224.690-

691 or consent of instructor)

221.645 Large-Scale Effectiveness Evaluations of Health Programs (3 units) – 4th term (Prereq: knowledge of

basic biostat & epi)

305.613 Evaluation-informed Program Development and Implementation (4 units) – 3rd term

410.631 Introduction to Community-Based Participatory Research: Principles and Methods (3 units) – 2nd term

550.601 Implementation Research and Practice (3 credits) – 2nd term

*Also fulfills MPH core requirement.

Faculty Concentration Directors:

Janice Bowie, PhD, MPH, Associate Professor, Health, Behavior & Society, x4-6119; jbowie2@jhu.edu

Caitlin Kennedy, PhD, MPH, Assistant Professor, International Health, x7-8794; caitlinkennedy@jhu.edu

The SBS courses are listed by term below. A course checklist can be found in Appendix 2. A calendar in table

form can be found in Appendix 3.

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Course Details

Summer Term

221.688.81 SOCIAL AND BEHAVIORAL FOUNDATIONS OF PRIMARY HEALTH CARE International Health – Summer term

(4 units)

Brieger, William

Provides students with the knowledge and skills needed to understand individual, community, and organizational

behaviors and change processes in cross-cultural and developing countries settings as a foundation for planning

appropriate Primary Health Care (PHC) programs. Students learn to outline the contributions of social and

behavioral science theory in the planning and implementation of culturally relevant PHC programs; will utilize

social and behavioral theories to understand individual, social network, organizational, community, and policy

maker health related behaviors; and identify the factors that promote and inhibit community involvement in PHC

program development and implementation.

Student Evaluation: Student evaluation based on homework and a term paper.

Learning Objective: Outline the contributions of social and behavioral science theory in the planning and

implementation of PHC programs 2. Apply relevant social and behavioral theories to diagnose and understand

individual, social network, organizational, community, and policy-maker behaviors associated with the planning,

implementation, evaluation, and maintenance of community-based primary health care programs 3. Identify the

factors that promote and inhibit community involvement in PHC program development and implementation, and

outline indigenous management strategies to sustain PHC at the community level

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1st Term

550.853.01 MPH SEMINAR IN SOCIAL AND BEHAVIORAL SCIENCES IN PUBLIC

HEALTH Extradepartmental - 1st term

(1 unit)

Kennedy, Caitlin

Bowie, Janice

Description: Introduces students to research and practice activities related to social and behavioral sciences at

JHU, and also introduces students to key concepts and tools needed to successfully complete a Capstone Project

related to social and behavioral sciences.

Student Evaluation: Participation in seminar

Learning Objective: Upon successfully completing this course, students will be able to: 1) Describe the steps in

completing different types of Capstone Projects related to social and behavioral sciences (grant proposal,

comprehensive literature review, plan for health behavior intervention, plan for program evaluation, formative

research protocol, research project); 2) Access the information and technical support needed to successfully

complete the different types of Capstone Projects.

410.600.01 FUNDAMENTALS OF HEALTH, BEHAVIOR AND SOCIETY Health Behavior and Society - 1st term

(4 units)

Ensminger, Margaret

Description: Introduces students to socio-ecologic perspectives of population health outcomes, including the

multiple levels of influence on health and health behaviors. Critically discusses socio-economic status, structural

factors, culture, race and ethnicity at the macro ecologic level, social factors such as norms, networks, and social

capital at the mezzo level, and intrapersonal influences on individual decision-making and behavior at the micro

level. Applies these factors to conceptualize health problems and effective public health interventions for

individuals, families, communities, and populations. Provides students with skills to apply social and behavioral

science principles and methods in their future public health research and practice. Incorporates lectures, readings,

discussions, and small group exercises.

Student Evaluation: Evaluation based on mid-term class exam - 25%, two lab assignments - 20% each (40%

total), final short paper - 35%.

Learning Objective: Upon successfully completing this course, students will be able to:

1. Describe the role of social and behavioral theories in explaining health, health behavior, and behavior change,

including their application to public health interventions.

2. Assess how constructs from different social and behavioral theories relate to each other within a socio-

ecological perspective and shape understandings of public health problems and their proposed solutions.

3. Select and apply appropriate theoretical perspectives based on audience characteristics, health issues, and

desired behavior change to develop and assess interventions that support health behavior change.

4. Integrate theoretical frameworks into public health practice.

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410.620.01 PROGRAM PLANNING FOR HEALTH BEHAVIOR CHANGE Health Behavior and Society - 1st term (internet 4th term)

(3 units)

Gielen, Andrea

Jones, Vanya

Description: Provides an overview of the breadth of programs and diversity of settings in the field of health

education in health promotion, and an opportunity to develop skills in program planning. Explains the importance

of health behavior as a contributor to current public health problems and the role of health education and health

promotion programs in addressing them, drawing examples from the literature on community-based health

education, patient education, school health, and work-site health promotion. Also discusses issues of ethical

standards and quality assurance in health education and health promotion.

Student evaluation: Based on class participation and a needs assessment and program plan.

Learning Objective: Upon successfully completing this course, students will be able to (1) explain the importance

of health behavior as a contributor to current public health problems, (2) describe the elements of at least two

behavior change theories and their applicability to developing health education/health promotion programs, (3)

describe at least three intervention methods and their applicability to successful health education/health promotion

programs, and (4) demonstrate skills in planning a health behavior change program by successfully completing a

written needs assessment.

410.612.01 SOCIOLOGICAL PERSPECTIVES ON HEALTH Health Behavior and Society - 1st term

(3 units)

Clegg Smith, Katherine

Description: Presents sociological concepts, paradigms, and theories frequently cited or used as sources of basic

ideas and assumptions in contemporary analyses of health behavior and health systems. Discusses the social

construction of concepts and theories, especially those that apply to our understanding of health and illness, and

the implications of sociological perspectives for public health, including social stratification, deviance, social

control, role performance, and stress.

Student evaluation: Based on three papers, class participation, and a group presentation.

Learning Objective: Upon successful completion of this course, students will be able to (1) analyze several

theoretical perspectives drawn from the social sciences and how they have been applied to issues of public health,

(2) apply each perspective to a public health problem, (3) demonstrate that the perspective one begins with

influences the scientific questions analyzed, and (4) analyze the policy implications of each perspective.

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2nd Term

550.854.01 MPH SEMINAR IN SOCIAL AND BEHAVIORAL SCIENCES IN PUBLIC

HEALTH Extradepartmental – 2nd term

(1 unit)

Bowie, Janice

Kennedy, Caitlin

Description: Provides additional skills necessary to successfully complete a Capstone Project related to social and

behavioral sciences. Identifies career paths for MPH graduates interested in social and behavioral aspects of

public health.

Student Evaluation: Participation in seminar

Learning Objective: Upon successfully completing this course, students will be able to: 1) List the steps in

protocol or grant development, conducting a comprehensive literature review and other types of capstone rojects;

2) Identify career paths that MPH graduates interested in social and behavioral aspects of public health can

follow.

224.689.01 HEALTH BEHAVIOR CHANGE AT THE INDIVIDUAL, HOUSEHOLD AND

COMMUNITY LEVELS International Health - 2nd term

(4 units)

Denison, Julie

Winch, Peter

Description: Provides students with conceptual tools to analyze health-related behaviors and the social, cultural

and environmental context in which they occur. Applies concepts and theories drawn from medical anthropology,

psychology and sociology to programmatic examples from Latin America, Africa and Asia concerning care-

seeking, treatment of sick children, insecticide-treated mosquito nets, voluntary counseling and testing, sexual risk

behaviors, intimate partner violence and other behavior change challenges in public health.

Student evaluation: Based on five 2-page discussion papers based on issues raised in discussion groups, and a

final written assignment

Learning Objective: By the end of the course students should be able to: 1) describe conceptual tools drawn from

medical anthropology pertinent to design of behavior change interventions including standards of efficacy, illness

taxonomies, illness etiology, levels of causality, meanings of medication, public and private domains, social risk

and gender roles; 2) identify and map the key components of common models of health behavior change at the

individual level, and difficulties encountered when trying to apply them in different cultural contexts; 3) describe

psychological and anthropological perspectives on risk perceptions, and models of diffusion of innovations and

influence of the mass media and apply to specific case studies; 4) be familiar with basic terminology for

describing households, kinship systems, communities and social capital and identify their significance for public

health interventions; 5) understand the basic components of the intervention modalities, including Social

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Marketing, Peer Education, Counseling, Harm Reduction, Diffusion of Innovation, and Community Mobilization;

6) integrate the major theories covered in class with the various interventions modalities presented; and 7) apply

appropriate combinations of theoretically based intervention modalities to case studies.

410.650.01 INTRODUCTION TO PERSUASIVE COMMUNICATIONS: THEORIES AND

PRACTICE Health Behavior and Society – Winter Institute, 2nd term

(4 units)

Limaye, Rupali

Description: Readings, lectures, discussions, and exercises prepare students to apply selected social-psychological

and health communication theories and research to the development of effective health messages. Emphasizes

critical thinking skills in analyzing core elements of persuasive communication and the applicability of social

science theory to health campaigns. Also emphasizes theory. It is designed with the old adage that there is nothing

more practical than a good theory. Although the application of theory in designing effective messages is an

important element of the course, the primary focus is on understanding various theoretical approaches to effective

message design, cognitive processing, and attitude change.

Student evaluation: Based on an exam and a final project.

Learning objectives: After successfully completing this course, students should be able to (l) identify primary

persuasive communication strategies used for promoting attitude change, (2) identify and select appropriate

theories of health behavior change for use in interventions, and (3) design theoretically based persuasive messages

for promoting health behavior change.

550.601.01 IMPLEMENTATION RESEARCH AND PRACTICE Inter-departmental - 2nd term

(3 units)

Davey-Rothwell, Melissa

Frattaroli, Shannon

Alonge, Olakunle

Baral, Stefan

Description: Distinguishes implementation science from traditional research and practice. Combines didactic

methods and group activities to explore the rapidly evolving topic of implementation as it pertains to public health

research and practice. Provides an overview of the concepts, theories, tools, and methods used to advance

implementation research and practice. Presents key principles of implementation science from a multidisciplinary

perspective and provides practical applications of those principles in both practice and research-based settings.

Student evaluation: Evaluation based on informational interview and write up (22%), a second written assignment

(22%), participation and attendance (16%), and a final written assignment (40%).

Learning objectives: Upon successfully completing this course, students will be able to:

1. Identify the relevant nomenclature and disciplines that contribute to implementation research and practice in

order to develop future implementation projects.

2. Apply key implementation science constructs and theories to public health problems.

3. Distinguish implementation outcomes from efficacy, service, and client outcomes.

4. Apply strategies for improving the adoption of evidence-based interventions in a variety of setting

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5. Characterize different types of evidence in public health interventions and frameworks for evaluating evidence.

6. Recognize and critically evaluate common study designs and methods for addressing implementation research

aims.

7. Develop an implementation research and practice grant proposal by applying concepts, theories, and methods

in implementation science to public health problems.

410.631.01 INTRODUCTION COMMUNITY-BASED PARTICIPATORY RESEARCH:

PRINCIPLES AND METHODS Health Behavior and Society - 2nd term

(3 units)

Bowie, Janice

Bone, Lee

Tandon, Darius

Description: Introduces students to the fundamental principles of, rationale for, and key considerations in

conducting community-based participatory research (CBPR). Offers knowledge of and skills in CBPR that

emphasize the importance of community inclusion and partnership as a viable approach to constructing and

increasing the acceptance of interventions and improving the health and well-being of populations.

Student evaluation: Based on class participation and written assignments.

Learning objectives: Upon completion of this course, students will be able to (1) describe the principles of CBPR;

(2) determine the rationale and appropriateness for conducting CBPR; (3) assess the strengths and limitations of

using CBPR approaches; (4) distinguish how CBPR differs from community-based research and basic research;

and (5) critique the application of CBPR in research/evaluation planning, implementation, dissemination, and

translation via review of CBPR case studies.

410.657.01 COMMUNICATION STRATEGIES FOR SEXUAL RISK REDUCTION Health Behavior and Society - 4th term

(3 units)

Babalola, Stella

Description: Focuses on strengthening students’ understanding of sexual risk-taking and provides a solid

foundation in communication strategies for sexual risk-reduction from an international perspective. The literature

and examples emphasize HIV and STI risk reduction. Adopts a seminar format and consists of readings,

discussions, presentations, video viewing, case studies, and critiques of literature on sexual risk-taking and

protective behaviors. Includes hands-on analyses and interpretation of empirical data on sexual risk-taking and

development of a communication strategy.

Student evaluation: Based on written assignments and class participation.

Learning Objective: Upon successful completion of this course, students will be able to: • Critique leading

theories and models of sexual risk reduction from a communication perspective, • Compare the antecedents of

sexual risk-taking in adolescence and adulthood, • Identify the characteristics of effective sexual risk-reduction

communication strategies, • Analyze empirical data on sexual risk-taking, and • Develop a strategy for sexual

risk-reduction.

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3rd Term

221.688.81 SOCIAL AND BEHAVIORAL FOUNDATIONS OF PRIMARY HEALTH CARE International Health –3rd term

(4 units)

Brieger, William

Description: Provides students with the knowledge and skills needed to understand individual, community, and

organizational behaviors and change processes in cross-cultural and developing countries settings as a foundation

for planning appropriate Primary Health Care (PHC) programs. Students learn to outline the contributions of

social and behavioral science theory in the planning and implementation of culturally relevant PHC programs;

will utilize social and behavioral theories to understand individual, social network, organizational, community,

and policy maker health related behaviors; and identify the factors that promote and inhibit community

involvement in PHC program development and implementation.

Student Evaluation: Student evaluation based on homework and a term paper.

Learning Objective: Outline the contributions of social and behavioral science theory in the planning and

implementation of PHC programs 2. Apply relevant social and behavioral theories to diagnose and understand

individual, social network, organizational, community, and policy-maker behaviors associated with the planning,

implementation, evaluation, and maintenance of community-based primary health care programs 3. Identify the

factors that promote and inhibit community involvement in PHC program development and implementation, and

outline indigenous management strategies to sustain PHC at the community level

________________________________________________________________________________________

410.613.01 PSYCHOSOCIAL FACTORS IN HEALTH AND ILLNESS Health Behavior and Society – 3rd term

(3 units)

Latkin, Carl

Description: Reviews studies on the roles of social and psychological factors, such as socioeconomic status,

mobility, ethnicity, stress, social support, coping, and illness behavior, in selected health disorders and chronic

diseases. Discusses factors in relation to disease etiology, recognition of and response to symptoms, seeking care,

the doctor-patient relationship and communication patterns, compliance, the course of disease, and disease

outcomes.

Student Evaluation: Final project, small assignments, and tests

Learning Objective: Upon successful completion of this course, students will be able to (1) explain levels of

analysis of psychosocial factors; (2) delineate prominent theories of behavior change; (3) compare measures of

psychosocial factors; (4) describe and critique quantitative measures of social context; (5) analyze the relationship

between behavioral factors and chronic and infectious diseases; (6) develop behavioral interventions for disease

prevention and treatment; and (7) develop conceptual models of behavior change.

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330.661.01 SOCIAL, PSYCHOLOGICAL, AND DEVELOPMENTAL PROCESSES IN THE

ETIOLOGY OF MENTAL DISORDERS Mental Health - 3rd term

(3 units)

Townsend, Lisa

Description: Examines the major social, psychological, and developmental theories of mental and behavioral

disorders. Covers biopsychosocial frameworks such as the diathesis stress model, ecological theory, and life

course development. Psychological models include behavioral, cognitive, personality, and psychodynamic

theories. Covers social processes covered such as social stratification, social integration, social diffusion, social

stress, social learning, social cognitive, and attachment. Applies these theories to major mental and behavioral

disorders of childhood, adolescence, and adulthood, including depression, anxiety, conduct disorders, and

personality disorders. Explores multidisciplinary areas, and includes guest lectures by other mental health faculty.

Lectures highlight main issues from readings, provide additional information on theories, and apply reading and

lecture materials to specific mental and behavioral disorders.

Student evaluation: Based on class participation, oral presentation, a research paper and a final exam. For doctoral

students in DMH, a research paper and oral presentation is required for the additional unit (1.0) of course credit.

Learning objectives: The primary objective of the course is to help students gain an understanding of leading

social, psychological, and developmental theories that serve as the foundation for public mental health research.

Students will also develop skills that will help them critically evaluate mental health research from multiple

theoretical perspectives. At the conclusion of the course, students should be able to draw upon these theories to

support their own mental health or services research (e.g., dissertations, grant applications).

330.612.01 INTRODUCTION TO BEHAVIORAL AND PSYCHIATRIC GENETICS Mental Health - 3rd term

(3 units)

Zandi, Peter

Description: Provides an overview of research methods and their application to the study of behavioral and

psychiatric genetics. Course begins by briefly introducing necessary concepts in molecular and population

genetics. The course then studies designs and analytic methods used to investigate the genetic contribution to

human behavior and its disturbances. The study designs covered include the following: family, twin, and adoption

studies to evaluate the extent of genetic contribution; segregation studies to determine the mode of inheritance;

linkage and association studies to map genes; and other epidemiological designs to elucidate gene-by-

environment interactions. These are illustrated through examples of real studies. At the end of the course, the

student will be familiar with our current understanding of the role genetic factors play in human behavior, its

disturbances, and how our research may further that understanding.

Student evaluation: Based on final exam.

Learning objectives: To review the basic molecular genetic concepts necessary for understanding how genetic

factors may contribute to behavioral and psychiatric traits; To gain a better understanding of the latest research

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methods that may be used to investigate the genetics of behavioral and psychiatric traits; To learn about the

principles of quantitative genetic studies, such as family, twin and adoption studies, and molecular genetic studies,

such as linkage and association studies, and the challenges of applying these study designs to behavioral and

psychiatric traits; To become familiar with the current knowledge of the role genetic factors play in behavioral

and psychiatric traits of major public health concern, including schizophrenia, personality and smoking.

380.611.01 FUNDAMENTALS OF PROGRAM EVALUATION Population, Family and Reproductive Health - 3rd term

(4 units)

Mmari, Kristin

Description: Familiarizes students in different types of program evaluation, including needs assessment, formative

research, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Students

gain practical experience through a series of exercises involving the design of a conceptual framework,

development of indicators, analysis of computerized service statistics, and development of an evaluation plan to

measure impact. Covers experimental, quasi-experimental, and non-experimental study designs, including the

strengths and limitations of each.

Student evaluation: Based on five exercises.

Learning objectives: By the end of this class, students will be able to: 1) Describe the purpose of different types of

evaluation; 2) Design a conceptual framework that explains program impact, based on program objectives; 3)

Develop indicators based on the conceptual framework; 4) Identify sources of data at the program and population

level corresponding to different types of evaluation; 5) Describe the purpose of needs assessment and steps in the

process; 6) Describe the purpose of formative research and identify the most common methods; 7) Explain the

purpose of pretesting communications and the most common methods; 8) Outline the advantages and

disadvantages of using service statistics for program evaluation; 9) Use a computerized MIS to obtain and

interpret routine service statistics; 10) Describe the elements of experimental and quasi-experimental designs, and

explain how they address the threats to validity; 11) Outline the characteristics, advantages and limitations of

randomized control trials for evaluating impact 12) Design an evaluation plan.

410.615.01 RESEARCH DESIGN IN THE SOCIAL AND BEHAVIORAL SCIENCES Health Behavior and Society - 3rd term

(3 units)

Doherty, Elaine

Description: Provides an overview of the design and conduct of research in the social and behavioral sciences, as

applied to public health. Drawing primarily from the research perspectives and methodologies of sociology,

anthropology, and psychology, students examine the formulation of a research question; selection of a research

design, study site, and population; and issues and methods of data collection. Evaluates the major types of social

sciences research design (experimental, quasi-experimental, observation), and discusses the ways in which each

social science perspective shapes the conduct and results of research, compared to other disciplines in public

health, such as epidemiology.

Student Evaluation: Based on a critique of existing research and on a research design.

Learning objectives: This course will improve your ability to (1) compare different scientific philosophies in

social and behavioral sciences, and the theories and methods of research derived from those philosophies; (2)

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define and design theory, hypotheses, constructs, and measurement strategies relevant to scientific inquiry in the

social and behavioral sciences; and (3) evaluate the strengths and weaknesses of a wide range of research designs

in the social and behavioral sciences, and consider the strength of scientific evidence presented by these research

activities.

410.651.01 HEALTH LITERACY: CHALLENGES AND STRATEGIES FOR EFFECTIVE

COMMUNICATION Health Behavior and Society - 3rd term

(3 units)

Roter, Debra

Description: Introduces the broad areas of literacy and health literacy, discusses approaches to the assessment of

key health literacy skills linked to health outcomes, and explores techniques and approaches for the assessment

and creation of print material especially appropriate for low literate audiences. Functional health literacy deficits

are widespread and represent a significant challenge to the health of the public and the delivery of quality health

care. The starting point and theoretical lens of the course is a communication empowerment framework in which

levels of health literacy, ranging from functional to critical, are explored in relation to communication strategies

designed to foster personal and community engagement in health issues. The framework acknowledges parallels

to Paulo Freire’s critique of education and the development of critical consciousness.

Student Evaluation: 1) Assessment and revision of a health education pamphlet; 2) Development of a short,

behaviorally focused message to be communicated in a comic strip; 3) Working in a small group, create a health

education material suitable for a low literate audience

Learning objectives: Upon the successful completion of this course, students will be able to: (1) Appreciate the

prevalence of restricted literacy in the US and worldwide, the nature and consequences of literacy for health, and

the variety of health literacy definitions; 2) Evaluate print communication, including reading burden, format and

visual appeal; 3) Develop health education print materials suitable for both literate and low literate audiences; 4)

Recognize the learner’s voice and appreciate the power of facilitating individual and community participation in

learning and materials development through the use of traditional and non-traditional formats; and 5) Develop

health education material for a target audience using participatory strategies and production approaches addressed

in class.

410.654.01 HEALTH COMMUNICATION PROGRAMS I: PLANNING AND STRATEGIC

DESIGN Health Behavior and Society - 3rd term

(4 units)

Storey, Douglas

Description: Focuses on the design, implementation, evaluation, and critique of communication interventions and

campaigns designed to change behavior. Emphasizes background analysis (including situation and program

analysis; policy, media, and service review; and audience analysis); strategic program design; message

development; pretesting; materials production; developing and implementing a research-based distribution plan;

monitoring; evaluation; and interpersonal communication and use of mass media, including "entertainment

education" projects, as an integral part of health communication programs. Involves lectures, readings, computer

exercises, and carrying out a health promotion program.

Student evaluation: Based on projects, and mid-term and final exams.

18

Learning objectives: By the end of the class, students will 1) know the steps involved in developing,

implementing and evaluating a health communication project, intervention or campaign; 2) be able to describe the

types of research necessary to develop a health communication strategy and design a project; 3) be able to develop

a work plan for a health communication project; 4) have experience designing and carrying out a sample survey to

identify pre- and post-intervention knowledge, attitudes and behaviors; 5 ) have experience developing

communication messages and materials consistent with a health communication strategy; 6) be able to describe

appropriate monitoring and evaluation techniques used to track and assess health communication processes and

effects; and 7) be able to describe the elements that make a health communication project effective and critique

designs and materials used by actual health communication interventions.

410.690.01 ETHNOGRAPHIC FIELDWORK Health Behavior and Society - 3rd term

(4 units)

Gioai, Deborah

Description: Introduces students to the practice of qualitative research, including the design and conduct of a

qualitative research study. Covers theoretical concepts and methods used in ethnographic and other types of

qualitative research. Students design and conduct hands-on fieldwork projects in Baltimore. Classroom sessions

include lectures, discussion, and intensive group work related to the fieldwork projects.

Student evaluation: Based on field exercises.

Learning objectives: By the end of the semester-long course students should be able to: 1) formulate research

questions that probe the connections between the public's health and the social worlds in which individuals and

institutions are situated; 2) discuss some of the major concepts and theoretical developments that have shaped

'qualitative' and ethnographic inquiry from the mid-20th century to the present; 3) describe and use multiple

methods for the collection and interpretation of 'qualitative' or ethnographic data; 4) articulate the relative

appropriateness of different types of data and methods of data collection and analysis for a particular 'qualitative'

or ethnographic study; 5) manage different sources of textual data collected in the course of a fieldwork project;

and 6) critically read and evaluate archival materials and other 'qualitative' and ethnographic texts.

309.616.81 INTRODUCTION TO METHODS FOR HEALTH SERVICES RESEARCH AND

EVALUATION I Health Policy and Management - 3rd term

(2 units)

Weiner, Jonathan

Burton, Lynda

Skinner, Ann

Description: Introduces basic methods for undertaking research and program evaluation within health services

organizations and systems, and reviews major completed studies. Topics include the relationship between health

services research (HSR) and health care policy and management; the multidisciplinary philosophy of HSR;

research design, including experimental and quasi-experimental approaches; issues of reliability, validity, and

measurement; survey research techniques; use of existing data systems; basic cost benefit and effectiveness

analysis; and measurement of quality of care. Students critique published HSR studies and develop a design for a

research or evaluation project.

19

Student evaluation: based on midterm exam, final exam, and lab session participation.

Learning Objectives: 1. Critique published health services research and health program evaluations 2. Develop a

design for a research or evaluation project. 3. Describe the relationship between health services research and

program evaluation 4. Identify differences between basic and policy-relevant health services research projects and

program evaluation 5. Develop a conceptual framework for a study, showing the hypothesized causal variables

and the expected outcomes 6. Identify different types of study design, including observational, pre-experimental

and experimental designs, and their inherent threats to internal and external validity 7. Describe the basic issues

related to measurement of variables 8. Identify problems with measurement reliability and validity 9. Identify

aspects of quality of care and its measurement as they relate to health services research projects 10. Discuss how

survey research is used in health services research and evaluation, in terms of choice of sampling techniques,

determination of sample size, and approaches to writing survey questions 1. Demonstrate knowledge of the basic

concepts of cost benefit and cost-effectiveness analysis 12. Utilize secondary data and existing information

sources in research projects.

224.690.01 QUALITATIVE RESEARCH I: THEORY AND METHODS International Health - 3rd term

(5 units)

Jennings, Larissa

Kennedy, Caitlin

Description: First of a two-term sequence (with 224.691), which introduces students to qualitative research and

provides them with practical skills for conducting research in domestic and international settings. Provides an

overview of theoretical foundations of qualitative research and different approaches to qualitative inquiry,

including programmatic qualitative research, grounded theory, ethnography, phenomenology, grounded theory,

and narrative and case study approaches. Covers how to formulate qualitative research questions and how to

design a qualitative research study. Provides description and practice in different qualitative data collection

methods, including in-depth interviews, focus groups, and observation. To develop qualitative research skills, the

course includes a significant group project component where students design and conduct hands-on local

fieldwork projects, which must go through school ethical review and approval.

Student Evaluation: Student evaluation is based on participation, and group and individual assignments related to

fieldwork projects. These include (1) research questions, interview guide, and consent form; (2) two in-depth

interviews; and (3) focus group or observation.

Learning Objective: By the end of the semester-long course students should be able to: (1) identify

epistemological differences between qualitative and quantitative research paradigms; (2) differentiate between

various approaches to qualitative inquiry, including ethnography, phenomenology, grounded theory, and narrative

and case study approaches; (3) formulate appropriate qualitative research questions and design a qualitative

research study; (4) describe and use multiple methods for the collection of qualitative data, including interviews,

focus groups, and observation; (5) articulate the relative appropriateness of different types of data collection for a

particular study; (6) discuss issues related to data quality and strategies for improving data quality; 7) describe

adaptations necessary when conducting research in other cultural and linguistic settings.

20

___________________________________________________________________________________

305.613.01 EVALUATION-INFORMED PROGRAM DEVELOPMENT AND

IMPLEMENTATION Health Policy and Management - 3rd term

(4 units)

Fowler, Carolyn

Description: This course focuses attention on the importance of integrating program evaluation methods

throughout the life of community health and safety interventions, from early assessments, through program

planning, testing, delivery and measurement of outcomes. Also focuses on the development of practical program

planning, implementation and evaluation skills that may be applied in many different areas of public health.

Topics include problem definition and analysis; assessing the social and environmental factors that may impact

the development, delivery, and outcomes of interventions; identifying intervention points; selecting among

educational, regulatory, and technological interventions to achieve maximum likelihood of success; writing

measurable program goals and objectives; designing implementation plans; and examining methods to evaluate

the efficacy and effectiveness of interventions.

Student evaluation: Based on class participation, a short review of an evaluation article, an on-going program

planning log and a final paper.

Course learning objectives: At the completion of this course, students will be able to: 1. Describe, and illustrate

with sample worksheets, the process required to design, implement and evaluate community health and safety

interventions. 2. Demonstrate their ability to use selected conceptual frameworks as part of this process. 3.

Demonstrate their ability to prioritize interventions using objective criteria. 4. Explain selected program

evaluation methodologies. 5. Describe potential “unintended consequences” of interventions. 6. Discuss common

problems encountered in evaluations. 7. Prepare an “intent to submit” program development proposal. 8. Critique

a published evaluation article.

301.645.01 HEALTH ADVOCACY Health Policy and Management –4th term

(3 units)

Horwitz, Josh

Description: Prepares health professionals, (from government health officials, business leaders, non-profit

organization representatives to scientists) to advance public health policy improvements. Through lectures,

extensive group exercises and a "mock" congressional hearing, students develop the skills to evaluate the

policymaking process, create opportunities to inform and influence policymaking, and become more effective in

translating and communicating in a policymaking environment.

Student Evaluation: Student evaluation is based on three writing assignments and class participation.

Learning Objective: After completion of this course, you will be able to: * Assess a public health problem and

determine tactically when to solve the problem with policy strategies versus behavioral education; * Analyze the

legislative, administrative and judicial intervention points for policymaking and identify where to effectively

target advocacy efforts; * Identify and evaluate advocacy strategies, such as coalitions, grassroots, and paid and

earned media outreach, in order to create specific advocacy campaigns; * Dissect policy-oriented communications

and develop personal skills to effectively translate and advocate for public health improvements to policymakers,

the press and the public.

21

4th Term

410.620.81 PROGRAM PLANNING FOR HEALTH BEHAVIOR CHANGE Health Behavior and Society - 4th term

(3 units)

Gielen, Andrea

Description: Provides an overview of the breadth of programs and diversity of settings in the field of health

education in health promotion, and an opportunity to develop skills in program planning. Explains the importance

of health behavior as a contributor to current public health problems and the role of health education and health

promotion programs in addressing them, drawing examples from the literature on community-based health

education, patient education, school health, and work-site health promotion. Also discusses issues of ethical

standards and quality assurance in health education and health promotion.

Student evaluation: Based on class participation and a needs assessment and program plan.

Learning objectives: 1. Explain the importance of health behavior as a contributor to current public health

problem 2. Describe the elements of at least two behavior change theories and their applicability to developing

health education/health promotion programs 3. Describe at least three intervention methods and their applicability

to successful health education/health promotion programs 4. Demonstrate skills in planning a health behavior

change program by successfully completing a written needs assessment.

410.630.01 IMPLEMENTATION AND SUSTAINABILITY OF COMMUNITY-BASED

HEALTH PROGRAMS Health Behavior and Society - 4th term

(3 units)

Bowie, Janice

Description: Uses projects primarily from domestic settings to illustrate and evaluate the program component

delivery process and continuation or sustainability of activities and benefits of community-based disease

prevention and health promotion programs after initial funding ends. Covers theories of innovation and

organizational change; community participation and involvement; programmatic, cost-benefit, and ethical

considerations related to the goal of sustainability; program characteristics associated with sustainability; and the

relationships between investments in health and overall community development.

Student evaluation: Based on class participation and a paper.

Learning objectives: Upon completion of this course, students will be able to (1) describe the fundamental

concepts, approaches, and limitations of community health programs; (2) describe concepts for the

implementation of effective health interventions and discuss the importance of these concepts to health outcomes;

(3) demonstrate increased understanding of the types, usages, and importance of evaluation, particularly as it

relates to program implementation; (4) recognize the indicators of the capacity to maintain health interventions

through sustainable programs; and (5) apply factors related to the implementation, evaluation, and sustainability

of community-based health interventions.

22

410.655.01 HEALTH COMMUNICATION PROGRAMS II: IMPLEMENTATION AND

EVALUATION Health Behavior and Society - 4th term

(4 units)

Storey, Douglas

Description: Focuses on the design, implementation, evaluation, and critique of communication interventions and

campaigns designed to change behavior. Emphasizes background analysis (including situation and program

analysis; policy, media, and service review; and audience analysis); strategic program design; message

development; pretesting; materials production; developing and implementing a research-based distribution plan;

monitoring; evaluation; and interpersonal communication and use of mass media, including "entertainment

education" projects, as an integral part of health communication interventions. Involves lectures, readings, and

computer exercises.

Student evaluation: Based on projects, and mid-term and final exams.

Learning objectives: 1. know the steps involved in developing, implementing and evaluating a health

communication project, intervention or campaign. 2. be able to describe the types of research necessary to

develop a health communication strategy and design a project. 3. be able to develop a work plan for a health

communication project. 4. have experience designing and carrying out a sample survey to identify pre- and post-

intervention knowledge, attitudes and behaviors. 5. have experience developing communication messages and

materials consistent with a health communication strategy. 6. be able to describe appropriate monitoring and

evaluation techniques used to track and assess health communication processes and effects. 7. be able to describe

the elements that make a health communication project effective and critique designs and materials used by actual

health communication interventions.

224.691.01 QUALITATIVE RESEARCH II: DATA ANALYSIS International Health - 4th term

(5 units)

Harvey, Steve

Surkan, Pamela

Description: Second of a two-term sequence (with 224.690), which introduces students to qualitative research and

provide them with practical skills for conducting research in domestic and international settings. Emphasizes the

management and analysis of qualitative data in public health research. Introduces various interpretive analytic

approaches and guides students in applying them to data. Also introduces students to systematic data collection

techniques originating in cognitive anthropology including free-listing, pile-sorting, paired comparisons, and

rating and ranking techniques. Students analyze data they have collected as part of fieldwork projects initiated in

224.690 and write up the results in a final paper. Classroom sessions include lectures, discussion, intensive group

work related to the fieldwork projects, and completion of a tutorial on the textual analysis software Atlas.ti and

exercises on analysis of systematic data with Anthropac in the computer lab.

Student Evaluation: Students will be graded on participation, completion of coding and writing assignments, a

team presentation and a final written paper.

23

Learning Objective: By the end of the course, students should be able to: 1) describe inductive and deductive

approaches to coding textual data; 2) collect and analyze systematic data using Anthropac, 3) manage textual data

files effectively to ensure ease of use and participant confidentiality; 5) use the basic functions of a computer

software program for coding and analysis of textual data; 6) write a qualitative paper in a format like that of a

peer-reviewed journal article.

224.692.01 FORMATIVE RESEARCH FOR BEHAVIORAL AND COMMUNITY

INTERVENTIONS International Health - 4th term

(4 units)

Leontsini, Elli

Winch, Peter

Description: Examines how to conduct formative research and use its findings in the many stages of developing,

implementing and evaluating public health interventions. Discusses cross-cutting issues on study design, staff

training, community entry and involvement, and data management and use. Presents and analyzes case studies on

multi-method formative research and the use of the data collected to develop more effective behavioral and

community interventions. Examples presented and analyzed include programs to prevent and control HIV/AIDS,

malaria, dengue hemorrhagic fever, diarrhea and neonatal mortality in Latin America, Africa and Asia. Students

read assigned materials, attend class, actively engage in classroom discussions, and develop a formative research

protocol on a topic of their interest.

Student Evaluation: Student evaluation based on class participation (30%) and a written formative research

protocol (70%).

Learning Objective: The course's main learning objectives are: 1) formulate formative research questions

appropriate for each stage in intervention development; 2) identify appropriate methods and place them within a

study protocol; 3) prepare for coordinating a formative research component in the field; and 4) review and learn

current approaches taken and ways in which data was utilized in selected case studies.

221.645.01 LARGE-SCALE EFFECTIVENESS EVALUATIONS OF HEALTH PROGRAMS International Health - 4th term

(3 units)

Course Instructors:

Walker, Neff

Black, Robert

Bryce, Jennifer

Gilroy, Kate

Victoria, Cesar

Description: Reviews the global efforts and methodological challenges in conducting large-scale effectiveness

evaluations in health, emphasizing maternal and child health in low and middle income countries. Explores

frequently-used approaches for data collection in impact evaluations. Discusses interpretation of results and

attribution of observed changes to the program being evaluated. Includes operational arrangements of large-scale

evaluations and interactions with policymakers.

Student Evaluation: Web-based quizzes on course readings (30%); short assignments (30%); final exam (40%)

Learning objectives: This course will prepare you to be able to do the following: (1) explain the importance of

24

evaluating the effectiveness of large-scale health programs; (2) prepare a conceptual model linking program

inputs to health impact; (3) describe the main methodological approaches and methods for data collection; (4)

interpret the results of the evaluation and discuss whether these can be attributed to the program; (5) communicate

effectively with policymakers and implementers throughout the evaluation cycle.

221.661.01 PROJECT DEVELOPMENT FOR PRIMARY HEALTH CARE IN DEVELOPING

COUNTRIES International Health - 4th term

(4 units)

Burnham, Gilbert

Edward, Anbrasi

Description: Supplements 220.601 by focusing on the practical problems in the planning, design, implementation,

and evaluation of primary health care programs in developing countries. Students design a primary health care

program addressing community participation, needs assessment, training and supervision of CHWs, approaches to

sustainability, logistics of service delivery, monitoring, and evaluation, and present them to the class.

Student Evaluation: Student evaluation based on group assignments, class participation, a mid-term paper, and a

review of a public health care proposal.

Learning Objective: By taking this course you will gain key skills in designing and implementing primary health

care projects in developing countries. During this course you will learn the skills and have the ability to: 1) write

realistic, appropriate and measurable project objectives; 2) develop an implementation strategy for a primary

health care project; 3) create a health monitoring and evaluation component for the project; 4) write a budget and

the narrative summary for the project you have designed; and 5) conduct a 30-cluster household survey measuring

child health indicators.

309.617.81 INTRODUCTION TO METHODS FOR HEALTH SERVICES RESEARCH AND

EVALUATION II Health Policy and Management - 4rd term

(2 units)

Weiner, Jonathan

Burton, Lynda

Skinner, Ann

Description: Introduces basic methods for undertaking research and program evaluation within health services

organizations and systems, and reviews major completed studies. Topics include the relationship between health

services research (HSR) and health care policy and management; the multidisciplinary philosophy of HSR;

research design, including experimental and quasi-experimental approaches; issues of reliability, validity, and

measurement; survey research techniques; use of existing data systems; basic cost benefit and effectiveness

analysis; and measurement of quality of care. Students critique published HSR studies and develop a design for a

research or evaluation project.

Student evaluation: Based on midterm exam, final exam, and lab session participation.

Learning Objective: 1. Critique published health services research and health program evaluations 2. Develop a

design for a research or evaluation project. 3. Describe the relationship between health services research and

25

program evaluation 4. Identify differences between basic and policy-relevant health services research projects and

program evaluation 5. Develop a conceptual framework for a study, showing the hypothesized causal variables

and the expected outcomes 6. Identify different types of study design, including observational, pre-experimental

and experimental designs, and their inherent threats to internal and external validity 7. Describe the basic issues

related to measurement of variables 8. Identify problems with measurement reliability and validity 9. Identify

aspects of quality of care and its measurement as they relate to health services research projects 10. Discuss how

survey research is used in health services research and evaluation, in terms of choice of sampling techniques,

determination of sample size, and approaches to writing survey questions 1. Demonstrate knowledge of the basic

concepts of cost benefit and cost-effectiveness analysis 12. Utilize secondary data and existing information

sources in research projects.

___________________________________________________________________________________________

410.663.01 MEDIA ADVOCACY AND PUBLIC HEALTH: THEORY AND PRACTICE Health Behavior and Society - 4th term

(3 units)

Jernigan, David

Description: Broadens students’ understanding of health communication to include the strategic use of the news

media to support community organizing to change public health policy. Builds on theoretical and empirical work

in mass communications, and uses case examples in a number of health policy areas to show how the strategies

and tools of media advocacy may be applied to specific public health policy campaigns. Ample opportunities are

provided for students to “practice” media advocacy, in the form of writing letters to the editor and opinion pieces,

role-playing interviews, and so on. Introduces students to research literature about news media forms and

practices; to framing techniques to influence news content and gain access to news channels; and to the

relationship between media advocacy and other forms of health communication.

Student evaluation: Based on class participation, written assignments, and final project.

Learning Objective: Upon successfully completing this course, students will be able to: 1) view news coverage

critically, and understand and identify how different story frames direct attention to different kinds of solutions to

social and health problems; 2) grasp from a theoretical and practical perspective newsroom practices and

constraints, and their impact on public health policy and practice; 3) shape news stories to maximize the

possibility that they will not only attract news coverage but also move forward public debate in ways that are

consistent with public health goals; 4) participate in public debate in the news media through vehicles such as

pitching stories, writing letters to the editors and interviewing; and 5) apply principles of framing to the process of

preparing for and participating in public and media debates about public health policies.

___________________________________________________________________________________________

410.685.01 DATA ANALYSIS AND PRESENTATION IN SOCIAL AND BEHAVIORAL

SCIENCES RESEARCH Health Behavior and Society - 4th term

(3 units)

Juon, Hee-Soon

Description: Enables students to synthesize theories and methodologies from the social and behavioral sciences.

Examines the process of conducting social and behavioral sciences research. Presents an overview of available

statistical methods that address the challenges of conducting social and behavioral public health research (such as

measurement issues, mediation and moderation, latent variables). Develops skills for evaluating research, and

26

presenting and disseminating original research. Integrates and consolidates the first year coursework in theory,

measurement, and applied social science methods in research. Prepares students to better understand the modern

measurement theory (e.g., CFA) and SEM in second-year coursework (e.g., Statistics for Psychosocial Research).

Methods of Assessment: 50% final paper, 30% class participation, 20% presentation

Learning Objective(s): Upon successfully completing this course, students will be able to:

1. Explain the importance of measurement theory in social and behavioral sciences

2. Construct and validate measures of their data using hands-on exercises

3. Develop skills in the application of psychometric theory to social and behavioral sciences research

4. Discuss conceptual motivation for mediating variables

5. Perform and evaluate mediation analysis in regression analysis

6. Explore concept of moderation in the social and behavioral sciences

7. Demonstrate improved skills and basic competence in professional writing and presentation

27

Practicum Experience

All MPH students are required to complete a practicum experience as part of their degree requirements. The intent

of the practicum requirement is to engage students in activities aligned with their career goals, as well as activities

that demonstrate application of public health concepts and critical thinking relevant to the student’s area of

interest. More information about the MPH practicum can be found online at: http://www.jhsph.edu/offices-and-

services/practice-and-training/practicum/for-students/

There are no specific practicum requirements for the SBS concentration. However, as part of the concentration

seminar, we generally introduce students to centers and organizations affiliated with Johns Hopkins that work at

the intersections of public health and the social and behavioral sciences. We have listed websites of several of

these possible partner organizations below. You can also use this list to contact organizations and discuss possible

projects. In addition, the Baltimore/Washington D.C. area is home to numerous other governmental and non-

governmental organizations that may match your interests. Discuss with your advisor whether working with one

of these organizations would be a good match for your practicum goals.

Possible practicum partner organizations

1. SOURCE - http://www.jhsph.edu/source/

(SOURCE has connections with a wide variety of community organizations in Baltimore)

2. The Lighthouse - http://www.jhsph.edu/ShipStudies/index.html

3. Center for American Indian Health - http://www.jhsph.edu/caih/index.html

4. Center for Injury Research and Prevention - http://www.jhsph.edu/InjuryCenter/

5. Center for Communication Programs - http://www.jhuccp.org/

6. JHPIEGO - http://www.jhpiego.jhu.edu/

7. Center for Adolescent Health - http://www.jhsph.edu/adolescenthealth/

8. Urban Health Institute - http://www.jhsph.edu/urbanhealth/

28

Capstone Experience

The MPH capstone experience in the SBS concentration provides students with the opportunity to apply the skills

and competencies they have learned to a specific health behavior problem that is of particular interest to them.

Students complete a capstone special studies under the supervision of a faculty mentor. The SBS concentration

recommends 2 units of capstone special studies each term during the 3rd and 4th terms (for a total of 4 units of

capstone credits); however, at a minimum, students are required to take 2 units of capstone special studies during

the term in which they submit their final capstone (generally 4th term for students graduating in May).

Your relationship with your capstone advisor is one of the most important parts of your capstone experience. Feel

free to contact faculty whose research interests align with your own to discuss a possible capstone project. Some

students elect to work with a partner organization for their capstone (such as the list above), or build their

capstone out of their practicum experience. Some organizations have projects or datasets which can be used for

the capstone experience. However, you do not need to work with an organization for your capstone, nor are you

required to link your capstone to your practicum experience.

The capstone project can take many forms including one of the seven designs below, an expansion of a course, or

an offshoot of an internship or practicum opportunity. The overarching principle to determine if a capstone project

is suitable is whether it provides students the opportunity to apply the skills and competencies acquired in the

MPH SBS concentration to a problem likely to be encountered in public health practice. The topic and format of

the capstone project is flexible and is developed through discussions between the student and capstone supervisor.

Some examples of formats or designs for the capstone project include:

1) Grant writing. The student will prepare a grant proposal (to a foundation, non-governmental organization,

community-based organization, or to a federal agency) to address a specific health behavior change problem.

2) Comprehensive literature review. The student will prepare a comprehensive review of the literature on a

specific health behavior topic or behavior change intervention using systematic methods for searching, screening

and inclusion of articles.

3) Intervention design/implementation. The student will prepare a detailed plan for a health behavior

intervention for a specific population and health behavior topic.

4) Program evaluation. The student will prepare a detailed evaluation plan (process, impact, and outcome) for a

behavior change intervention program.

5) Formative Research Protocol. The student will prepare a research protocol for formative research addressing

the steps in development and field testing of a behavior change intervention.

6) Ethnographic/Qualitative Research Protocol. The student will prepare a research protocol for

ethnographic/qualitative research addressing the steps in collecting, analyzing and writing up the results.

7) Research Project Addressing Social and Behavioral Issues in Health. The student will identify an available

source of data and conduct analyses to examine a specific question relevant to social and behavioral influences on

the public’s health.

Other options for capstones may be proposed and approved by the student’s advisor.

Capstone Special Studies Credits: Students are strongly advised to take 2 units of special studies research

(xxx.840) in 3rd term under the direction of their capstone advisor. In 4th term, students graduating in May are

29

required to register for the 2 unit Capstone Course (xxx.800) in the department in which their capstone advisor

has a primary appointment.

The capstone special studies and informal concentration lunchtime meetings take the place of the SBS seminar

during 3rd and 4th terms. The resulting paper from the capstone experience will satisfy MPH capstone

requirements and will be of publishable quality. Generally, the capstone projects will be presented at a specially-

scheduled SBS concentration capstone symposium, assuming there are a sufficient number of students interested

in this option.

30

Appendix 1. MPH Core Curriculum

The information below comes from the 2015-2016 MPH Program Manual and can also be accessed on

the MPH website at:

http://www.jhsph.edu/academics/degreeprograms/mph/curriculum/E_Core.Courses.html.

For more information on the MPH core curriculum, see this website or contact the MPH program office.

As part of the degree requirements for the Bloomberg School MPH program, students must complete

core coursework in the areas of biostatistics, epidemiology, social and behavioral determinants of health,

management sciences, practice/problem-solving, environmental health, and biological sciences.

In addition to the required core curriculum, students will have ample opportunity to choose elective

courses and complete a practicum as well as a capstone project. Core courses and elective courses must

combine to total at least 80 credits.

To meet core curriculum requirements for the MPH degree at the Bloomberg School, students must

receive a letter grade of 'C' or better in at least one of the courses that is listed under each category

below.

Please see the course catalog for course descriptions and times.

BIOSTATISTICS (CHOOSE ONE SERIES)

Course Title Crds On-site Online

Provides conceptual understanding of statistical ideas and methods; limited calculations:

140.611-

612

Statistical Reasoning in Public Health I-II 6 SI, 1st/2nd 1st/2nd

Covers statistical concepts and calculations for data analysis; develops statistical computing skills:

140.621-

623

Statistical Methods in Public Health I-III 12 1st/2nd/3rd No

Presents statistical methods for advanced students. Requires knowledge of calculus/linear algebra:

140.651-

654

Methods in Biostatistics I-IV 16 1st/2nd/3rd/4th No

31

ENVIRONMENTAL HEALTH (180.601 REQUIRED)

Course Title Crds On-site Online

180.601 Environmental Health 5 Summer,

SI

3rd

EPIDEMIOLOGY (340.601 REQUIRED)

Course Title Crds On-site Online

340.601 Principles of Epidemiology 5 SI,

Summer,

1st

3rd

MANAGEMENT SCIENCES (CHOOSE AT LEAST ONE)

Course Title Crds On-

site Online

182.623 Occupational Safety and Health

Management

3 3rd 2nd

221.602 Applications in Managing Health

Organizations in Low and Middle Income

Countries

3 1st No

221.722 Quality Assurance Management Methods

for Developing Countries

4 1st 1st

305.607 Public Health Practice 4 2nd 4th

312.601 Fundamentals of Management for Health

Care Organizations

5 1st No

380.681 Strategic Leadership Principles and Tools

for Health System Transformation in

Developing Countries

4 2nd No

32

551.601 Managing Health Service Organizations 4 No 3rd

551.603 Fundamentals of Budgeting and Financial

Management

3 SI,

2nd

1st, 3rd

551.607 Pharmaceuticals Management for Under-

Served Populations

3 3rd No

551.608 Managing NGOs in the Health Sector 3 3rd No

POLICY/PROBLEM SOLVING (CHOOSE ONE)

Course Title Crds On-site Online

300.610 Public Health Policy 4 Summer No

550.608 Problem Solving in Public Health 4 SI, FI, WI No

PUBLIC HEALTH PRACTICE (COMPLETE BEFORE BEGINNING PRACTICUM)

Course Title Crds On-

site Online

300.615 The Tools of Public Health Practice &

Decision-Making

1 No Summer, 3rd

PUBLIC HEALTH BIOLOGY (CHOOSE AT LEAST ONE)

Course Title Crds On-

site Online

Appropriate for all students. Provides a broad introduction to public health biology:

183.631 Fundamentals of Human Physiology 4 2nd 4th

260.636 Evolution of Infectious Disease 3 1st No

33

550.630 Public Health Biology 3 1st Summer, 4th

For students possessing considerable breadth of biological competence, subject to concurrence of

the advisor:

120.603 Molecular Biology of Pandemic Influenza 3 2nd No

120.620 Fundamentals of Reproductive Biology 3 1st 2nd

120.621 Molecular Endocrinology 4 3rd No

120.627 Stem Cells & the Biology of Aging &

Disease

3 2nd No

182.640 Food- and Water- Borne Diseases 3 3rd SI

187.610 Public Health Toxicology 4 1st,

SI

2nd

222.641 Principles of Human Nutrition 4 1st No

223.689 Biological Basis of Vaccine Development 3 4th No

260.606 Major Global Infectious Diseases: Prospects

for Control

2 WI No

260.631 Immunology, Infection, & Disease 3 2nd No

260.635 Biology of Parasitism 4 3rd No

260.650 Vector Biology & Vector-borne Diseases 3 3rd No

260.652 Principles of Public Health Ecology (not

offered in 2013-14)

4 No No

34

260.656 Malariology 4 2nd 3rd

340.612 Epidemiologic Basis for Tuberculosis

Control

2 SI,

3rd

1st

340.646 Epidemiology & Public Health Impact of

HIV & AIDS

4 1st 2nd

340.654 Epidemiology & Natural History of Human

Viral Infections

6 3rd 1st

340.744 Advanced Topics on Control & Prevention of

HIV/AIDS

4 2nd 3rd

380.761 STI's in Public Health Practice 4 3rd 4th

SOCIAL AND BEHAVIORAL SCIENCES (CHOOSE AT LEAST ONE)

Course Title Crds On-site Online

221.688 Social and Behavioral Foundations of

Primary Health Care

4 No Summer,

3rd

224.689 Health Behavior Change at the Individual,

Household, and Community Levels

4 2nd No

330.661 Social, Psychological, and Developmental

Processes in the Etiology of Mental

Disorders

3 3rd 3rd

380.604 Life Course Perspectives on Health 4 1st 1st

400.600 Fundamentals of Health, Behavior &

Society

4 1st No

410.613 Psychosocial Factors in Health and Illness 3 3rd No

35

410.614 A New View: Improving Public Health

through Innovative Social and Behavioral

Tools and Approaches

4 SI No

410.616 Social & Behavioral Aspects of Public

Health

4 SI No

410.620 Program Planning for Health Behavior

Change

3 1st, WI 4th

410.650 Introduction to Persuasive

Communication: Theories & Practice

4 2nd, WI No

410.651 Health Literacy: Challenges and

Strategies for Effective Communication

3 3rd No

NR110.589 Human Development across the Lifespan

(for MSN/MPH students only)

2-3 SON Spring

Semester

SON

Fall

Semester

ABBREVIATION KEY

SI = Offered in the Summer Institute

WI = Offered in the Winter Intersession

No = Not offered in this format

36

Appendix 2. SBS Course Checklist

SBS Seminar: Required for all students (2 units)

1. 550.853 MPH Seminar in Social and Behavioral Sciences in Public Health (1 unit) – 1st term

2. 550.854 MPH Seminar in Social and Behavioral Sciences in Public Health (1 unit) – 2nd term

Theoretical Basis: All students must choose 1 of the following courses (4 units):

1. 410.600 Fundamentals of Health, Behavior and Society* (4 units) – 1st term

2. 221.688 Social & Behavioral Foundations of Primary Health Care* (4 units) – Internet only–

Summer term or 3rd term

3. 410.613 Psychosocial Factors in Health & Illness* (3 units) – 3rd term

4. 224.689 Health Behavior Change at the Individual, Household and Community Levels*(4 units) –

2nd term

5. 410.616 Social and Behavioral Aspects of Public Health (4 units) – Summer term

Intervention Design and Implementation: All students must choose 1 of the following (3-4 units):

1. 410.620 Program Planning for Health Behavior Change (3 units) – 1st term, or Winter Intersession

[Internet – 4th term]

2. 410.654 & 410.655 Health Communication Programs I and II (8 units) – 3rd and 4th terms (Cannot

take this as a single course; counts as two courses)

3. 410.755.81 Health Communication Programs (4 units) – Internet 3rd term

Research and Evaluation: All students must choose 1 of the following courses (3-4 units):

1. 380.611 Fundamentals of Program Evaluation (4 units) – 3rd term

2, 380.612 Applications in Program Monitoring and Evaluation (4 units) – 4th term

3. 309.616 & 309.617 - Introduction to Methods for Health Services Research and Evaluation I and II

(4 units) – Internet 2nd & 3rd terms (Cannot take this as a single course; counts as one course)

4. 410.615 Research Design in Social & Behavioral Sciences (3 units) – 3rd term (Prerequisite: two

terms biostatistics or consent of instructor)

5. 224.690 Qualitative Research I: Theory and Methods & 224.691 Qualitative Research II: Data

Analysis (10 units) –3rd and 4th terms (Cannot take this as a single course; counts as two courses)

6. 410.690 Ethnographic Fieldwork (4 units) – 3rd term

7. 410.685 Data Analysis and Presentation in Social and Behavioral Science Research (3 credits) –

4th term

All students must take two additional courses (6-8 units) from either the courses listed above or

from the following additional courses:

Additional courses in Theoretical Basis:

1. 410.612 Sociological Perspectives on Health (3 units) – 1st term

2. 410.650 Introduction to Persuasive Communications: Theories & Practice* (4 units) –2nd term or

Winter Intersession

3.330.661 Social & Psychological Development Processes in the Etiology of Mental Disorders* (3

units) –3rd term [Internet – 3rd term] (Instructor consent required for all students.)

4. 330.612 Introduction to Behavioral and Psychiatric Genetics (3 units) – 3rd term [Internet – 3rd

term] (Instructor consent required for all students.)

5. 410.652 Interpersonal Influence in Medical Care (2 units) – 4th term

6. 410.657 Communication Strategies for Sexual Risk Reduction (3 units) – 2nd term

Additional courses in Intervention Design and Implementation:

1. 410.630 Implementation & Sustainability of Community-Based Health Programs (3 units) – 4th

term

37

2. 410.651 Health Literacy: Challenges and Strategies for Effective Communication* (3 units) – 3rd

term

3. 221.661 Project Development for Primary Health Care in Developing Countries (4 units) – 4th term

(Prerequisite: 220.601)

4. 410.663 Media Advocacy and Public Health: Theory and Practice (3 units) – 4th term

5. 301.645 Health Advocacy (3 units) – 4th term [Winter Institute]

Additional courses in Research and Evaluation:

1. 224.692 Formative Research for Behavioral and Community Interventions (4 units) – 4th term

(Prerequisite: 224.688 or 224.689 and 224.690-691 or consent of instructor)

2. 221.645 Large-Scale Effectiveness Evaluations of Health Programs (3 units) – 4th term

(Prerequisite: knowledge of basic biostatistics and epidemiology)

3. 305.613 Evaluation-informed Program Development and Implementation (4 units) – 3rd term

4. 410.631 Introduction to Community-Based Participatory Research: Principles and Methods (3

units) – 2nd term

5. 550.601 Implementation Research and Practice (3 credits) – 2nd term

Capstone: Required for all students (2 units required; 4 units recommended)

1. Capstone special studies (2 units each) – 3rd term and 4th term

Appendix 3. SBS Course Calendar 2015-2016

1st Term 2nd Term 3rd Term 4th Term

SBS Seminar: Required for all students

1. 550.853 MPH Seminar in Social and Behavioral Sciences in Public Health

(1 unit) – 1st term

2. 550.854 MPH Seminar in Social and Behavioral Sciences in Public Health

(1 unit) – 2nd term

1. Wed 12:15-

1:15

2. Wed 12:15-

1:15

Theoretical Basis: All students must choose 1 of the following courses:

1. 410.600 Fundamentals of Health, Behavior and Society (4 units) – 1st term

2. 221.688 Social & Behavioral Foundations of Primary Health Care (4 units)

– Internet only–Summer or 3rd term

3. 410.613 Psychosocial Factors in Health & Illness (4 units) – 3rd term

4. 224.689 Health Behavior Change at the Individual, Household and

Community Levels (4 units) – 2nd term

Additional courses in Theoretical Basis:

5. 410.612 Sociological Perspectives on Health (3 units) – 1st term

6. 330.661 Social & Psychological Development Processes in the Etiology of

Mental Disorders (3 units) –3rd term

7. 330.612 Introduction to Behavioral and Psychiatric Genetics (3 units) – 3rd

term

1. Mon & Wed,

3:30-5:20

5. Tue & Thurs

3:30-4:50

4. Tues &

Thurs, 8:30-

10:20

2. Internet

3. Mon & Wed,

1:30-2:50

6. Mon &Wed,

1:30-2:50

7. Mon & Wed,

3:00-4:20; or

Internet

Intervention Design & Implementation: must choose 1 of the following:

1. 410.620 Program Planning for Health Behavior Change (3 units) – On-

campus 1st term, s or winter intersession; Internet – 4th term

2. 410.654 & 410.655 Health Communication Programs I and II (8 units) – 3rd

and 4th terms (Cannot take this as a single course; counts as two courses)

Additional courses in Intervention Design and Implementation:

3. 410.630 Implementation & Sustainability of Community-Based Health

Programs (3 units) – 4th term

4. 410.650 Introduction to Persuasive Communications: Theories & Practice

(4 units) – 2nd term, or winter intersession

5. 410.651 Health Literacy: Challenges and Strategies for Effective

Communication (3 units) – 3rd term

1. Tues &

Thurs, 1:30-

2:50

4. Mon & Wed,

1:30-3:20

5. Mon & Wed,

3:30-4:50

2. Tues 1:30-

5:20

2. Tues 1:30-

5:20

3. Mon & Wed,

9:00-10:20

6. Mon & Wed,

3:30-5:20

39

6. 221.661 Project Development for Primary Health Care in Developing

Countries (4 units) – 4th term

Research and Evaluation: students must choose 1 of the following:

1. 380.611 Fundamentals of Program Evaluation (4 units) – 3rd term

2. 309.616 & 309.617 - Introduction to Methods for Health Services Research

and Evaluation I (2 units) – [Internet 3rd & 4th terms]

3. 410.615 Research Design in Social & Behavioral Sciences (3 units) – 3rd

term

4. 224.690 Qualitative Research I: Theory and Methods & 224.691

Qualitative Research II: Data Analysis (10 units) –3rd and 4th terms (Cannot

take this as a single course; counts as two courses)

5. 410.690 Ethnographic Fieldwork (4 units) – 3rd term

6. 410.685 Data Analysis and Presentation in Social and Behavioral Science

Research (3 credits) – 4th term

Additional courses in Research and Evaluation:

7. 224.692 Formative Research for Behavioral and Community Interventions

(3 units) – 4th term (410.690 is prerequisite)

8. 221.645 Large-Scale Effectiveness Evaluations of Health Programs (3

units) – 4th term

9. 550.601 Implementation Research and Practice (3 credits) – 2nd term

9. Mon & Wed,

3:30-5:20

1. Wed & Fri,

1:30-3:20

2. Internet

3. Tues &

Thurs, 9:00-

10:20

4. 224.691:Tues

& Thurs, 8:30-

10:20, lab Thurs

3:30-5:20 or Fri

3:30-5:20

5. Mon & Wed,

8:30-10:20

2. Internet

4. 224.691: Mon

& Wed, 8:30-

10:20, lab Wed

10:30-11:50 or

Fri 9:00-10:20

6. Fri 1:30-4:20

7. Mon 10:30-

11:50 & Fri

10:30-11:50; lab

Fri 9-10:20

8. Tues &

Thurs, 8:30-

9:50, lab Thurs

1:30-3:20 or

3:30-5:20 or

Friday 1:30-

3:20;

or Internet

Capstone: Required for all students (4 units recommended; 2 units

minimum required in term in which capstone is completed)

1. Capstone special studies (2 units each) – 3rd term and 4th term

2 units capstone

special studies

2 units capstone

special studies