Health Behavior Courses
Check out the Gillings Program Search (GPS) for prospective students. The GPS provides a search option for our School’s degree and non-degree programs, as well as the ability to drill down to an overview of each program’s quick facts and related information about how to apply. See our tuition and fees page for related information.
Official course descriptions taken from the UNC Graduate Record are below.
Additional courses may be added on a semester basis at discretion of the department. See UNC Registrar’s site for courses by semester.
Some titles link to the syllabus for that course. Please note that some syllabi are for past semesters, so dates will not apply to future semesters.
Health Behavior > Show Details
Advanced course for undergraduates who wish to pursue a topic or research study in Health Behavior. To be arranged with faculty. An approved work plan is required.
This course focuses on social and behavioral science theories, research and interventions aimed at promoting health of individuals, groups, communities and populations. Two lecture hours per week.
Required preparation, knowledge of basic descriptive statistics. Majors only. Major topics include elementary probability theory, probability distributions, estimation, tests of hypotheses, paired and independent samples t-tests, ANOVA, linear and logistic regression, correlation and chi-squared procedures. SAS, a statistical software package, is used in the course.
This course will explore issues, theories and experiences relevant to social action, coalition building, and social change. The content of this course will be examined by confronting the possibilities and limitations of service and service-learning as it relates to APPLES Alternative Spring Break experiences.
In this course, students learn about and experience the process of awarding grants to local agencies. In addition to participating in the grant-making process, students learn about the nonprofit sector and the philosophy and practice of philanthropy through readings, class exercises, and guest speakers.
Prepares students to work as medical and health journalists for a variety of media, including print, broadcast, and the Internet. The course emphasizes writing skills and interpreting medical and health information for consumers.
An experimental course designed for faculty who wish to introduce a new course to the discipline.
This course offers an introduction to public health, a history of public health and public health education, and an overview of population health/social determinants of health.
Topics included in the fall semester focus on knowledge and skills to manage programs. Specific topics include leadership, followership, emotional intelligence, communication, conflict management, negotiation, and participatory decision making. The primary assignment involves a self-assessment and identification of a self-development plan.
Students are introduced to adult learning principles, effective training methods, course design and evaluation for international audiences and settings, and characteristics of culturally-competent trainers. Students work in teams to: design a course and activity; facilitate the activity; and provide and incorporate feedback to foster peer sharing and learning.
The nature and delineation of participatory action research and its relevance to concepts, principles, and practices of community empowerment. Students learn methods (such as photovoice) through learning projects.
Course provides foundation and skills to understand and improve decision making that affects people’s health. It teaches theoretical basis and evidence-based applications of health-related decision making.
Topics covered include the epidemiology of health problems, developmental issues, health services, and psychosocial influences on adolescent problem behaviors. Course materials are useful for research generation and practical application. Three seminar hours per week.
Explore competing definitions of patient advocacy. Topics related to ethics, policy, and law will be covered in the context of what have often been termed patient rights and responsibilities. Three lectures hours per week.
This course covers selected social and behavioral science theories and concepts that apply to the analysis of health-related behaviors and intervention strategies.
Majors only. Individual field training opportunity that serves as a bridge between a student’s academic training and applied public health practice.
Students must complete a mentored research practicum. The mentor and student will develop a contract to achieve the research. The practicum requires a total of two hundred hours of work starting in the second year of the program.
Prerequisite, HBHE 744. Students must complete a publishable manuscript based on the Research Practicum I course.
Capstone class sessions are opportunities for students to prepare for, reflect upon, synthesize, and generalize from their Capstone projects.
Prerequisite for nonmajors, permission of the instructor. Research methods of relevance to planned change in health-related behavior and program planning. Research designs include quantitative and qualitative methods and focus on application to public health practice. Four lecture hours per week.
In this course, students will critically examine and apply the concepts and methodologies necessary for effectively developing, selecting, adapting, implementing, and evaluating evidence-based public health interventions.
Prerequisite, HBEH 750. Approaches to designing qualitative research studies for the development and evaluation of public health programs. Emphasis is on the practice of collecting and analyzing data from individual interviews, focus group discussions, and observations.
Prerequisite, HBHE 753. This course provides advanced graduate students in public health and related fields the opportunity to explore different analytic approaches and techniques and develop analysis and writing skills. Students will apply methods they learn to analyze, interpret and write-up the results of their own qualitative research.
Course will survey social support in health, including the nature and key processes of social support, cultural influences in different countries, and approaches to promoting peer support in health promotion around the world. Term assignment will entail planning a peer support program or research project of the student’s choice.
Permission of the instructor for nonmajors. Doctoral seminar on fundamentals of research in health behavior, including conceptualization of research questions and hypotheses, measurement, sampling, and observational research designs.
Prerequisite, HBEH 760. Permission of the instructor for nonmajors. Doctoral seminar on sampling and selected topics in statistical analysis; continuation of HBEH 760.
An interdisciplinary overview of cancer prevention and control. Emphasis on projects and activities from perspectives of epidemiology, health behavior and education, and health policy and management. Appropriate research design and methodologies are covered.
In this course, students use a comprehensive planning model to plan, implement, and evaluate an evidence-based intervention that addresses a public health problem within a defined population.
An overview of the positive and negative impacts of the Internet on public health. Covers research, evaluation sites, ethics, and use of theory that addresses key public health problems.
Experimental course to be offered by faculty to determine the need and demand for the subject. Topics will be chosen by faculty based on current public health issues.
Permission of the instructor for nonmajors. Second year doctoral students only. Doctoral seminar on application of theory and empirical evidence to intervention development, evaluation paradigms, and methods of process and outcome evaluations.
Topics related to optimal functioning as a doctorally-prepared professional, including writing and reviewing grants, manuscripts, abstracts; consulting; credentialing; teaching; job search; scholarly and research ethics; and collaboration.
Permission of the instructor for nonmajors. A critical examination of the conceptual, theoretical, and empirical bases of public health and health education, health transitions, globalization, and issues around social justice.
Permission of the instructor for nonmajors. A critical examination of the social determinants of health, health disparities, principles of individual and collective behavior and behavior change, and the role of health behavior in emerging public health issues.
Prerequisite, HBHE 730. Permission required for nonmajors. Interdisciplinary overview of communication theory and research and critical analysis of applications of theory to interventions using communication for health.Three hours per week.
Communication certificate student. This course is structured for interactive student/faculty discussion on health communication research and practice. Seminar and online discussion format.
Designed to fulfill the research practicum for doctoral students, which may involve designing and implementing a research project, carrying out data analyses, writing manuscripts, or assuming responsibility for a project.
Practicum is designed to enhance knowledge and skills in teaching. Student must be involved in teaching a two- or three-credit course. Co-teaching a course may satisfy this requirement.
Restricted to doctoral students in department. Integration and application of detailed components of research methods to preparation and writing of a research grant proposal. Introduction to proposal submission and review process for various funding agencies.
An independent course designed for study areas of natural or planned change; personal and nonpersonal methods, in health related fields. To be arranged with faculty in each case.
This course is designed to introduce medical students and other health professionals to the underlying philosophies, practitioners, techniques, and evidence of efficacy of alternative therapeutics currently in use in the United States, including chiropractic, dietary, mind-body, acupuncture, homeopathy, and healing.
Capstone is a year-long, group-based, mentored, service-learning, field experience. The course focuses on building skills specific to these service-learning projects and provides students with opportunities to discuss and generalize learning from their Capstone project experiences. The products produced are a substitute for the required Master’s thesis.
Doctoral dissertation credits.