Students are introduced to the concepts and practice of public health in the U.S. and internationally by tracing its historical evolution. Classic public health problems and their resolution will be discussed in the context of the broader contemporary social environment. The latter part of the course is focused on public health practice in both the U.S. and developing countries, with a consideration of the structure, function, and financing of public health organizations. The many different roles for public health professionals in these organizations also are described.

This course provides a foundation of knowledge about the human body in health and disease. It gives an overview of important concepts on the biological mechanisms of disease at the cellular, individual, and population/community levels. The course will focus on a natural progression in the development of health and disease, moving from a discussion of the cell, to the individual, and finally, to specific infectious or chronic disease states and processes. The role of the community in public health will be emphasized. This course is designed to provide a good foundation in the mechanisms of health and disease. Furthermore, each lecture will offer insights into current public health topics and research trends. Each lecture will address the following: 1) specific mechanisms of health and disease; 2) topics of special public health importance, and 3) a scientific update on research in the news.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

This course will introduce students to the operational pillars infectious disease outbreaks such as clinical management, logistics, infection prevention and control, policy and regulations. Students will begin with the basic concepts of infectious diseases, dynamics of disease transmission, and emerging and reemerging infectious diseases. The course encourages a wider conversation on the implications of infectious diseases in the broader context of public health, and challenges students to think creatively about solutions for prevention and control.

This course provides a broad introduction to insects and other arthropods that transmit infectious pathogens, or cause problems to humans through infestation or other contact. The impact of arthropods on the history of human civilization and development will be explored, as will their use as food and in art. Arthropod utilization in forensic science and for medicinal purposes will be discussed. Throughout the course the myriad adoptions utilized by arthropods, allowing them to become the most specious group of animals in existence, will be highlighted.

This course is designed to provide students with an introduction to and overview of key areas in environmental health. Using the perspectives of the population and community, the course will cover factors associated with the development of environmental health problems. Students will gain an understanding of the interaction of individuals and communities with the environment, the potential impact on health of environmental agents, and specific application of concepts of environmental health. The course consists of lectures that cover principles derived from core environmental health disciplines. The sequence begins with background material and "tools of the trade"; agents of environmental diseases; and applications and domains of environmental health.

This course provides an overview of various statistical methods used in public health practice and research. Emphasis is on application of appropriate methods and interpretation of results. Examples and problems from public health settings will be included. Various statistical software will be used to analyze data (excel, SPSS and others), but prior computing experience is not required. Topics covered include methods of summarizing data and estimation and hypothesis testing techniques, including the t-test, the chi-square test, the analysis of variance, correlation analysis, and linear regression.

This course is designed to provide students with an introduction to the basic principles of nutrition science and research. It is recommended for undergraduate students who have not had a prior course in nutritional science. It is designed to help students gain basic knowledge about the roles of specific nutrients, with emphasis on their sources, functions, and metabolism in the human body, basic principles of digestion and absorption. Other topics include food selection for optimal health, energy balance and weight control, dietary practices in health promotion and chronic disease prevention, nutrition throughout the lifespan, and in introduction to public health nutrition including but not limited to food safety, food supply, food insecurity, and food policy.

The course introduces undergraduate students to the complex public health problems that affect women and children in the USA and in developing countries. The course will introduce and use the socio-ecological framework and the life-course models to examine factors that determine women and children's health and disease. The foundation of the course is a comprehensive review of common health issues that affect pregnancy, children and teenagers worldwide. Programs and policy to address these issues will also be reviewed and discussed in the context of socio-ecological frameworks.

This course is targeted towards students considering global health work. Using a "Best Practices" lens students will explore how to have a meaningful, field-based global health experience, and how to incorporate their global health experience into a future career. Students will examine policy issues and other health determinants in order to understand effective strategies to respond to health challenges in a global setting. As an outcome, students will approach global health in its wider social, economic and political context. Lectures, readings from primary literature, and field-based case studies, will provide the framework for discussion, analysis, and interpretation of global health in action.

This course addresses health and women’s rights around the world from health equity, gender, and ethnicity perspectives. The main topics are: women’s human rights and gender equality, discrimination against women and girls; rights of LGBTI people; gender-based violence; early marriage and pregnancy; right to contraception and abortion; forced sterilizations and abortions, and virginity examinations; female genital mutilation; maternal mortality; sexual transmission of HIV; trafficking of women and girls; women’s rights during complex humanitarian emergencies; migration and reproductive health; and postcolonial feminism and health. The course contextualizes and analyzes: 1) health and women’s rights within their economic and political context, 2) the social inequality roots of health and women’s rights issues, and 3) the main health and rights challenges faced by women and girls. It uses country case studies from around the world. It is open to all undergraduate students.

Climate change affects the very basic foundations of health -adequate and nutritious food, safe water, fresh air, and secure shelter. This course introduces the direct and indirect links between climate change and human health. Examples of health impacts related to climate change will include those arising from drought induced water and food insecurity, vector-borne and water-borne diseases, temperature extremes, wildfires, and extreme hydrological events. Underlying socio ecological determinants that influence exposure and vulnerability will be described. The course will also explore opportunities for mitigation and adaptation to reduce the threats of climate change. Case studies of how countries are responding to the health challenges posed by climate change will be presented.

Special Topics in Public Health. Course may be repeated up to unlimited credit hours.

This course develops conceptual and methodological skills for the design and implementation of public health policy. A solid grounding in systems theory will complement the use of practical management tools such as strategic planning, cost effectiveness analysis and decision analysis. Students will apply these concepts and tools within the context of current international and domestic policy frameworks in the field of public health.

The working population continues to grow, and so is the expansion of workplaces where people spend long hours every day. Injuries, diseases, and deaths in the workplace are major public health issues. The workplace environment must be safe and healthful to support the working population. This course introduces students to the fundamentals of occupational safety and health. It examines the physical, chemical, and biological hazards and risks in the workplace environment, as well as the scientific and policy measures for improving workplace safety and health in the United States. Students are given case study exercises to enhance their understanding and application of best practices for promoting the public health in the workplace environment.

This course develops practical skills for the design, implementation, and management of public health programs. A solid grounding in personal, financial, and organizational determinants of health and organizational effectiveness will complement the use of practical management tools and techniques such logic model development for program design and implementation. Students will apply these concepts and tools within the context of service delivery and policy-making in the field of public health.

This course introduces the concept and practical issue of environmental exposure to polluted water, soil, and food that cause adverse health effects on humans. Students will learn how to apply biomarkers to determine the magnitude of exposure and health associated with toxic chemicals (metals and trace elements). The use of biomarkers in other health issues related to climate change and occupational environment (such as in mining and farm workers) will be also discussed. Students work collaboratively on exposure, biomarkers, and health data assessment to draw relevant information and communicate to public health policy and practice. The course consists of lectures, article reading, discussion, quizzes, and problem sets.

This class establishes a foundation of public health theories and their application to the social and behavioral determinants of health. These topics and theories are core to public health practice across disciplines. Students explore how the key determinants of health, such as race, gender, poverty, geography, affect the health status of the public. Students delve into the underlying theoretical or organizational explanation of determinants. Through this exploration students will identify appropriate behavior change theories to address health issues and learn how to select an intervention. Students are coached through a semester-long assignment to refine their skills in writing literature reviews, matching theories to determinants, and identifying and choosing an intervention.

This seminar-style course is designed to provide students with basic biological and social concepts, control practices, and policies underlying the epidemiology of diseases of global importance. This course investigates how culture, society and the environment influence disease transmission, risk factors, disease prevention and health status. The course will be transdisciplinary, emphasizing the connections between the biological nature of disease and the social, economic and political context that influences prevention and control practices. Examples of health topics that may be addressed are malaria, neglected tropical diseases, diabetes, and vaccine preventable diseases.

This course is designed to give students a general introduction to epidemiological concepts and basic tools of the field. The historic and current contributions made through the use of epidemiology in shaping our understanding of disease in populations will be described and investigated. The course will assist the student in establishing a foundation for the definition of and response to, public health challenges in the community as well as the global society. The course will introduce a number of areas of specialization within the field of epidemiology: including infectious and non-infectious diseases and other health issues.

This course will provide students the opportunity to explore the complex relationships between diet, obesity and chronic disease outcomes particularly cardiovascular disease and cancer. The emphasis of the course will be using evidence-based approaches to investigate relationships between diet and disease. We will review research from experts in areas related to nutrition. The course will focus on the causal pathway from diet and inactivity to obesity to negative chronic outcomes with overnutrition being the pivotal mechanism to disease. Students will explore current diet trends and learn practical skills around making food choices in addition to examining the current research on diet factors associated with chronic disease.

This course focuses on the complex intersection of population health and disasters through the lens of environmental health. Students will examine the impacts that disasters (natural and technological) have on environmental and human health, along with influences attributed to climate change. Case studies will be incorporated as a didactic and learning element of the course to highlight critical environmental health challenges, overall population health concerns, and associated impacts imposed by disasters.

This course is designed to build on the basic principles of nutrition and explores nutrition through each major life stage including, but not limited to, pre-pregnancy, pregnancy, infancy, early childhood, childhood, adolescence/teenage years, adulthood, and older adulthood. During this course, students will apply basic nutrition knowledge to evaluate the rationale for nutritional needs of normal growth and development, eating habits, and dietary cautions for each life stage. Consequences of under-or over-nutrition at critical life stages and policies, programs, and interventions that have been implemented to address these consequences will also be examined. The role of the social determinants of health and other lifestyle factors in meeting suggested nutritional requirements and guidelines at various life stages will also be discussed.

This course provides an in-depth examination of sexual violence from a public health perspective. Theories of sexual violence, the epidemiology of sexual violence (scope, causes, risk factors, and consequences), and public health approaches to reducing sexual violence will be covered.

Biological basis of disease provides a foundation of knowledge about the human body in health and disease. The focus of the course is on the biological mechanisms of disease with an emphasis on molecular, cellular, genetic, and immunological aspects. The etiology and pathophysiology of the most important infectious and non-infectious diseases in terms of prevalence and mortality are thoroughly discussed. Applications of genomics and other biotechnologies to health and disease, as well as its treatment and prevention, are also covered. Intermediate and advanced students in public health, pre-medicine, or other biomedical fields may find this course particularly useful.

This course is an introduction to the biology of bacteria, protists, fungi, and viruses, their structure, life cycles, geochemical activities, diversity, and nutrition. We will also cover fundamentals of metabolism, genetics and genomics, microbial biotechnology, roles in health, disease and human immunological responses. This course is meant for students with fundamental understanding of general biology, molecular biology, and organic chemistry.

This 3-credit course is geared toward public health undergraduate students with a strong interest in women and maternal health. The course has two distinct objectives. The first objective into provide an overview of the pathophysiology of the female reproductive system and a survey of the complications of pregnancy, labor and delivery. The second objective is to explore medical and lay practices related to women gynecological and obstetric health, in USA and worldwide. Existing scientific evidences associated with these practices will be examined, along with ways to reconcile medical authoritative knowledge and women’s autonomy.

Special Topics in Public Health. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Students will be introduced to the nature of health policy and the process by which it is developed. Various approaches to health policy are defined and their rationale considered. The politics of the development of health policy in democratic societies are discussed from both national and international perspectives. The ethics of public health policy are addressed. The course includes modern case studies of important public health issues (e.g., AIDS, smoking prevention, emerging infections such as West Nile Virus) to illustrate the development and application of policy to promote the public health.

This course covers the elementary concepts and applications for managing and analyzing data using the Statistical Analysis System (SAS) and Stata statistical packages. The course focuses on managing and summarizing hospital admissions and international health data. The concepts covered are applicable to virtually all academic and professional settings. Each lecture begins with a presentation to introduce fundamental mapping concepts and is complemented with hands-on exercises to reinforce technical application. The first part of the course covers SAS applications, and the analog concepts for Stata are covered in the second part of the course.

This course is an introduction to the discipline of qualitative research in public health. Students will learn how to conceptualize a research project, develop a background description of the topic, propose a research guide, and compose a problem or purpose statement. Students will learn about the ethical and legal controls about public health research. In small groups, students will undertake a pilot research study as part of the course requirements and as a means of applying their research conceptualizing and data collection skills.

This course introduces the student to the scientific, epidemiological, organizational and management skills needed in designing and obtaining funding for an evidence-based public health intervention within an organizational or community setting. Students become familiar with the role and operation of not-for-profit organizations, foundations, national and international government agencies, and the local community in this process. Students learn to access publicly available and electronic information provided by these agencies and organizations. The course illustrates how evidence-based public health is used by funding agencies in developing and awarding grants and by public health providers and community contractors in applying for and receiving them. Emphasis is placed on how evidence-based public health is used in writing grant proposals and students have an opportunity to write a grant proposal as part of the course.

The course covers the principles of human health and ecological risk assessment. The National Academy of Sciences model framework for risk assessment (hazard identification, dose response assessment, exposure analysis, and risk characterization) is used to explain environmental risks of long-term exposure of humans and wildlife to air pollution and chemicals in food and drinking water. The interaction of scientific methods with focus on toxicology and regulatory requirements will be reviewed. Case studies focus on current environmental pollution issues such as exposure to lead paint, mercury in fish, arsenic from smelters and petrochemical industrial emissions. Specific topics to be covered detail include: health and ecological effects toxicology and environmental epidemiology; qualitative and quantitative risk assessment methods; cancer risk models; regulatory toxicology; risk communication; reproductive risk assessment; endocrine disruption; different approaches to risk assessment by federal, state and international agencies; political and economic aspects of risk management; information resources, and field trips to state regulatory agencies.

The goal of this course is to strengthen student’s knowledge and understanding of Latinos in the United States and their health and disease at the community and population level. Students will explore successful policies and public health interventions targeting those populations. Latinos represent 18% of the current US population and while they have often been a marginalized group in the United States, their health status has not always conformed to expected patterns. This course will cover immigration patterns, acculturation, health care response to the Latino population, and health topics including reproductive health, child health, chronic diseases, sexual health, behavioral health, and occupational health. Prerequisite(s): SPHU 3110*. * May be taken concurrently.

This course is designed to provide students with the skills to conduct epidemiologic research in HIV and other sexually acquired infections. The first part of the course, we discuss the etiology, treatment, epidemiology and common prevention methods for the most common and/or most serious STIs. In the second part of the course, we will cover the methodological issues of surveillance, study design in the context of clinical and behavioral research. Ethical aspects of conducting research in HIV/STI are also discussed. Students will have hands on practice examining methodological issues by completing four exercises. Finally, we put STIs into context by discussing social, economic and political ramifications of these infections in the world by reviewing two books and one movie that illustrate these concepts. Prerequisite(s): SPHU 3170.

Organizational Leadership and Management in Public Health is a interdisciplinary course that examines the complex challenges inherent in leading and managing organizations in the public health sphere, including public and private settings. Students will explore leadership and management principles in the current environment through the analysis of case studies and current events. In-class activities will expose students to diverse perspectives and challenges of leadership and decision-making.

This course examines the intended and unintended effects of health communication, with specific focus on how the mass media and the Internet stimulate change in knowledge, attitudes, behavior, and subsequent health outcomes. Three health communication foci will be explored: 1) planned communication campaigns designed specifically to elicit health behavioral change, 2) traditional mass media's role in influencing health outcomes, and 3) the evolving influence of the Internet on health outcomes. This course examines the linkages between communication effects and various health topics, including smoking/alcohol, sex, diet, and physical activity. By the end of the course, students will understand the theoretical and practical aspects of the linkage between communication and public health and be able to apply such to public health initiatives.

This course addresses the field of disaster and international humanitarian studies, trends and recent developments in the field, and strategies to reduce disaster risk. It builds basic concepts and tools that will prepare students to understand humanitarian issues for disaster management. Students will learn to articulate concepts about disasters and the changing patterns of disasters, disaster resilience and international humanitarian response. They will develop a broad view of the key organizations involved in and components of the international humanitarian response system. The course methodology includes case studies of major disasters including the Haiti earthquake of 2010, Hurricane Katrina, the current crisis in Syria, famines in the Horn of Africa, Sahel, Southern Africa and the 2004 Asian Tsunami. Students will gain hands-on experience in computing indicators used to determine the effects of disasters on public health. Guest lecturers from the Centers for Disease Control will participate through televideo-conferencing.

This course is designed to prepare public health students for the study of human health in a post-genome era. Students will learn the molecular basics and the complex issues involved in applying and integrating genomic technology and information into public health. The students will be able to discuss the ethical, legal, and social implications of genomics on public health.

This course provides a foundation of knowledge on the public health consequences of infections originating in vertebrate animals that cross over to humans with or without disease. Topics include: the consequences of animal-transmitted infections on the emergence of new human diseases; adaptation process of animal infections transitioning from animal microbes to become human microbes; human activities, occupational exposures, and medical practices that enable microbial transitions. Students will present reports and follow zoonotic disease outbreaks in real time.

This course provides students with a full introduction to data and information management. The topics include tools for collecting data; database concepts; data-entry techniques; queries of databases; data quality control; data cleaning, sharing, and reporting; database design; implementation and management of database systems. Hands-on exercises in medicine, biology, and public health are mainly practiced using MS Access. Having taken this course, students will be able to design, implement and manage a database system for use in public health.

The seminar involves discussion and reflection on issues related to the practice of public health as well as a survey of job opportunities and includes professional development. The goal is to facilitate individual growth and career development through a series of guest lecture presentations, reflection essays, and the development of a professional public health portfolio.

Working one-on-one with a faculty member, the student will complete a high-level research paper. Students should seek out a sponsoring faculty mentor and speak to the program manager to register for credit.

This option can build professional skills through practical experiences. Students apply to the Center for Public Service (CPS) internship program to receive academic and service-learning credit for the internship. Students must complete a minimum of 60 internship hours and attend an internship seminar, SPHU 4560 Leadership and Ethics in Public Heath concurrently with the internship. All Capstone internships must be approved by BSPH staff prior to starting the internship. Students may only use the CPS Internship program one time; we encourage students to wait until they are Capstone eligible to apply to this program.

Public Health Internship. Course may be repeated up to unlimited credit hours.

Tulane's Office of Study Abroad works with international programs that provide academic research or internship projects, which can count as a public health Capstone. To complete this type of Capstone, the experience needs to be approved by the department program staff. Upon returning, students present their work at the BSPH program’s International Scholar Symposium.

Special Topics in Public Health. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

Students complete a service activity in the community in conjunction with the content of a three-credit co-requisite course. Course may be repeated up to unlimited credit hours.

The student will work closely with a faculty member from the department of Environmental Health Sciences. The student and faculty member will craft a research topic together. Students should consult their advisor for assistance. Course may be repeated up to unlimited credit hours.

The student will work closely with a faculty member from the department of Environmental Health Sciences. The student and faculty member will craft a research topic together. Students should consult their advisor for assistance.

During the senior year students may write an Honors Thesis that may be used to fulfill the BSPH Capstone. To be eligible to write an Honors Thesis, a student must have an overall cumulative GPA of 3.4 or higher, and a GPA of 3.5 or higher in the major or majors for which the thesis is to be written. The Honors Thesis requires two semesters (SPHU 4990 Fall and SPHU 5000 Spring) of work with a three-member faculty thesis committee. This option can be very rewarding for students planning to go on to graduate school. Interested students should speak to a faculty member during their third year at Tulane about this option, as well as to administrators of the Office of Academic Enrichment. Students receive 7 total credit hours as well as writing intensive credit for completing an Honors Thesis.

During the senior year students may write an Honors Thesis that may be used to fulfill the BSPH Capstone. To be eligible to write an Honors Thesis, a student must have an overall cumulative GPA of 3.4 or higher, and a GPA of 3.5 or higher in the major or majors for which the thesis is to be written. The Honors Thesis requires two semesters (SPHU 4990 Fall and SPHU 5000 Spring) of work with a three-member faculty thesis committee. This option can be very rewarding for students planning to go on to graduate school. Interested students should speak to a faculty member during their third year at Tulane about this option, as well as to administrators of the Office of Academic Enrichment. Students receive 7 total credit hours as well as writing intensive credit for completing an Honors Thesis.

Junior Year Abroad. Course may be repeated up to unlimited credit hours.

Junior Year Abroad. Course may be repeated up to unlimited credit hours.