The Public Health Leadership Program is an interdisciplinary program; students are eligible to take classes in many of the other departments. The program uses PUBH call letters for our course listings. PUBH courses are open to any student unless permission is required of the instructor.
Official course descriptions taken from the UNC Course Catalog are below.
Additional courses may be added on a semester basis at the discretion of the department. See the UNC Registrar’s Directory of Classes page for more information.
PUBLIC HEALTH (PUBH)
This course offers participants a multidisciplinary perspective on HIV/AIDS -- its etiology, immunology, epidemiology and impact on individuals and society. The course will ask what lessons about pandemics can be learned from studying HIV/AIDS, with a specific focus on parallels with COVID-19. Open to undergraduate, graduate, and professional students.
This course is intended for students who know no Spanish or so little that they feel the need to start over. Students with more than two semesters of college Spanish are not eligible. The course covers the curriculum of first-semester Spanish taught within a health context, with a focus on speaking.
This intermediate course is the equivalent of the third semester of college Spanish. Students will hone their listening and speaking skills in class primarily through role-playing activities and class discussion. Activities center on an original film set in a health clinic in rural North Carolina.
Required preparation, third semester Spanish or equivalent. This advanced course reviews the grammar of the third and fourth semester of college Spanish. Students hone their listening and speaking skills through role-playing activities and class discussion. Activities center on an original film set in a Latino-run health clinic.
Permission of the instructor. Sections will focus on specific topics of current interest to health workers. Fliers describing the section offering will be distributed prior to registration each semester. Lecture hours per week dependent upon credit.
Independent Study to address goals and objects of student. Prior faculty agreement is required. Registration for an independent study course must be completed after the learning contract has been approved and no later than the last day of "late registration" (the end of the first week of classes in F/S).
Overview of economic evaluations of public health and health care interventions, understanding basic methods of cost-effectiveness analyses (CEA) and use of CEA to inform resource allocation decisions. Critically appraise CEA for internal validity and applicability. Explore controversial CEA issues, including methodological controversies and ethical issues for the prioritization of resources.
Course gives students background in assessing and conducting systematic reviews. Focuses on 1) reading, discussing, and critiquing systematic reviews on various topics; 2) reading background and methods articles on systematic reviews; 3) developing a focused question for systematic review; and 4) working on the systematic review over the semester.
Students will gain a broader understanding of population-based global health issues. Critically examines global health topics with learning from on-line modules and learning assignments and interactive seminars with student presentations.
This course explores the intersection of human, animal, and environmental health and facilitates the understanding of health as an inexorably linked system requiring multidisciplinary collaborative efforts. The One Health concept demonstrates the importance of a holistic approach to disease prevention and the maintenance of human, animal, and environmental health.
An introduction to the fundamental organization, behavior, financing, and challenges of the health system of the United States. The course treats the entire edifice of American health care as "the American health system," and intends to examine it in toto, including by comparing it to other national health systems, and in part, by examining critical components of the system. Students must be enrolled in the Population Health for Clinicians Concentration or permission of the instructor.
In-depth examination and practice of methods for communicating health messages to and with groups and populations. Public health communication theory, sociocultural issues, and communications contexts including place, are explored while developing communication skills and strategies. Topics include health communication research, data visualization, media advocacy, communication with policy makers, social media, public health presentations, use of technology, health promotion materials development, and health and media literacy. Emphasis on written and oral communication to promote health.
This course is designed to give students the skills to identify and effectively address ethical issues that arise in global health research and practice.
Explores contemporary issues/controversies in global health through an interdisciplinary perspective; examines complexity of social, economic, political, and environmental factors affecting global health; analyzes global health disparities through a social justice lens; and exposes students to opportunities in global health work and research.
This course will introduce students to the theoretical and practical aspects of public health ethics. Develop student's analytical skills to evaluate ethical issues related to public health policy, prevention, treatment, and research. Topics include: ethical reasoning; concepts of justice; principles of interacting with communities; professional conduct and research. Online course.
Fundamental concepts/tools for monitoring/evaluating public health programs including HIV/AIDS/STDs, maternal/child health, environment, and nutrition. Concepts and practices in M&E will be covered: logic models, theory of change, indicators, data collection methods, process evaluation, research design, and mixed methods. Small group work to create M&E plan for global health case-study. Online.
Using powerful tools from engineering and management, this course equips students to conceptualize, design, and analyze public health and healthcare delivery systems for successful implementation.
This course offers participants a multidisciplinary perspective on HIV/AIDS and COVID -- their etiology, immunology, epidemiology, and impact on individuals and society. How pandemics are framed by a society determines not only how affected persons are treated but also the degree to which the rights of the individual are upheld.
This online course offers a multidisciplinary perspective on HIV/AIDS -- its etiology, immunology, epidemiology, and impact on individuals and society. How HIV/AIDS is framed by a society determines not only how affected persons are treated but also the degree to which the rights of the individual are upheld.
This course explores the linkage between migration and health by taking into account existing models and frameworks that assess the dynamics of an increasingly mobile society. The course evaluates trends in health outcomes among migrants, social determinants of health that affect new migrants and migrant health across the life course. Other elements: labor migration and occupational health; place-based health; access to health coverage; health service provision to migrants.
Overview of quality improvement (QI) and its important relationship to leadership. Focus on practical skills with sufficient theory to understand the origins of the philosophy and processes encompassed by QI. For working practitioners with current or future management/leadership responsibilities within their organizations.
Course will orient students to market-based strategies, models, and tactics for improving individual and community health status within the framework of marketing, strategic communication, and advocacy. Online course.
Concepts of place-based PH including community beliefs, behaviors, system structures, culture, art, geography and how they provide assets/barriers for the community's health will be addressed. The impact of rurality, person, race, poverty, gender, ethnicity, culture, behavior and society on health outcomes, will be examined and the concept of place-based from public health, sociology, anthropology and economic perspectives. Students will explore/integrate concepts with visits to and experiences with people and health institutions in Western NC.
Students work through the place-based principle of understanding oneself, one's values and place in and relationship to identity and values of the community. Students assess personality, leadership style and its application to improve public health. Students will examine social location, implicit bias, their effects on public health and one's personal health. Students will assimilate personality preference, personal strengths and weaknesses, group inclusion, change leadership style into understanding how to engage effectively in groups and communities.
A research workshop teaching foundational tools and uses of research methods and how to appropriately apply them to improve the community health and place.
Community engagement and CBPRA principles will be applied to the health promotion program planning process, from situation analysis/needs assessment to program evaluation, including Results-Based Accountability (RBA). This course will show students how to follow principles of collaboration to build interdisciplinary teams using the Communities of Solution model, discuss the ethics of community engagement and the role of policy in place-based approaches to public health. Students will work on a community-collaborative project to apply course concepts.
This course will discuss and review health transformation as it relates to complex and rapidly changing health care systems (noting areas of disparity), food access, environmental systems and structural policy, intercultural interactions, structural bias, and historical context in WNC. We will evaluate WNC health systems and how health transformation is changing these health care systems and the place of public health to help improve the process.
Students will apply place-based theory to design community-based intervention and engage with local community partners to develop multi-sectoral strategies and employ qualitative techniques to understand community concerns regarding the public health issue. Students will determine key stakeholders, bring them together and create a community of solution to address the public health issue, while discussing financial development and sustainability for the proposed community interventions.
This course will produce foundational knowledge for public health professionals to understand and help mitigate the global and regional human health impacts of climate change. This course leverages the expertise of experts in Asheville at the National Centers for Environmental Information and the Climate Program Office within the National Oceanic and Atmospheric Administration (NOAA).
Introduces concepts and methods for: leading community health improvement efforts; implementing public health programs; evaluating their process and effectiveness. Grounded in public health practice, students will complete the course with the skills necessary to lead the design of a community health assessment and improvement process, and conceptualize and develop a program and evaluation plan. Working in interdisciplinary teams, students discuss and practice skills for building effective teams and accomplishing individual and group objectives through teamwork.
SPH majors or permission of the instructor. Fundamentals of public health program planning and monitoring, with emphasis on applications in community settings and proposal development for program funding.
Graduate students only. Provides an overview of knowledge and skills required for effective project/team leadership and management. Includes modules on leadership, management techniques, application of continuous quality improvement, and organizational designs that complement team-based organizations. Online course.
This course will provide students with the knowledge and skills to develop policies that address public health challenges, with an emphasis on improving health equity, promoting social justice, and creating systems in which the human right to health is given full effect.
Designed for students in the Population Health for Clinicians concentration in the MPH program who are actively working on their practicum/master's paper. Ten required evening sessions are scheduled in the fall and ten required evening sessions are scheduled in the spring.
Designed for those interested in the clinical arena. Establishes a framework for examining prevention activities for clinicians, and then considers a number of important health problems and the evidence for applying prevention strategies to these health problems. Encourages active student participation and involves a multidisciplinary faculty. Students must be enrolled in the Population Health for Clinicians Concentration or have permission of the instructor to enroll.
Emphasizes the process of critical appraisal of existing medical research literature, with examples from a variety of subject areas. Students must be enrolled in the Population Health for Clinicians Concentration or have permission of the instructor to enroll.
Emphasizes the process of critical appraisal of existing medical research literature, with examples from a variety of subject areas. Student presentations of structured critical appraisals constitute about 50 percent of sessions. Students must be enrolled in the Population Health for Clinicians Concentration or have permission of the instructor to enroll.
This course is designed to provide students with the fundamental research and analytic methods needed by public health leaders to assess the effectiveness, efficiency, and equity of healthcare in order to improve population health. The focus will be on research skills needed by practitioners with the objective of improving health outcomes.
The course provides an engaging, intellectual environment for students to discuss conceptual frameworks, study designs, and population outcome measures for closing the gap between evidence and daily practice across important population subgroups and in diverse clinical settings. Students complete a series of assignments, including a final paper and presentation.
Provide a broad-based introduction to the concepts and methods of epidemiology with particular emphasis on their application in clinical research, clinical practice and health care policy.
Systematic analysis of recent reforms to the U.S. health care system, including passage and initial implementation of the Affordable Care Act, with particular attention to how reform is intended to improve access, quality, equity, and effectiveness and whether reform can accomplish this while controlling cost.
Team leadership and management practices with an emphasis on successful team leadership in clinical research. Team effectiveness strategies provide framework for development of successful leadership of teams undertaking clinical research.
PUBH 791 could be a co-requisite with another required concentration course, only with instructor permission. Students will gain a basic understanding of how to be leaders in applying principles of community engagement in public health programs and organizational settings by engaging different stakeholder sectors, promoting multi-level cohesion among different audiences, communicating strategies, and collaboratively designing community engagement and implementation plans.
This course will define criminalization and describe how this phenomenon disproportionately impacts the health of marginalized populations. Students will analyze the social construction of illicit behavior and subsequent criminal involvement and use the principles of life course theory and social ecological framework to explore associations between what is criminalized and health outcomes. The course will also describe the impact of criminalization on emerging health policy and introduce public health tools needed to address these challenges.
This course examines the public health implications of mass incarceration in the US. Using a public health prevention framework, students will investigate the intersection of the criminal justice system with health outcomes. Students will identify alternative strategies grounded in public health, social justice and human rights principles to create healthier communities.
This course presents classic project management concepts and methods, applicable to research, public health, healthcare, information science and other team projects, with an aim to develop a toolbox of strategies to effectively manage projects using globally accepted theoretical frameworks; practice is gained via assignments, cases, lectures, and course project.
This is an applied service-based course in public health leadership. Students will engage with community-based partners to co-design and develop evidence-driven interventions that will strengthen collaborative infrastructure needed to address Social Determinants of Health.
This course is designed to gain a deeper insight into their own and others' leadership styles, behaviors, and emotional intelligence. Students will engage in a day-long active-learning workshop every other week and access videos, readings and assignments online. Students will engage with the instructor and peers in person via reflection journals, large and small group activities, leadership assessments. Students will produce a leadership development plan and generate a set of professional goals.
Course will introduce students to leadership theories and research, provide a context for leadership in public health, and help students learn core leadership skills.
This course bridges coursework and knowledge gained in health inequities with applied practice. Each semester, a specific health inequity and/or social determinant of health will be chosen based on current events. Students will hear from practitioners about how this issue affects public health on-the-ground as well as: participate in related service-learning projects with community/practitioner partners during Spring Break, incorporate reflection-in-action into activities and reflection-on-action to identify how they will incorporate lessons learned into future work.
Admission to SPH graduate program required for course enrollment. Course experience will involve medicine, nursing, pharmacy, and social work students engaging together to learn skills and knowledge to apply population health principles. Key themes include inter-professional collaboration and teamwork, identification and stratification of populations-at-risk, and discussion of evidence-based care planning/coordination.
This inter-professional field-based course offers opportunities to engage with students from medicine, nursing, pharmacy, and social work to learn skills and knowledge to apply population health principles in a primary healthcare setting. Students will work on team-based projects in primary care settings.
The practicum or field experience is intended to provide the student an opportunity to integrate course work in a new or different type of health-related setting. This experience will be completed after most regular course work. The practicum cannot be only an observational experience.
Permission of the instructor. A major paper on a problem relevant to public health practice. This study may extend over more than one semester. Credit is assigned accordingly.