Biostatistics

Biostatistics (choose one series)
Course Credits On-site Online

140.611-612 – Statistical Reasoning in Public Health I-II
6 SI, 1st, 2nd 1st, 2nd
Provides conceptual understanding of statistical ideas and
methods; limited calculations.
140.621-623 – Statistical Methods in Public Health I-III
12 1st, 2nd, 3rd No
Covers statistical concepts and calculations for data analysis;
develops statistical computing skills.
140.651-654 – Methods in Biostatistics I-IV
1st, 2nd, 3rd,
16 No
Presents statistical methods for advanced students. Requires 4th
knowledge of calculus/linear algebra.
Course Catalog
140.611-612
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Total Results: 4 Advanced Search in Student Information System (SIS)
Biostatistics
1st
 140.611.01 Statistical Reasoning in Public Health I (3 credits)

2nd
Summer Inst.
140.611.01 Statistical Reasoning in Public

Health I
Department:
Biostatistics
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 10:30 - 11:50am
Auditors Allowed:
Yes, with instructor consent
Grading Restriction:
Letter Grade or Pass/Fail
Contact:
John McGready
Course Instructor:
 John McGready
Resources:
 CoursePlus
Description:
Provides students with a broad overview of biostatistical methods and concepts used in
the public health sciences. Emphasizes the interpretation and conceptual foundations of
statistical estimation and inference.
Learning Objectives:
Upon successfully completing this course, students will be able to:
1. Provide examples of different types of data arising in public health studies

2. Interpret differences in data distributions via visual displays
3. Calculate and interpret confidence intervals for population means and proportions
and incident rates using data from single samples
4. Compute the mean difference and explain why a mean difference can be used to
quantify differences in a continuous measure between two samples (and
ultimately two populations)
5. Compute risk differences, relative risks and odds ratio
6. Compare, contrast, and interpret relative risks and odds ratios when comparing
binary outcomes between two populations
7. Compute incidence rates and incidence rate ratios
8. Construct, and interpret, Kaplan-Meier estimates of the survival function that
describes the "survival experience" of a cohort of subjects
9. Explain and unify the concept of a confidence interval whether it be for a single
population quantity, or a comparison of populations
10. Perform hypothesis tests for populations comparisons and interpret the resulting
p-values
Methods of Assessment:
Homework Assignments and Quizzes
Enrollment Restriction:
Limited to degree candidates in SPH and students in the joint MSN/MPH program
Instructor Consent:
No consent required
Special Comments:
Course materials fee is $30.00.

Health I
Department:
Biostatistics
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
John McGready
Course Instructor:
 John McGready
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning.
Description:

p-values
Method of student evaluation based on homework assignments, quizzes and a final exam.
Instructor Consent:
Consent required for some students
Consent Note:
non-degree seeking students need instructor's consent
For consent, contact:
jmcgrea1@jhu.edu

Health I
Department:
Biostatistics
Term:
2nd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
India
Auditors Allowed:
Contact:
Felicity Turner
Resources:
 CoursePlus
Description:

p-values
Assignment, mid-term and final examinations
Instructor Consent:
No consent required

Health I
Department:
Biostatistics
Term:
Summer Inst. term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/13/2016 - Wed 06/22/2016
Class Times:
 M Tu W Th F, 1:30 - 5:00pm
Auditors Allowed:
No
Contact:
Daniel Obeng
Course Instructor:
 Daniel Obeng
Resources:
 CoursePlus
Description:

p-values
Exams
Instructor Consent:
No consent required
Course Catalog
140.621-623
Reset
Biostatistics
1st
 140.621.01 Statistical Methods in Public Health I (4 credits)

 140.621.02 Statistical Methods in Public Health I (4 credits)
140.621.01 Statistical Methods in Public

Health I
Department:
Biostatistics
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 10:30 - 11:50am
Lab Times:
 Monday, 1:30 - 3:00pm (01)
 Tuesday, 1:30 - 3:00pm (02)
 Wednesday, 1:30 - 3:00pm (03)
 Thursday, 1:30 - 3:00pm (04)
 Friday, 1:30 - 3:00pm (05)
 Monday, 3:30 - 5:00pm (06)
 Tuesday, 3:30 - 5:00pm (07)
 Wednesday, 3:30 - 5:00pm (08)
 Thursday, 3:30 - 5:00pm (09)
Auditors Allowed:
Contact:
Marie Diener-West
Course Instructors:
 Marie Diener-West
 Karen Bandeen-Roche
Resources:
 CoursePlus
Description:
Introduces the basic concepts and methods of statistics as applied to diverse problems in
public health and medicine. Demonstrates methods of exploring, organizing, and
presenting data, and introduces fundamentals of probability, including probability
distributions and conditional probability, with applications to 2x2 tables. Presents the
foundations of statistical inference, including concepts of population, sample parameter,
and estimate; and approaches to inferences using the likelihood function, confidence
intervals, and hypothesis tests. Introduces and employs the statistical computing package,
STATA, to manipulate data and prepare students for remaining course work in
this sequence.
1. Use statistical reasoning to formulate public health questions in quantitative terms

within the scientific method.
2. Design and interpret graphical and tabular displays of statistical information,
including stem and leaf plots, box plots, Q-Q plots and frequency tables.
3. Distinguish probability models (binomial, Poisson, and Gaussian) for describing
trends and random variation in public health data.
4. Use stratification to eliminate the influence of a possible confounding variable in
a study of the association between a risk factor and outcome.
5. Use bootstrapping to construct confidence intervals and interpret them in a
scientific context.
6. Explain the implications of the Central Limit Theorem in determining the
sampling distributions of sample statistics.
7. Use sampling distribution theory for a single sample mean, difference between
two sample means, paired mean difference, single sample proportion, and
difference between two sample proportions for statistical inference.
8. Employ statistical methods for inference, including tests and confidence intervals,
to draw public health inferences from data.
9. Use the Stata statistical analysis package to construct tables and graphs and
perform statistical methods for inference.
Student evaluation based on problem sets and exams.
For MPH, DrPH, "special students" and MSPH degree candidates
Instructor Consent:
Consent Note:
Consent Required for non-PH students
mdiener@jhsph.edu
Special Comments:
One 90-minute lab per week, lab is 140.921. As soon as you register for the course,
please also register for one section of 140.921. Course Materials Fee is $40.00.
140.621.02 Statistical Methods in Public
Health I
Department:
Biostatistics
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 10:30 - 11:50am
Lab Times:
 Monday, 1:30 - 3:00pm (01)
 Tuesday, 1:30 - 3:00pm (02)
 Wednesday, 1:30 - 3:00pm (03)
 Thursday, 1:30 - 3:00pm (04)
 Friday, 1:30 - 3:00pm (05)
 Monday, 3:30 - 5:00pm (06)
 Tuesday, 3:30 - 5:00pm (07)
 Wednesday, 3:30 - 5:00pm (08)
 Thursday, 3:30 - 5:00pm (09)
Auditors Allowed:
Contact:
Karen Bandeen-Roche
Course Instructors:
 Karen Bandeen-Roche
 Marie Diener-West
Resources:
 CoursePlus
Description:
Introduces the basic concepts and methods of statistics as applied to diverse problems in
public health and medicine. Demonstrates methods of exploring, organizing, and
presenting data, and introduces fundamentals of probability, including probability
distributions and conditional probability, with applications to 2x2 tables. Presents the
foundations of statistical inference, including concepts of population, sample parameter,
and estimate; and approaches to inferences using the likelihood function, confidence
intervals, and hypothesis tests. Introduces and employs the statistical computing package,
STATA, to manipulate data and prepare students for remaining course work in
this sequence.
1. Use statistical reasoning to formulate public health questions in quantitative terms

within the scientific method.
2. Design and interpret graphical and tabular displays of statistical information,
including stem and leaf plots, box plots, Q-Q plots and frequency tables.
3. Distinguish probability models (binomial, Poisson, and Gaussian) for describing
trends and random variation in public health data.
4. Use stratification to eliminate the influence of a possible confounding variable in
a study of the association between a risk factor and outcome.
5. Use bootstrapping to construct confidence intervals and interpret them in a
scientific context.
6. Explain the implications of the Central Limit Theorem in determining the
sampling distributions of sample statistics.
7. Use sampling distribution theory for a single sample mean, difference between
two sample means, paired mean difference, single sample proportion, and
difference between two sample proportions for statistical inference.
8. Employ statistical methods for inference, including tests and confidence intervals,
to draw public health inferences from data.
9. Use the Stata statistical analysis package to construct tables and graphs and
perform statistical methods for inference.
Student evaluation based on problem sets and exams.
For PhD, ScD, ScM and MHS degree candidates
Instructor Consent:
Consent Note:
Consent of instructor required for non-PH students
kbandeen@jhsph.edu
Special Comments:
One 90-minute lab per week, lab is 140.921. As soon as you register for the course,
please also register for one section of 140.921. Course Materials Fee is $40.00.
Course Catalog
140.651-654
Reset
Biostatistics
1st
 140.651.01 Methods in Biostatistics I (4 credits)
140.651.01 Methods in Biostatistics I

Department:
Biostatistics
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 10:30 - 11:50am
Lab Times:
 Tuesday, 1:30 - 2:20pm (01)
 Wednesday, 3:00 - 3:50pm (02)
Auditors Allowed:
Contact:
Ciprian Crainiceanu
Course Instructor:
 Ciprian Crainiceanu
Resources:
 CoursePlus
Prerequisite:
Working knowledge of calculus and linear algebra
Description:
Presents fundamental concepts in applied probability, exploratory data analysis, and

statistical inference, focusing on probability and analysis of one and two samples. Topics
include discrete and continuous probability models; expectation and variance; central
limit theorem; inference, including hypothesis testing and confidence for means,
proportions, and counts; maximum likelihood estimation; sample size determinations;
elementary non-parametric methods; graphical displays; and data transformations.
1. Discuss core applied statistical concepts and methods

2. Discuss the display and communication of statistical data
3. List the distinctions between the fundamental paradigms underlying statistical
methodology
4. Identify the basics of maximum likelihood
5. Identify the basics of frequentist methods: hypothesis testing, confidence intervals
6. Identify basic Bayesian techniques, interpretation and prior specification
7. Discuss the creation and interpretation of P values
8. Describe estimation, testing and interpretation for single group summaries such as
means, medians, variances, correlations and rates
9. Describe estimation, testing and interpretation for two group comparisons such as
odds ratios, relative risks and risk differences
10. Describe the basic concepts of ANOVA
Student evaluation based on several problem sets and one exam each term.
Instructor Consent:
No consent required
Special Comments:
Students will choose one lab time: Tuesday 1:30-2:20 OR Wednesday 3-3:50.
Epidemiology (choose one)

340.601 – Principles of Epidemiology 5 Summer, SI
340.721 – Epidemiologic Inference in Public Health I 5 1st 3rd
Course Catalog
340.601
Reset
Epidemiology
2nd
 340.601.94 Principles of Epidemiology (5 credits)
Summer

Summer Inst.
340.601.94 Principles of Epidemiology

Department:
Epidemiology
Term:
2nd term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
India
Auditors Allowed:
Contact:
Shivam Gupta
Course Instructor:
 Shivam Gupta
Resources:
 CoursePlus
Description:
Introduces principles and methods of epidemiologic investigation of infectious and

noninfectious diseases. Illustrates methods by which studies of the distribution and
dynamic behavior of disease in a population can contribute to an understanding of
etiologic factors, modes of transmission, and pathogenesis. Presents different types of
study design, including randomized trials, case-control and cohort studies, risk estimation
and causal inferences. Demonstrates the relationship between epidemiology and the
development of policy. Laboratory problems provide experience in epidemiologic
methods and inferences, illustrating a common-vehicle epidemic; the spread of infectious
disease in school, home, and community; epidemiological aspects of a noninfectious
disease; vaccination; the epidemiological approach to health services evaluation; rates of
morbidity and mortality; sensitivity and specificity; and life table methods. No
auditors permitted.
1. Describe basic epidemiologic methods and study design

2. Critically review published epidemiologic papers and assess the validity of their
design and their inferences
3. Explain the role of epidemiologic methods in uncovering the etiology of disease
and other health states in order to prevent disease and improve health
4. Identify the place of epidemiology in outbreak investigation and surveillance
5. Explain how epidemiologic methods are used in evaluating screening programs
and health interventions, and in the development of health policy
Student evaluation based on mid-term and final exams.
MPH / IIHMR program participants only
Instructor Consent:
No consent required
Special Comments:
Course is held in India at the India Institute of Health Management Research.

Department:
Epidemiology
Term:
Summer term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W F, 8:30 - 9:20am
Lab Times:
 M W F, 10:00am - 12:00pm (01)
 M W F, 10:00am - 12:00pm (02)
 M W F, 10:00am - 12:00pm (03)
 M W F, 10:00am - 12:00pm (04)
Auditors Allowed:
No
Contact:
Allyn Arnold
Course Instructor:
 Rosa Crum
Resources:
 CoursePlus
Description:

auditors permitted.

MPH students only
Instructor Consent:
No consent required

Department:
Epidemiology
Term:
Summer Inst. term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/13/2016 - Fri 07/01/2016
Class Times:
 M Tu W Th F, 8:00 - 9:50am
Lab Times:
 M Tu W Th F Sa, 10:00 - 11:50am (01)
Note:
lab meets Monday through Friday and one Saturday (6/18), 10am-noon, students are
assigned a lab room and do not register for labs through ISIS (340.901.11)
 M Tu W Th F Sa, 10:00 - 11:50am (02)
Note:
lab meets Monday through Friday and one Saturday (6/18), 10am-noon, students are
assigned a lab room and do not register for labs through ISIS (340.901.11)
Auditors Allowed:
No
Contact:
Lechaim Naggan
Course Instructor:
 Lechaim Naggan
Resources:
 CoursePlus
Description:

auditors permitted.

Instructor Consent:
No consent required
Special Comments:
One Saturday session, (6/21), 8:30-noon.
Course Catalog
340.721
Reset
Epidemiology
1st
 340.721.60 Epidemiologic Inference in Public Health I (5 credits)
3rd
 340.721.81 Epidemiologic Inference in Public Health I (5 credits)
340.721.60 Epidemiologic Inference in Public

Health I
Department:
Epidemiology
Term:
1st term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 10:30 - 11:20am
Lab Times:
 Monday, 8:30 - 10:00am (01)
 Monday, 8:30 - 10:00am (02)
 Monday, 8:30 - 10:00am (03)
 Wednesday, 8:30 - 10:00am (04)
 Wednesday, 8:30 - 10:00am (05)
 Wednesday, 8:30 - 10:00am (06)
Auditors Allowed:
No
Contact:
Allyn Arnold
Course Instructors:
 David Celentano
 Elizabeth Platz
 Jennifer Deal
Resources:
 CoursePlus
Prerequisite:
None
Description:
Introduces principles and methods of epidemiologic investigation of disease and other

health states. Presents different types of study designs, including randomized trials,
cohort and case-control studies; measurement of exposures and outcomes; risk
estimation; surveillance; program evaluation; and causal inference. Links epidemiologic
inferences with the development of policy. Activities provide experience in applying
epidemiologic methods, interpreting findings, and drawing inferences.
1. Define epidemiology, describe how it is used in public health, and recognize how
exposure, disease and health states may vary based on person, place and time
2. Identify, calculate and interpret measures of disease frequency, validity and
reliability, and associations (relative and absolute) as appropriate to the research
question and study design
3. Describe and compare and contrast the strengths and weaknesses (biases) of
epidemiologic study designs, including ecologic, cross-sectional, case-control,
cohort, and clinical trials
4. Explain the role of epidemiologic methods and inferences in determining the
etiology of disease and other health states (e.g., aging, injury, mental health) in
preventing disease and improving health
5. Summarize how epidemiologic methods and inferences are used in public health
practice, including in conducting outbreak investigation and surveillance,
evaluating screening programs and health interventions, and in developing health
and environmental policy
Assignments 50%; Mid-term Examination 25%; Final Examination 25%
Instructor Consent:
No consent required
Special Comments:
This class blends traditional classroom time and outside-of-class activities with a
corresponding reduction in class sessions. This class will meet 2 times per week. Students
are expected to spend 1.25 hours per week on class work, in addition to
regular homework.
340.721.81 Epidemiologic Inference in Public

Health I
Department:
Epidemiology
Term:
3rd term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Jennifer Deal
Course Instructors:
 Jennifer Deal
 Li-Ching Lee
 David Celentano
 Elizabeth Platz
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning is required prior to participating in any of the School's

Internet-based courses.
Description:
Introduces principles and methods of epidemiologic investigation of disease and other

health states. Presents different types of study designs, including randomized trials,
cohort and case-control studies; measurement of exposures and outcomes; risk
estimation; surveillance; program evaluation; and causal inference. Links epidemiologic
inferences with the development of policy. Activities provide experience in applying
epidemiologic methods, interpreting findings, and drawing inferences.
1. Define epidemiology, describe how it is used in public health, and recognize how
exposure, disease and health states may vary based on person, place and time
2. Identify, calculate and interpret measures of disease frequency, validity and
reliability, and associations (relative and absolute) as appropriate to the research
question and study design
3. Describe and compare and contrast the strengths and weaknesses (biases) of
epidemiologic study designs, including ecologic, cross-sectional, case-control,
cohort, and clinical trials
4. Explain the role of epidemiologic methods in determining the etiology of disease
and other health states (e.g., aging, injury, mental health) in preventing disease
and improving health
5. Summarize how epidemiologic methods are used in public health practice,
including in conducting outbreak investigation and surveillance, evaluating
screening programs and health interventions, and in developing health and
environmental policy
Assignments 50%; Mid-term Examination 25%; Final Examination 25%
Instructor Consent:
No consent required
Special Comments:
Course replaces 550.694.81 and 550.695.81. Students who have completed 340.601 or
550.694 and 550.695 should not need to take this course.
Social & Behavioral Sciences (choose at least one)

221.688 – Social and Behavioral Foundations of Primary Health
4 No Summer, 3rd
Care
224.689 – Health Behavior Change at the Individual, Household
4 2nd No
and Community Levels
330.661 – Social, Psychological and Developmental Processes in
3 3rd No
the Etiology of Mental Disorders
380.604 – Life Course Perspectives on Health 4 1st 1st
410.600 – Fundamentals of Health, Behavior & Society 4 1st No
410.613 – Psychosocial Factors in Health and Illness 3 3rd No
410.614 – A New View: Improving Public Health through
4 SI No
Innovative Social and Behavioral Tools and Approaches
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 &
4 2nd, WI No
Practice
410.651 – Health Literacy: Challenges and Strategies for Effective
3 3rd No
Communication
NR110.589 – Human Development Across the Lifespan (for
- SON SON
MSN/MPH students only)
Course Catalog
221.688
Reset
International Health
3rd
 221.688.81 Social and Behavioral Foundations of Primary Health Care (4 credits)
Summer
 221.688.81 Social and Behavioral Foundations of Primary Health Care (4 credits)
221.688.81 Social and Behavioral

Foundations of Primary Health Care
Department:
Term:
3rd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
William Brieger
Course Instructor:
 William Brieger
Resources:
 CoursePlus
Prerequisite:
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.
1. 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 discuss individual,
social network, organizational, community, and policy-maker behaviors
associated with the planning, implementation, evaluation, and maintenance of
community-based 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
Quizzes: 10%
Interactive Discussion: 32%
Lab Assignments: 58%
Instructor Consent:
No consent required
221.688.81 Social and Behavioral

Foundations of Primary Health Care
Department:
Term:
Summer term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
William Brieger
Course Instructor:
 William Brieger
Resources:
 CoursePlus
Prerequisite:

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.
1. 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 discuss individual,
social network, organizational, community, and policy-maker behaviors
associated with the planning, implementation, evaluation, and maintenance of
community-based 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
Quizzes: 10%
Interactive Discussion: 32%
Lab Assignments: 58%
Instructor Consent:
No consent required
Course Catalog
224.689
Reset
2nd
 224.689.01 Health Behavior Change at the Individual, Household and Community Levels
(4 credits)
224.689.01 Health Behavior Change at the

Individual, Household and
Community Levels
Department:
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 8:30 - 10:20am
Auditors Allowed:
Contact:
Peter Winch
Course Instructors:
 Peter Winch
 Julie Denison
Resources:
 CoursePlus
Description:
Provides students with conceptual tools to analyze health-related behaviors and the
social, cultural and environmental context in which they occur. Draws concepts and
theories from medical anthropology, psychology and sociology are applied 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.
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. Dscribe psychological and anthropological perspectives on risk perceptions, and
models of diffusion of innovations and influence of the mass media and apply to
scenarios
4. Be familiar with basic terminology for describing households, kinship systems,
communities and social capital and identify their significance for public health
interventions
5. Recognize the basic components of the intervention modalities, including Social
Marketing, 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
scenarios
Evaluation is based on submission of two written assignments (70%), completion of

online quizzes (5%) and a final in-class examination (25%).
The two written assignments are all part of one larger project:
A1: Defining the behavior and the population (30%)
A2: Applying theory and outlining an intervention concept (40%)
No enrollment restrictions
Instructor Consent:
No consent required
Course Catalog
330.661
Reset
Mental Health
3rd
 330.661.01 Social, Psychological, and Developmental Processes in the Etiology of

Mental Disorders (3 credits)
330.661.01 Social, Psychological, and

Developmental Processes in the Etiology of
Mental Disorders
Department:
Mental Health
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 2:50pm
Auditors Allowed:
Contact:
George Rebok
Course Instructor:
 George Rebok
Resources:
 CoursePlus
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.
1. Describe the leading social, psychological, and developmental theories that serve
as the foundation for public mental health research
2. Develop skills that will help them critically evaluate mental health research from
multiple theoretical perspectives
3. Draw upon these theories to support their own mental health or services research
(e.g., dissertations, grant applications)
Class participation/attendance = 10%; Two critical analysis papers = 40%; Final Exam =
50%
Instructor Consent:
Consent required for all students
Consent Note:
Consent required of undergraduates.
grebok@jhsph.edu
Course Catalog
380.604
Reset
Population, Family and Reproductive Health

1st
 380.604.01 Life Course Perspectives On Health (4 credits)

 380.604.81 Life Course Perspectives On Health (4 credits)
380.604.01 Life Course Perspectives

On Health
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
No
Contact:
Robert Blum
Course Instructors:
 Robert Blum
 M. E. Hughes
Resources:
 CoursePlus
Description:
Teaches students to frame public health issues using a multilevel, life course perspective.
Provides a conceptual framework with which to understand the development of health
over time and the interrelated effects of biological, psychological, and social factors on
health. Elaborates and illustrates the framework by considering health in specific life
stages, highlighting multilevel, life course influences on health, processes by which social
influences “get under the skin”, and multilevel, life course approaches to research and
practice. Students create a conceptual framework illustrating the application of the
framework to a public health outcome their choice.
1. Explain the foundations of a multilevel life course approach to health

determinants
2. Identify the elements of an effective conceptual framework
3. Discuss key health influences over the life course and the pathways and processes
by which these influences shape health
4. Describe examples of health interventions informed by a multilevel life course
perspective
5. Create a conceptual framework that communicates a multilevel life course
perspective on a specific public health outcome
6. Analyze the advantages, disadvantages, and challenges of applying a multilevel
life course perspective to a specific public health outcome.
Student evaluation on written comments about assigned readings (posted to wiki),

participation in Live Talks, and the development of a conceptual framework illustrating a
multilevel, life course perspective on a public health outcome of the student’s choice.
Instructor Consent:
No consent required
Special Comments:
Students must have instructor's permission to enroll in the class after the first week of
the term.
380.604.81 Life Course Perspectives

On Health
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Robert Blum
Course Instructors:
 Robert Blum
 M. E. Hughes
Resources:
 CoursePlus
Prerequisite:
Description:
Teaches students to frame public health issues using a multilevel, life course perspective.
Provides a conceptual framework with which to understand the development of health
over time and the interrelated effects of biological, psychological, and social factors on
health. Elaborates and illustrates the framework by considering health in specific life
stages, highlighting multilevel, life course influences on health, processes by which social
influences “get under the skin”, and multilevel, life course approaches to research and
practice. Students create a conceptual framework illustrating the application of the
framework to a public health outcome their choice.
1. Explain the foundations of a multilevel life course approach to health

determinants
2. Identify the elements of an effective conceptual framework
3. Discuss key health influences over the life course and the pathways and processes
by which these influences shape health
4. Describe examples of health interventions informed by a multilevel life course
perspective
5. Create a conceptual framework that communicates a multilevel life course
perspective on a specific public health outcome
6. Analyze the advantages, disadvantages, and challenges of applying a multilevel
life course perspective to a specific public health outcome.
Student evaluation based on three assignments and class participation.
Instructor Consent:
No consent required
Special Comments:
Students must have instructor's permission to enroll in the class after the first week of
the term.
Health Behavior and Society
1st
 410.600.01 Fundamentals of Health, Behavior and Society (4 credits)
410.600.01 Fundamentals of Health, Behavior

and Society
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 3:30 - 5:20pm
Auditors Allowed:
No
Contact:
Margaret Ensminger
Course Instructors:
 Margaret Ensminger
 Jill Owczarzak
Resources:
 CoursePlus
Description:
Introduces students to a social ecological [and a life course] perspective of population

health. Challenges students to address societal and structural forces such as
socioeconomic position, racial and ethnic and gender sources of inequality as well as
interpersonal processes reflected in norms, networks, and social capital. Focuses on
behavior, communication, decision-making, and health outcomes at the individual, family
and community level. Applies these social and behavioral perspectives to a better
understanding of health problems and prepares students to develop 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.
1. Identify basic theories, concepts, and models from a range of social and
behavioral science disciplines that are used in public health research and practice.
2. Describe the socioecological perspective and how social and behavioral factors
affect health outcomes and public health responses.
3. Summarize public health research literature and explain how a study’s theoretical
framework, methods, and findings fit within a socioecological perspective.
4. Use the socioecological model and its underlying theoretical perspectives to
identify and explain multiple determinants of health and their influences on health
and health behavior.
5. Compare how different theories and levels from the socioecological model shape
our understanding of public health problems and their solutions.
6. Evaluate public health interventions to identify their theoretical foundations and
assess how they address health determinants outlined by the socioecological
model.
Journal club discussion and presentation: 15%; In-class discussion activities and
CoursePlus discussion forum posts: 15%; individual learning summaries: 45%; final
intervention paper: 25%
Graduate students
Instructor Consent:
No consent required
Course Catalog
410.613
Reset

3rd
 410.613.01 Psychosocial Factors in Health and Illness (3 credits)
410.613.01 Psychosocial Factors in Health

and Illness
Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 2:50pm
Course Instructor:
 Carl Latkin
Resources:
 CoursePlus
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.

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
7. Develop conceptual models of behavior change
Final project, small assignments, and tests
Instructor Consent:
No consent required

Summer Inst.
 410.614.11 A New View: Improving Public Health Through Innovative Social and
Behavioral Tools and Approaches (4 credits)
410.614.11 A New View: Improving Public

Health Through Innovative Social and
Behavioral Tools and Approaches
Department:
Term:
Summer Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/20/2016 - Thu 06/23/2016
Class Times:
 M Tu W Th, 9:00am - 5:00pm
Auditors Allowed:
Contact:
Paul Gaist
Course Instructor:
 Paul Gaist
Resources:
 CoursePlus
Description:
Emphasizes real world integrative thinking, tools, and solutions in the pursuit of
improving public health in the U.S. and internationally. Presents a global, multifaceted
examination of health and illness, exploring the many factors that influence - or even
determine - whether we remain healthy or become ill. Using biopsychosocial and
environmental/ecological perspectives, explores the most prevalent diseases and health
challenges confronting us today. Presents emerging views of health and illness being used
in research, program and policy arenas. Examines factors such as socioeconomic status,
ethnicity, stress, stigma, social support, coping, and politico-cultural influences through
an array of contemporary issues, including: obesity, HIV/AIDS, women's health,
bioterrorism, environmental public health, mental health and others. Presents innovative
social and behavioral perspectives, tools and approaches.
1. Both assess and improve public health

2. Identify and discuss the major factors influencing health and public health today
3. Explain and apply how systems thinking and multi-dimensional frameworks are
new and effective public health approaches
4. At a basic level, identify, construct and/or deconstruct such systems and
frameworks
5. Outline and develop improved research, program and/or policy formulations
designed to address contemporary public health issues through the perspectives,
tools and approaches introduced in this course
Student evaluation based on paper
Instructor Consent:
No consent required
Course Catalog
410.616
Reset

Summer Inst.
 410.616.11 Social and Behavioral Aspects of Public Health (4 credits)
410.616.11 Social and Behavioral Aspects of

Public Health
Department:
Term:
Summer Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/06/2016 - Fri 06/17/2016
Class Times:
 M Tu W Th F, 1:30 - 5:00pm
Auditors Allowed:
Contact:
Michelle Kaufman
Course Instructor:
 Michelle Kaufman
Resources:
 CoursePlus
Description:
Lectures, readings and small group discussions examine the impact of social and
behavioral factors on health and what can be done to influence them. The first half covers
major social factors influencing health and behavior; the second outlines modes of
interventions used in the prevention of disease and injury at a variety of levels.
1. Recognize the role of social and behavioral factors in shaping global mortality
and morbidity
2. Apply an ecological perspective to health problems
3. Display basic literacy with key concepts of social and behavioral aspects of public
health: culture, race/ethnicity, gender, sexuality, poverty/disparities, factors related
to individual behavior change, community empowerment and structural policy
change
4. Identify and critque individual versus environmental approaches to health
5. Make a case for the importance of focusing on social and behavioral factors as
part of a comprehensive public health strategy
Student evaluation based on a take-home midterm and a final paper.
Instructor Consent:
No consent required
Course Catalog
410.620
Reset
1st
 410.620.01 Program Planning for Health Behavior Change (3 credits)
4th
Winter Inst.
410.620.01 Program Planning for Health

Behavior Change
Department:
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 1:30 - 2:50pm
Auditors Allowed:
Contact:
Vanya Jones
Course Instructors:
 Vanya Jones
 Ryan Kennedy
Resources:
 CoursePlus
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.
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
4. Demonstrate skills in planning a health behavior change program by successfully
completing a written needs assessment
Quizzes: 45%; Written Assignment: 45%; Participation: 10%
Instructor Consent:
No consent required

Behavior Change
Department:
Term:
4th term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Andrea Gielen
Course Instructor:
 Andrea Gielen
Resources:
 CoursePlus
Prerequisite:
Description:
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.

problems
Quizzes: 45%; Written Assignment: 45%; Participation: 10%

Instructor Consent:
No consent required

Behavior Change
Department:
Term:
Winter Inst. term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 01/09/2017 - Fri 01/13/2017
Class Times:
 M Tu W Th F, 8:00 - 11:50am
Auditors Allowed:
Contact:
Jones, Vanya
Course Instructor:
 Vanya Jones
Resources:
 CoursePlus
Description:
addressing them. Prepares students to use planning frameworks (PRECEDE/PROCEED
and Social Marketing) for conducting needs assessments and designing and evaluating
health promotion programs. Introduce theories of health behavior change at the individual
and community levels and illustrate the applications to health behavior change
intervention. Presents examples of health education and health promotion programs from
health care, school, and community settings.

problems
Student evaluation based on class participation, two assignments in identifying

components of a needs assessment and program plan, and a final exam.
Instructor Consent:
No consent required
Course Catalog
410.650
Reset

2nd
 410.650.01 Introduction to Persuasive Communications: Theories and Practice (4 credits)
Winter Inst.
 410.650.13 Introduction to Persuasive Communications: Theories and Practice (4 credits)

410.650.01 Introduction to Persuasive
Communications: Theories and Practice
Department:
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
Contact:
Meghan Moran
Course Instructor:
 Meghan Moran
Resources:
 CoursePlus
Prerequisite:
Previous course in psychology, preferably social psychology, required of undergraduates
Description:
Examines and interrogates theories of persuasion using lectures, discussions, readings,

and assignments so that these theories can be applied to health behavior change
interventions. Presents psychological, social, and environmental theories of persuasion as
they relate to health behavior. Examines the theoretical underpinnings of persuasive
health behavior change interventions. Addresses the strengths and challenges of applying
persuasive communication theory to complex health issues. Emphasizes the role of theory
in the design, implementation and evaluation of health behavior change interventions.
1. Explain the features, constructs, and core assumptions of each of the theories
covered in the course
2. Use the theories covered in the course for the design, implementation, and
evaluation of health behavior change interventions
3. Compare and contrast the utility of different theories of persuasion for use in
different types of behavior change interventions
4. Identify which theories of persuasion are being used when given examples of
persuasive health behavior change interventions
Weekly online quizzes: 40% (5% each); two 6-7 page written assignments: 50% (25%
each); one 2-3 page written assignment: 10%
Instructor Consent:
No consent required
410.650.13 Introduction to Persuasive

Communications: Theories and Practice
Department:
Term:
Winter Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 01/09/2017 - Fri 01/20/2017
Class Times:
 M Tu W Th F, 1:30 - 4:50pm
Auditors Allowed:
Contact:
Meghan Moran
Course Instructor:
 Meghan Moran
Resources:
 CoursePlus
Description:
Examines and interrogates theories of persuasion using lectures, discussions, readings,

and assignments so that these theories can be applied to health behavior change
interventions. Presents psychological, social, and environmental theories of persuasion as
they relate to health behavior. Examines the theoretical underpinnings of persuasive
health behavior change interventions. Addresses the strengths and challenges of applying
persuasive communication theory to complex health issues. Emphasizes the role of theory
in the design, implementation and evaluation of health behavior change interventions.
1. Explain the features, constructs, and core assumptions of each of the theories
covered in the course
2. Use the theories covered in the course for the design, implementation, and
evaluation of health behavior change interventions
3. Compare and contrast the utility of different theories of persuasion for use in
different types of behavior change interventions
4. Identify which theories of persuasion are being used when given examples of
persuasive health behavior change interventions
Quizzes: 40%; Article discussion and review: 20%; In class workshops: 10%; Term
paper: 30%
Instructor Consent:
No consent required

3rd
 410.651.01 Health Literacy: Challenges and Strategies for Effective Communication (3
credits)
410.651.01 Health Literacy: Challenges and

Strategies for Effective Communication
Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 3:30 - 4:50pm
Auditors Allowed:
Contact:
Debra Roter
Course Instructor:
 Debra Roter
Resources:
 CoursePlus
Description:
Functional health literacy deficits are widespread and represent a significant challenge to
the health of the public and the delivery of quality health care. Address of these deficits is
not dependent on more formal education but in conveying health information in a
meaningful, actionable and accessible manner to individuals with poor literacy skills.
This course will help students appreciate the literacy demand challenges presented in
common print-based, web-based and face to face communication during health
encounters and approaches to their amelioration.
Introduces the broad areas of literacy and health literacy. Discusses approaches to the
assessment of key health literacy skills linked to behavioral and health outcomes.
Prepares students to create and evaluate print-based health education materials suitable
for low literate audiences. Introduces frameworks suitable for literacy assessment of web-
based health information and oral literacy demand of medical encounters.
1. Discuss the common definitions and measures of literacy, functional literacy and
health literacy in the U.S. and worldwide, and the consequences of literacy
deficits for patient empowerment, health-related behaviors and health outcomes.
2. Describe the nature of the literacy environment and key attributes of literate
health care organizations
3. Develop skill in producing and evaluating health education materials suitable for
users with restricted literacy skills
4. Develop skill in evaluating the suitability of websites for users with restricted
literacy
5. Critically assess health information presented through advertising, news and
entertainment and how it is perceived across the literacy continuum.
Participate on the course discussion forum - 10%; complete the NIH.gov Plain Language
module - 5%; Submit Health Literacy Scan after walk through lab - 15%; Develop and
critically evaluate the suitability of a 2-page health education leaflet - 35%; Conduct a
suitability analysis of a set of websites targeting an audience with restricted literacy on a
topic of your choice - 35%.
Instructor Consent:
No consent required
Public Health Practice (complete before beginning practicum)

300.615 – The Tools of Public Health Practice &

1 No Summer, 3rd
Decision Making
HEALTH POLICY AND MANAGEMENT

3rd
 300.615.81 The Tools of Public Health Practice (1 credit)
Summer
 300.615.81 The Tools of Public Health Practice (1 credit)
300.615.81 The Tools of Public

Health Practice
Department:
Health Policy and Management
Term:
3rd term
Credits:
1 credit
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Robin Dranbauer
Course Instructor:
 Beth A. Resnick
Resources:
 CoursePlus
Prerequisite:
Description:
Introduces the core functions of public health and the core competencies for public
health professionals. Students assess their strengths, as well as academic and
professional goals. Presents case studies to raise student awareness of and
potential problem solving approaches to many present day public health practice
challenges including management and personnel decision-making, cultural
sensitivity, communicating with the media, outbreak and emergency response.
Familiarizes students with the core competencies and encourages development
through courses, the public health practicum, and future career advancement.
1. Identify the importance of the core functions, problem solving approaches,
and public health workforce competencies to address real world public health
problems
2. Conduct a self-assessment to determine personal strengths and
weaknesses, and goals for competency development
3. Gain a foundation to prepare for your practicum, as well as for personal
career advancement and development
Class participation (30%) (viewing course lectures and participating in the LiveTalk)
and submission of the public health workforce competency self-assessment (70%)
undergraduate and interdivisional students are not permitted in this section
Instructor Consent:
No consent required
300.615.81 The Tools of Public
Health Practice
Department:
Term:
Summer term
Credits:
1 credit
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Beth Resnick
Course Instructor:
 Beth A. Resnick
Resources:
 CoursePlus
Prerequisite:
Description:
Introduces the core functions of public health and the core competencies for public
health professionals. Students assess their strengths, as well as academic and
professional goals. Presents case studies to raise student awareness of and
potential problem solving approaches to many present day public health practice
challenges including management and personnel decision-making, cultural
sensitivity, communicating with the media, outbreak and emergency response.
Familiarizes students with the core competencies and encourages development
through courses, the public health practicum, and future career advancement.
1. Identify the importance of the core functions, problem solving approaches,
and public health workforce competencies to address real world public health
problems
2. Conduct a self-assessment to determine personal strengths and
weaknesses, and goals for competency development
3. Gain a foundation to prepare for your practicum, as well as for personal
career advancement and development
Class participation (30%) (viewing course lectures and participating in the LiveTalk)
and submission of the public health workforce competency self-assessment (70%)
Instructor Consent:
No consent required
Policy and Problem Solving (choose one)
300.610 – Public Health Policy 4 Summer No
550.608 – Problem Solving in Public Health 4 SI, FI, WI No
HEALTH POLICY AND MANAGEMENT

Summer
 300.610.01 Public Health Policy (4 credits)
300.610.01 Public Health Policy

Department:
Term:
Summer term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
Tu Th, 9:00 - 10:50am
Auditors Allowed:
No
Contact:
Gerard Anderson
Course Instructor:
 Gerard Anderson
Resources:
 CoursePlus
Description:
Introduces MPH students to the policy process and some of the main policy issues
confronting public health today. Presents an analytical model of the policy process
called the eightfold path, which divides the policy process into the steps that a policy
analyst can use to either better understand the policy process and or to become a
more effective advocate for policy change. Presents a number of policy issues
confronting public health policy makers today (e.g. gun policy, obesity, injuries,
chronic conditions, access to care). Introduces strategies for conducting a literature
synthesis of a policy issue.
1. Identify the main policy issues facing public health
2. Describe a rational approach to public health policy making
3. Write a literature synthesis
4. Develop policy options and evaluate policy alternatives
5. Prepare effective policy documents
6. Identify different options for communicating policy recommendations
Predetermined policy problem memo (10 pts); written literature synthesis (30 pts);
Online quiz (10 pts); Problem statement for final paper (5pts); Bardach policy memo
(45 pts)
Instructor Consent:
No consent required
EXTRADEPARTMENTAL
2nd
 550.608.98 Problem Solving in Public Health (4 credits)
4th
Summer Inst.
Winter Inst.
550.608.98 Problem Solving in
Public Health
Department:
Extradepartmental
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Barcelona, Spain
Dates:
Tue 11/08/2016 - Fri 11/11/2016
Class Times:
Tu W Th F, 8:30am - 6:00pm
Auditors Allowed:
No
Contact:
Judy Holzer
Course Instructors:
Dana Sleicher

 Cyrus Engineer
Frequency Schedule:
One Year Only
Resources:
 CoursePlus
Description:
Uses divergent public health issues to illustrate a systematic problem solving
process for use in addressing public health problems. The problem solving process
includes defining the problem, measuring its magnitude, understanding the key
determinants, developing a conceptual framework of the relationships between the
key determinants, identifying and developing intervention and prevention strategies
(either interventions or policies), setting priorities among intervention options,
understanding barriers to implementation and evaluation, and developing an
effective communication strategy. Consists of lectures, discussions, small-group
exercises, a group project, and individual assignments.
1. Analyze a public health problem and evaluate intervention/policy alternatives
using the problem solving methodology
2. Compare and contrast the utility of the methodology to solve public health
problems that emerge at different periods in the life cycle and in different
cultures, including: HIV/AIDS, childhood immunization, radioactive iodine
exposure and thyroid cancer, unintended injuries and their prevention,
obesity prevention, tobacco abuse, screening mammography and breast
cancer
3. Carry out a group project under the guidance of a Teaching Assistant (TA), in
which student groups will research a specific public health problem, prepare
a written report and present their recommendations to the class following the
problem-solving methodology
4. Recognize the complexity of policy development, including a discussion of
the politics of public health issues, the roles of interest groups and
stakeholders, and the laws and social values that must be woven into
successful policies
5. Integrate human rights and ethical principles into the analysis of public health
problems and recommended strategies
6. Recognize the critical role of communication in public health practice
7. Work together in multi-disciplinary groups that model the way public health
agencies conduct problem-solving activities
8. Demonstrate critical and analytical thinking by preparing three individual
products (a self-assessment of the process, an individual critique of a paper
submitted by another group, and a health and human rights assessment)
in-class participation and final project
undergraduate students are not permitted in this course
Instructor Consent:
Consent Note:
Full-time degree seeking students must obtain permission from Judy Holzer or
Pamela Davis in HPM in order to register for this course.
jholzer@jhpsh.edu

Public Health
Department:
Extradepartmental
Term:
4th term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Kyoto, Japan
Auditors Allowed:
No
Contact:
Marie Diener-West
Resources:
 CoursePlus
Description:
using the problem solving methodology outlined above
cancer
successful policies
Student evaluation is based on class participation, group performance, a final group
report and presentation, and individual written assignments.
Restricted to MPH Cohort
Instructor Consent:
No consent required
Special Comments:
Prospective students should note that there are several required prerequisite
readings and an assignment to be completed prior to the first day of class, and there
will be 3 short assignments due within 2 weeks following the last day of class. Please
contact the course instructors for further information.

Public Health
Department:
Extradepartmental
Term:
Summer Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/06/2016 - Fri 06/17/2016
Class Times:
M Tu W Th F,
 8:30 - 9:50am
Lab Times:
 M Tu W Th F, 10:00 - 11:50am (01)
 M Tu W Th F, 10:00 - 11:50am (02)
 M Tu W Th F, 10:00 - 11:50am (03)
 M Tu W Th F, 10:00 - 11:50am (04)
 M Tu W Th F, 10:00 - 11:50am (05)
 M Tu W Th F, 10:00 - 11:50am (06)
 M Tu W Th F, 10:00 - 11:50am (07)
 M Tu W Th F, 10:00 - 11:50am (08)
 M Tu W Th F, 10:00 - 11:50am (09)
 M Tu W Th F, 10:00 - 11:50am (10)
 M Tu W Th F, 10:00 - 11:50am (11)
 M Tu W Th F, 10:00 - 11:50am (12)
Auditors Allowed:
Contact:
Robert Lawrence
Course Instructors:
 Robert Lawrence
 Scott Kahan
Resources:
 CoursePlus
Description:
using the problem solving methodology outlined above
cancer
successful policies
report and presentation, and individual written assignments.
Restricted to Part-Time MPH Students and Training Certificate Students
Instructor Consent:
No consent required
Special Comments:
Prospective students should note that there are several required prerequisite
readings and an assignment to be completed prior to the first day of class, and there
will be 3 short assignments due within 2 weeks following the last day of class. Please
contact the course instructors for further information.

Public Health
Department:
Extradepartmental
Term:
Winter Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 01/09/2017 - Fri 01/20/2017
Class Times:
 M Tu W Th F, 8:30 - 9:50am
Lab Times:
 M Tu W Th F Sa, 10:00 - 11:50am (01)
 M Tu W Th F Sa, 10:00 - 11:50am (02)
 M Tu W Th F Sa, 10:00 - 11:50am (03)
 M Tu W Th F Sa, 10:00 - 11:50am (04)
 M Tu W Th F Sa, 10:00 - 11:50am (05)
 M Tu W Th F Sa, 10:00 - 11:50am (06)
 M Tu W Th F Sa, 10:00 - 11:50am (07)
 M Tu W Th F Sa, 10:00 - 11:50am (08)
 M Tu W Th F Sa, 10:00 - 11:50am (09)
 M Tu W Th F Sa, 10:00 - 11:50am (10)
 M Tu W Th F Sa, 10:00 - 11:50am (11)
 M Tu W Th F Sa, 10:00 - 11:50am (12)
Auditors Allowed:
Contact:
Robert Lawrence
Course Instructors:
 Robert Lawrence
 Scott Kahan
Resources:
 CoursePlus
Description:
using the problem solving methodology
cancer
successful policies
report and presentation, and individual written assignments (some of which are due
within one week of course completion).
Restricted to Part-Time MPH Students and Training Certificate Students. 3. No
auditors or students not matriculating as part-time MPH students are allowed
to enroll.
Instructor Consent:
No consent required
Jointly Offered With:

 EHE
Special Comments:
Some coursework is completed in the weeks following the 2-week session
in January.
Environmental Health (180.601 required)
180.601 – Environmental Health 5 Summer, SI 3rd
ENVIRONMENTAL HEALTH AND ENGINEERING

3rd
 180.601.81 Environmental Health (5 credits)
Summer
Summer Inst.
180.601.81 Environmental
Health
Department:
Environmental Health and Engineering
Term:
3rd term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Joseph Bressler
Course Instructor:
 Joseph Bressler
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning; college courses in general biology, algebra, and
physics or chemistry.
Description:
The environment profoundly affects the public's health. The field of environmental
health utilizes interdisciplinary strategies to discover, understand and help mitigate
adverse effects in populations.
Weaves a tapestry of how environment impacts human health by examining specific

health issues, exploring the scientific understanding of causes, and possible future
approaches to control the major environmental health problems in industrialized and
developing countries. Highlights both case-studies and detailed lectures on topics
including how the body reacts to environmental pollutants; physical, chemical, and
biological agents of environmental contamination; vectors for dissemination (air,
water, soil); solid and hazardous waste; susceptible populations; biomarkers and risk
analysis; the scientific basis for policy decisions; and emerging global environmental
health problems.
1. Define the major environmental agents (i.e. environmental chemical,
biological, and physical agents that cause adverse effects on human health)
and their sources
2. Discuss the transport and fate of these agents in the environment, and
identify the carriers or vectors (air, water, soil, and food) that promote the
transfer of these agents from the environment to the human
3. Describe the toxicokinetics of these agents in the body, including the effect of
route of entry (inhalation, ingestion, absorption)
4. Describe the toxicodynamics of these agents, including biotransformation and
the mechanisms by which they exert adverse health effects, and the use of
models for prediction of the magnitude of adverse effects
5. Identify and define the steps in the risk assessment process, including both
exposure and dose-response assessment, and the sources and magnitude of
uncertainty
6. Describe various risk management approaches, including regulatory,
engineering, and behavioral/risk communication options
7. Describe specific genetic factors (including gender- and ethnicity-related
factors), physiologic factors (including age- and health status-related factors),
and psychosocial factors (including SES- and social/cultural-related factors)
that influence the risk of exposure and/or the likelihood of developing adverse
health outcomes from exposure to environmental agents
8. Identify techniques for improving risk assessment and risk management
strategies, including consideration of: (1) factors in the physical environment,
(2) factors in the social environment, (3) community-based participation in
both the assessment/management process and in basic environmental/public
health research, and (4) issues of environmental justice/equity
Student evaluation will be based on three exams and two assignments
Instructor Consent:
No consent required
Special Comments:
This course is offered in two venues: Summer Term in East Baltimore and Third Term
in Distance Education format via the internet. The Third term Distance Education
venue is a pure internet course, will all lectures, discussions, and other interactions
occuring via the web. The Summer Term East Baltimore venue is a combination
face-to-face class session for delivery of selected lectures and for all question and
answer and discussion sessions, along with Internet delivery of all other lectures.
Health
Department:
Term:
Summer term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
M W F, 1:30 - 3:20pm
Auditors Allowed:
Contact:
John Groopman
Course Instructors:
John Groopman
 Brian Schwartz
 Meghan Davis
 Jonathan Links
Resources:
 CoursePlus
Prerequisite:
College courses in general biology, algebra, and physics or chemistry.
Description:
The environment profoundly affects the public's health. The field of environmental
health utilizes interdisciplinary strategies to discover, understand and help mitigate
adverse effects in populations.
Weaves a tapestry of how environment impacts human health by examining specific

health issues, exploring the scientific understanding of causes, and possible future
approaches to control the major environmental health problems in industrialized and
developing countries. Highlights both case-studies and detailed lectures on topics
including how the body reacts to environmental pollutants; physical, chemical, and
biological agents of environmental contamination; vectors for dissemination (air,
water, soil); solid and hazardous waste; susceptible populations; biomarkers and risk
analysis; the scientific basis for policy decisions; and emerging global environmental
health problems.
and their sources
uncertainty
Student evaluation based on 3-multiple choice exams, each worth 1/3 of
course grade
Instructor Consent:
No consent required
Special Comments:
This course is required for MPH students. Optional Q&A and discussion sessions are
on Mondays and Wednesdays from 3:30-5 p.m.
Health
Department:
Term:
Summer Inst. term
Credits:
5 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/06/2016 - Fri 06/17/2016
Class Times:
M Tu W Th F, 1:30 - 5:00pm
Auditors Allowed:
Contact:
Joseph Bressler
Course Instructor:
 Joseph Bressler
Resources:
 CoursePlus
Prerequisite:
College courses in general biology, algebra, and physics or chemistry.
Description:
Examines health issues, scientific understanding of causes, and possible future
approaches to control of the major environmental health problems in industrialized
and developing countries. Topics include how the body reacts to environmental
pollutants; physical, chemical, and biological agents of environmental contamination;
vectors for dissemination (air, water, soil); solid and hazardous waste; susceptible
populations; biomarkers and risk analysis; the scientific basis for policy decisions;
and emerging global environmental health problems.
and their sources
uncertainty
Student evaluation will be based on 3 exams (equally weighted), which will include
content from the online lectures that should be reviewed prior to the start of the face-
to-face portion of the class.
Instructor Consent:
No consent required
Special Comments:
This course is a modified blended course. Students are expected to prepare, listen,
and read materials PRIOR to the class meetings. It is critical that students participate
in the online lectures and readings in order to be prepared for the class meetings.
Public Health Biology (choose at least one)
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
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
120.627 – Stem Cells & the Biology of Aging &

3 3rd No
Disease
182.640 – Food- and Water-Borne Diseases 3 3rd No
187.610 – Public Health Toxicology 4 1st 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:

2 WI No
Prospects for Control
260.631 – Immunology, Infection & Disease 3 2nd No
260.635 – Biology of Parasitism 4 2nd No

260.650 – Vector Biology & Vector-Borne Diseases 3 3rd No
260.656 – Malariology 4 3rd 4th
340.612 – Epidemiologic Basis for Tuberculosis

2 SI, 1st 3rd
Control
340.646 – Epidemiology & Public Health Impact of

4 1st 2nd
HIV/AIDS
340.654 – Epidemiology & Natural History of Human

6 3rd 1st
Viral Infections
340.744 – Advanced Topics on Control & Prevention

4 2nd 3rd
of HIV/AIDS
380.761 – STIs in Public Health Practice 4 3rd 4th

2nd
 183.631.01 Fundamentals of Human Physiology (4 credits)
4th
 183.631.81 Fundamentals of Human Physiology (4 credits)
Summer Inst.
 183.631.11 Fundamentals of Human Physiology (4 credits) Cancelled
183.631.01 Fundamentals of
Human Physiology
Department:
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
No
Contact:
Clarke Tankersley
Course Instructors:
 Clarke Tankersley
 Steven An
Resources:
 CoursePlus
Description:
Encompasses the integration of a variety of organ systems. Invites leading scientists in

different fields of physiology to offer exceptional and up-to-date lectures that quickly
move through the basic mechanistic principles. Applies basic mechanistic principles of
each organ system to current public health issues and environmentally relevant topics.
1. Use their discussion of functional principles at the genetic, cellular and organ
levels to describe the concepts of integrated systems physiology in humans
2. Apply these basic physiological principles to strategies for the solution of current
and emerging relevant environmental health issues
3. Explain and discuss the significance of these principles in interaction with a broad
spectrum of public health professionals
Method of Student Evaluation: Exam
Instructor Consent:
No consent required
Human Physiology
Department:
Term:
4th term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Clarke Tankersley
Course Instructor:
Resources:
 CoursePlus
Prerequisite:
Description:

Three non-cumulative examinations
Instructor Consent:
Consent required for all students
Consent Note:
Student's must contact instuctor before enrolling for this course.
drclarke@comcast.net
Human Physiology
Cancelled
Department:
Term:
Summer Inst. term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 06/06/2016 - Fri 06/17/2016
Class Times:
 M Tu W Th F, 1:30 - 4:20pm
Auditors Allowed:
Contact:
Clarke Tankersley
Course Instructor:
Resources:
 CoursePlus
Description:

Method of Student Evaluation: Exam
Instructor Consent:
No consent required
Molecular Microbiology and Immunology

1st
 260.636.01 Evolution of Infectious Disease (3 credits)
260.636.01 Evolution of Infectious Disease

Department:
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 2:50pm
Auditors Allowed:
Contact:
Sabra Klein
Course Instructors:
 Sabra Klein
 Douglas Norris
 Richard Markham
Resources:
 CoursePlus
Description:
Introduces students to the concept of how certain bacterial, parasitic, and viral pathogens
have evolved and are still evolving to persist in both the developed and developing world.
Enables public health workers to develop new strategies and approaches that can be used
to aid in the control of the major infectious disease epidemics that continue to threaten
both the developed and developing world.
1. Apply a rudimentary discussing of the molecular bases of evolution to a

discussing of the pathogenesis of infectious diseases
2. Apply their discuss of the molecular bases of evolution to a discussing of why
certain bacterial, parasitic, and viral pathogens persist or have emerged as major
public health problems
3. Apply a rudimentary understanding of the molecular bases of evolution to a
discussion of the pathogenesis of infectious diseases
4. Apply their understanding of the molecular bases of evolution to a discussion of
why certain bacterial, parasitic, and viral pathogens persist or have emerged as
major public health problems"
Students will be evaluated by their performance on a take-home midterm exam (40%),

pop quizzes (10%), and an in-class final exam (50%)
Instructor Consent:
No consent required
Extradepartmental
1st
 550.630.01 Public Health Biology (3 credits)
4th
Summer

550.630.01 Public Health Biology
Department:
Extradepartmental
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 2:50pm
Auditors Allowed:
Contact:
Barry Zirkin
Course Instructor:
 Barry Zirkin
Resources:
 CoursePlus
Prerequisite:
A modern, college-level course in biology.
Description:
Discusses the molecular, cellular, physiological, genetic and immunological determinants

of human diseases and disease susceptibility, including infectious disease, nutritional
deficiencies, reproductive and developmental anomalies, and effects of exposures to toxic
environmental agents. Explores ecological principles that determine the distribution of
infectious disease in human populations, and how principles of the human immune
system provide the rationale for methods of immunization. Focuses how biological
principles help to understand the development, treatment and prevention of disease, and
to assess risk from potentially hazardous agents and behaviors.

1. Describe the molecular, cellular, and physiological bases of selected human
diseases and conditions
2. Describe the ecological principles that determine the distribution of infectious
disease in human populations
3. Explain the role of genetic determinants in human disease and disease
susceptibility
4. Describe biological principles that underlie the development of disease
prevention, control, and management programs
5. Describe biological principles that underlie risk assessment from potentially
hazardous agents and behaviors
Students are evaluated by in-class midterm and final examinations. The information
comes from class content, and so attendance is important.
Instructor Consent:
No consent required

 Biochem
 MMI
Special Comments:
Fulfills a core biology requirement of the MPH program.

Department:
Extradepartmental
Term:
4th term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
David Sullivan
Course Instructor:
 David Sullivan
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning (550.02.81)
Description:


susceptibility
Completion of exercises, participation in "live talk" sessions, mid-term and final exams
Instructor Consent:
No consent required
 MMI
Special Comments:
Content similar to 550.630.01

Department:
Extradepartmental
Term:
Summer term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
George Korch
Course Instructors:
 George Korch
 Gary Ketner
 Pierre Coulombe
Resources:
 CoursePlus
Prerequisite:

Description:


susceptibility
Completion of exercises, participation in "live talk" sessions, mid-term and final exams
Instructor Consent:
No consent required

 Biochem
 MMI
Special Comments:
Content similar to 550.630.01
Biochemistry and Molecular Biology

2nd
 120.603.01 Molecular Biology of Pandemic Influenza (3 credits)

120.603.01 Molecular Biology of
Pandemic Influenza
Department:
Term:
2nd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 2:00 - 2:50pm
Auditors Allowed:
Contact:
Wright, William
Course Instructor:
 William Wright
Resources:
 CoursePlus
Description:
Explores how molecular biology has been used to define the biological basis of a public
health catastrophe, the 1918 Spanish Influenza Pandemic. Students examine the
biological basis of the virulence of more recent influenza viruses. Topics include: use of
molecular techniques to resurrect the extinct 1918 pandemic virus, the use of molecular
techniques to identify why specific mutations in the genome made the 1918 virus so
virulent, the use of sequence analysis to identify the origin of new strains of influenza
virus, and the analysis of the immune response of an infected host to the 1918 virus.
Students also examine the molecular biology of the more recent H1N1 pandemic and the
H5N1 bird flu viruses. Students discuss ethical and policy issues that must be considered
in managing the response to a pandemic.

1. Describe modern molecular biology techniques
2. Explain how these techniques can be applied to a major public health problem
3. Interpret data generated by these techniques
4. Describe the molecular basis for the pathogenesis of specific strains of influenza
5. Read and present original papers in this area
Evaluations of oral presentations by students and a midterm and final examination.
This course is open to graduate students only.
Instructor Consent:
Consent Note:
Consent required for any student who is not enrolled as an MHS, MPH, ScM or PhD
student in the Bloomberg School of Public Health.
bwright@jhmi.edu

1st
 120.620.01 Fundamentals of Reproductive Biology (3 credits)
2nd
 120.620.81 Fundamentals of Reproductive Biology (3 credits)
Reproductive Biology
Department:
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 3:30 - 4:50pm
Auditors Allowed:
Contact:
Janice Evans
Course Instructor:
 Janice Evans
Resources:
 CoursePlus
Prerequisite:
A previous college-level course in basic biology is very helpful.
Description:
Are you interested in the biology underlying issues in reproductive health? This course
presents material and encourages discussion geared to enhance a student's reproductive
biology literacy for tackling research literature as well as issues in current events.
Addresses the basic biological mechanisms that underlie male and female reproduction
and that pertain to reproductive health issues, such as contraception, infertility, sexually
transmitted diseases, and reproductive aging.
1. Explain the difference between peptide and steroid hormones and understand the
mechanisms by which these hormones regulate reproductive function in their
target tissues
2. Explain how the integrated function of the hypothalamus, pituitary gland and
gonads (testis/ovary) are critical for normal male and female reproduction
3. Explain how spermatogenesis in the testis and oogenesis in the ovary are
regulated during normal fertility as well as understand the various causes of
infertility
4. Understand how sperm fertilize the egg, how the zygote implants in the uterus and
how early embryo development progresses
5. Understand which factors determine the sex and phenotypic differentiation of the
fetus
6. Apply your understanding of reproductive function and hormonal regulation to
the various methods for male and female contraception
7. Apply your understanding of reproductive function and fertilization to methods
for assisted reproductive technologies to circumvent infertility
Student evaluation is based on open-book online quizzes (67%) and a final exam that can
be taken with a student-prepared "exam reference page" (a.k.a., crib sheet) (33%).
Instructor Consent:
No consent required
Special Comments:
The course material in the first few class sessions is designed with refresher material, to
bring students with limited or rusty backgrounds in the biological sciences up to speed.
Reproductive Biology
Department:
Term:
2nd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Barry Zirkin
Course Instructors:
 Barry Zirkin
 Phil Jordan
 Janice Evans
 William Wright
Resources:
 CoursePlus
Prerequisite:

Description:
Are you interested in the biology underlying issues in reproductive health? This course
presents material and encourages discussion geared to enhance a student's reproductive
biology literacy for tackling research literature as well as issues in current events.
Addresses the basic biological mechanisms that underlie male and female reproduction
and that pertain to reproductive health issues, such as contraception, infertility, sexually
transmitted diseases, and reproductive aging.
1. Explain the difference between peptide and steroid hormones and understand the
mechanisms by which these hormones regulate reproductive function in their
target tissues
2. Explain how the integrated function of the hypothalamus, pituitary gland and
gonads (testis/ovary) are critical for normal male and female reproduction
3. Explain how spermatogenesis in the testis and oogenesis in the ovary are
regulated during normal fertility as well as understand the various causes of
infertility
4. Understand how sperm fertilize the egg, how the zygote implants in the uterus and
how early embryo development progresses
5. Understand which factors determine the sex and phenotypic differentiation of the
fetus
6. Apply your understanding of reproductive function and hormonal regulation to
the various methods for male and female contraception
7. Apply your understanding of reproductive function and fertilization to methods
for assisted reproductive technologies to circumvent infertility
Three online assignments, each worth 1/3 of the grade
Instructor Consent:
No consent required

3rd
 120.627.01 Stem Cells and the Biology of Aging and Disease (3 credits)
120.627.01 Stem Cells and the Biology of

Aging and Disease
Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 10:30 - 11:50am
Auditors Allowed:
Contact:
Daniela Drummond-Barbosa
Course Instructor:
 Daniela Drummond-Barbosa
Resources:
 CoursePlus
Prerequisite:
a course in biochemistry or molecular biology or cell biology (undergrad or graduate)
Description:
Focuses on stem cell properties and on the biology of stem cells in the context of normal
development, aging, tissue homeostasis, and disease settings including cancer. Also
discusses the potential application of stem cells to the treatment of human disease, and
emphasizes current literature.
1. Describe the unique properties of stem cells

2. Explain the similarities and differences in the functioning of stem cells in the male
and female reproductive tracts, including the influence of the niche on their
functioning
3. Explain how stem cells differ when situated in a low- versus high-turnover tissue
setting
4. Describe the changes in stem cells that may lead to cancer, and the causes of these
changes
5. Appraise the possibility of using stem cells therapeutically for the treatment of
human disease
Evaluation of performance in this class is based on class participation, knowledge of

reading assignments, presentations to the class and/or short paper. Class participation is
an integral part of the grade.
Instructor Consent:
No consent required

3rd
 182.640.01 Food and Water Borne Diseases (3 credits)

Summer Inst.
 182.640.11 Food and Water Borne Diseases (3 credits) Discontinued
182.640.01 Food and Water Borne Diseases

Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 1:30 - 2:50pm
Auditors Allowed:
Contact:
Kellogg Schwab
Course Instructor:
 Kellogg Schwab
Resources:
 CoursePlus
Description:
Discusses food- and water-borne intoxicants and infections, diseases linked to eating and
drinking, and prevention of food and water-borne diseases. Topics include transmission
of disease via food and water, disease processes in food- and water-related illness,
microbial toxins, mycotoxins, chemical toxins, bacterial infections (salmonellosis,
shigellosis, vibrio, listeria, etc.) virus and parasitic infections, organizing safe food and
water supplies, and issues in food and water safety.

1. Identify the pathogens and chemicals of human health concern present in water
and food
2. Distinguish the primary features of microorganisms and chemicals that facilitate
their persistence in water and food matrixes and induce illness in humans
3. Describe how safe food and drinking water are produced and the mechanisms for
treatment and disposal of waste
4. Define key components of successful food and waterborne outbreak
investigations by the critical review of selected case studies
5. Characterize the effectiveness of the food and water legislative programs and
regulations established to protect human health
Student evaluation based on mid-term and final exams, as well as several online quizzes.
Instructor Consent:
Consent Note:
Consent required for undergraduate students.
kschwab@jhsph.edu
182.640.11 Food and Water Borne Diseases

Discontinued
Department:
Term:
Summer Inst. term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Auditors Allowed:
No
Contact:
Kellogg Schwab
Course Instructor:
 Kellogg Schwab
Resources:
 CoursePlus
Description:
Discusses food- and water-borne intoxicants and infections, diseases linked to eating and
drinking, and prevention of food and water-borne diseases. Topics include transmission
of disease via food and water, disease processes in food- and water-related illness,
microbial toxins, mycotoxins, chemical toxins, bacterial infections (salmonellosis,
shigellosis, vibrio, listeria, etc.) virus and parasitic infections, organizing safe food and
water supplies, and issues in food and water safety.
1. Identify the pathogens and chemicals of human health concern present in water
and food
2. Distinguish the primary features of microorganisms and chemicals that facilitate
their persistence in water and food matrixes and induce illness in humans
3. Describe how safe food and drinking water are produced and the mechanisms for
treatment and disposal of waste
4. Define key components of successful food and waterborne outbreak
investigations by the critical review of selected case studies
5. Characterize the effectiveness of the food and water legislative programs and
regulations established to protect human health
Class Participation (10%); 4 quizzes consisting of multiple choice, matching and/or short
answer questions (30% of total grade as lowest score will be dropped); a 6 page term
paper on food or waterborne contaminants (60%).
Instructor Consent:
Consent Note:
Consent required for undergraduate students.
kschwab@jhsph.edu
Special Comments:
Will use departmental space
Course Catalog
187.610
Reset

1st
 187.610.01 Public Health Toxicology (4 credits)
2nd
 187.610.81 Public Health Toxicology (4 credits)
187.610.01 Public Health Toxicology

Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 W F, 3:30 - 4:50pm
Auditors Allowed:
Contact:
Trush, Michael
Course Instructors:
 Michael Trush
 James Yager
Resources:
 CoursePlus
Prerequisite:
Background in organic chemistry and/or biochemistry and cell biology useful.
Description:
Students examine basic concepts of toxicology as they apply to the effects of

environmental agents, e.g. chemicals, metals, on public health. We discuss the
distribution, cellular penetration, metabolic conversion, and elimination of toxic agents,
as well as the fundamental laws governing the interaction of foreign chemicals with
biological systems. Students focus on the application of these concepts to the
understanding and prevention of morbidity and mortality resulting from environmental
exposures to toxic substances through a case study format.
1. Describe the chemical properties and the biological processes which modulate the
toxicokinetics of chemical agents of public health importance
2. Explain the significance of biotransformation reactions as a determinant of the
toxicokinetic and toxicodynamic activities of chemicals
3. Describe molecular, cellular and pathophysiological responses resulting from
exposure to chemical agents relevant to human health
4. Identify underlying susceptibility factors which contribute to the ability of
chemicals to elicit bioeffects which contribute to human disease
5. Explain the science underlying testing for the ability of chemicals to elicit adverse
human health effects
6. Put into perspective the role of toxicology in the risk assessment process
7. Discuss in depth the toxicology of selected organs and agents
Student assessment is based on weekly online open book quizzes, two individual written
assignments, a midterm and final exam.
Instructor Consent:
No consent required
187.610.81 Public Health Toxicology

Department:
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Yager, James
Course Instructors:
 James Yager
 Michael Trush
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning; a background in organic chemistry and/or biochemistry

and cell biology useful.
Description:
Students examine basic concepts of toxicology as they apply to the effects of

environmental agents, e.g. chemicals, metals, on public health. We discuss the
distribution, cellular penetration, metabolic conversion, and elimination of toxic agents,
as well as the fundamental laws governing the interaction of foreign chemicals with
biological systems. Students focus on the application of these concepts to the
understanding and prevention of morbidity and mortality resulting from environmental
exposures to toxic substances through a case study format.
1. Describe the chemical properties and the biological processes which modulate the
toxicokinetics of chemical agents of public health importance
2. Explain the significance of biotransformation reactions as a determinant of the
toxicokinetic and toxicodynamic activities of chemicals
3. Describe molecular, cellular and pathophysiological responses resulting from
exposure to chemical agents relevant to human health
4. Identify underlying susceptibility factors which contribute to the ability of
chemicals to elicit bioeffects which contribute to human disease
5. Explain the science underlying testing for the ability of chemicals to elicit adverse
human health effects
6. Put into perspective the role of toxicology in the risk assessment process
7. Discuss in depth the toxicology of selected organs and agents
Midterm 28%
Final 28%
Quizzes 20%
Assignment 1 14%
Assignment 2 10%
Instructor Consent:
No consent required
1st
 222.641.60 Principles of Human Nutrition in Public Health (4 credits)
222.641.60 Principles of Human Nutrition in

Public Health
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
Contact:
Kristen Hurley
Course Instructor:
 Kristen Hurley
Resources:
 CoursePlus
Prerequisite:
Basic background in biology/medical sciences
Description:
Prepares students for integrating the biology of nutrition into public health research and
practice. Provides an integrated overview of the physiological requirements and functions
of energy, macronutrients, and vitamins and minerals that influence health and risk for
disease. Topics include dietary sources and nutrient requirements, status, absorption,
metabolism, and function. Extends nutrition principles to the health and disease risks
across the lifespan.
1. List the major macro and micronutrients and explain their relevance to human
health
2. Explain the scientific rationale and public health significance of defining
nutritional requirements in healthy individuals and populations, with reference to
specific conditions such as pregnancy and lactation, early childhood, adolescence,
and older age
3. Summarize the underlying nutrient related metabolic processes in maintaining
health and preventing disease
4. Apply principles of human nutrition and evaluate their relevance to public health
in a global context
Student evaluation will be based on:

60% - Timely completion of 6 online activities and their corresponding problem set. Each
online activity and corresponding problem set is worth 10%
5% - Class participation will be based on your engagement on the CoursePlus discussion
board, where you are encouraged to post recording/reading reflections, questions, or
comments. These comments/reflections will be discussed during the subsequent class
lecture.
35% - Final exam (in-class). Multiple choice and essay
Instructor Consent:
No consent required
Special Comments:
corresponding reduction in class sessions. Except for the first and last instructional weeks
(9/3-9/8 and 10/15-10/20) in which the class will meet twice a week, this class will meet
once a week for 110 minutes. In addition to regular homework, students are expected to
spend 110 minutes a week on class work (e.g. viewing online modules and completing
problem sets).
4th
 223.689.01 Biologic Basis of Vaccine Development (3 credits)
223.689.01 Biologic Basis of

Vaccine Development
Department:
Term:
4th term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 3:30 - 4:50pm
Auditors Allowed:
Contact:
Anna Durbin
Course Instructors:
 Anna Durbin
 August Bourgeois
 Jay Bream
Resources:
 CoursePlus
Prerequisite:
260.611-612, or equivalent knowledge of principles of modern immunology
Description:
Provides an overview of the biologic basis for development and evaluation of new viral,
bacteriologic, parasitic, and cancer vaccines. Lectures address the fundamental
immunologic concepts of correlates of protective immunity underlying current and new
strategies for immunization. Emphasizes the use of new technologies for expression of
vaccine antigens, including recombinant DNA techniques and use of novel adjuvants and
antigen-carrier systems to enhance the delivery/presentation of specific immunogens to
effector sites.
1. Identify and describe the biological obstacles preventing development of effective

vaccines for several important human pathogens
2. Identify, analyze, and critique cutting-edge strategies for approaching these
obstacles
3. Describe several molecular mechanisms by which various adjuvants may
potentiate vaccine induced immune responses
4. Identify and explain multiple differences between the natural immune response to
pathogens and the vaccine induced immune response to targeted antigens
5. Analyze and explain the implications for bio-defense of vaccine related work on
various pathogens
6. Describe the advantages and disadvantages of several viral and bacterial vectors
for the delivery of recombinant vaccine antigens or DNA
7. Discuss the three signals necessary to trigger a primary immune response to a
candidate vaccine antigen
8. Discuss the important role that vaccine type (i.e. live vs. killed vs. subunit) and
route of administration (IM vs. ID) can play in determining the types of immune
responses elicited by immunization
Student evaluation based on two take-home written assignments (35% each), a group
presentation (20%) and attendance (10%).
Instructor Consent:
No consent required

 MMI
Winter Inst.
260.606.13 Major Global Infectious Diseases: Prospects for Control (2 credits)
260.606.13 Major Global Infectious Diseases:

Prospects for Control
Department:
Term:
Winter Inst. term
Credits:
2 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Dates:
Mon 01/09/2017 - Fri 01/13/2017
Class Times:
 M Tu W Th F, 1:30 - 5:00pm
Auditors Allowed:
Contact:
Joseph Margolick
Course Instructor:
 Joseph Margolick
Resources:
 CoursePlus
Description:
Provides in-depth information on the basic pathogenic mechanisms of selected infectious

diseases that continue to be of major public health importance worldwide, with an
emphasis on underlying problems for development of effective public health
interventions. Topics include HIV/AIDS, malaria, tuberculosis, measles, as well as
infectious disease hazards that may become important in the future. Students obtain a
working knowledge of the biology of these diseases, including prospects for their
effective management and control at both the individual and public health level, and of
basic human immunology and vaccinology
1. Discuss the biology of major global infectious diseases, including prospects for
their effective management and control at both the individual and public health
level, and of basic human immunology and vaccinology
Student evaluation is based on class participation and responses to written questions

Instructor Consent:
No consent required
Course Catalog
260.631
Reset

2nd
 260.631.01 Immunology, Infection and Disease (3 credits)
260.631.01 Immunology, Infection and

Disease
Department:
Term:
2nd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 3:30 - 4:50pm
Course Instructors:
 Alan Scott
 Joseph Margolick
Resources:
 CoursePlus
Description:
Presents the fundamental cellular, molecular and genetic mechanisms that initiate and
control immune responses elicited during pathogen challenge and vaccination.
1. Demonstrate the basic principles of the cellular and molecular basis for the
vertebrate immune response
2. Discuss the pathogenesis of bacterial, viral and parasitic pathogens
3. Analyze the rationale behind vaccines and vaccination
4. Define the fundamentals of the genetics of immunity and how this impacts the
susceptibility of individuals and populations to diseases of public health
importance
three comprehensive exams
Instructor Consent:
No consent required
Course Catalog
260.635
Reset

2nd
 260.635.01 Biology of Parasitism (4 credits)
260.635.01 Biology of Parasitism

Department:
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W F, 1:30 - 2:50pm
Lab Times:
 M W F, 3:00 - 4:50pm
Note:
Held in wet lab.
Auditors Allowed:
Contact:
David Sullivan
Course Instructors:
 David Sullivan
 Clive Shiff
 Alan Scott
Resources:
 CoursePlus
Description:
Presents a biological basis of parasitic lifestyles including host responses and parasite
evasion of host defense mechanisms, transmission, epidemiology, diagnosis, clinical
manifestations, pathology, treatment, and control of the major helminthic and protozoan
infections of man
1. Discuss the biological basis for host-parasite adaptation

2. Define the scope of parasitic infections of global public health importance
3. Learn epidemiological concepts of relevance to parasite infections
4. Learn methods of diagnosis, identification and detection of parasites
5. Learn pathological changes associated with parasite infections
6. Discuss the role of vectors and intermediate hosts in parasite transmission
7. Learn the role of vertebrate innate and adaptive immune system in controlling
parasites
8. Learn molecular biology concepts unique to parasite infections
9. Define the biochemical targets for drugs targeting parasites
10. Define the mechanisms of drug resistance
11. Define the immune evasion strategy employed by certain parasites
Student evaluation based on a mid-term and a final exam.
Instructor Consent:
No consent required
Special Comments:
Required for MMI students. MMI PhD and ScM should also enroll in 3 credit lab,
260.935. Non-MMI students may take the wet lab with special permission. Laboratory
sessions examine living and preserved parasites, gross pathology, histopathology, and
vectors. Journal discussions based on research papers and topics of fundamental
importance to parasitology will involve student participation in a seminar format.

3rd
 260.650.01 Vector Biology and Vector-Borne Diseases (3 credits)
260.650.01 Vector Biology and Vector-

Borne Diseases
Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 8:30 - 9:50am
Auditors Allowed:
Contact:
Douglas Norris
Course Instructors:
 Douglas Norris
 Conor McMeniman
Resources:
 CoursePlus
Description:
Presents principles of transmission of human and animal pathogens by insects, mites and
ticks. Discusses basic arthropod biology with special attention to biological properties of
vectors and their interactions with pathogens. Discusses basic components of
arbopathogen disease cycles and principles of pathogen transmission dynamics.
Discusses major groups of arthropod-borne pathogens and vectors. Special topics will
include emergent pathogens, vector genetics, traditional and modern disease control
strategies and venomous arthropods.
1. Describe individual components of vector-borne disease transmission using

specific examples
2. Describe current emergent arthropod-borne infectious diseases
3. Describe and evaluate vector-borne pathogen control measures
4. Describe conditions leading to evolution of resistance in arthropods and the
pathogens they vector, and methods to manage the development of resistance
5. Understand the ecological components of arthropod-borne disease transmission
Based on mid-term, final exam, short paper, and mini-assignments.

Instructor Consent:
No consent required

3rd
 260.656.01 Malariology (4 credits)
4th
 260.656.81 Malariology (4 credits)
260.656.01 Malariology
Department:
Term:
3rd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 1:30 - 3:20pm
Auditors Allowed:
Contact:
David Sullivan
Course Instructors:
 David Sullivan
 Clive Shiff
Resources:
 CoursePlus
Description:
Presents issues related to malaria as a major public health problem. Emphasizes the
biology of malaria parasites and factors affecting their transmission to humans by
anopheline vectors. Topics include host-parasite-vector relationships; diagnostics;
parasite biology; vector biology; epidemiology; host immunity; risk factors associated
with infection, human behavior, chemotherapy, and drug resistances; anti-vector
measures; vaccine development; and management and policy issues.
1. Discuss the complex relationships between host and vector that affect
transmission and control
2. Integrate the host and parasite relationships to discuss the immune response,
nature of disease, and disease manifestations
3. Interpret epidemiological indices associated with patterns of malaria transmission
4. Evaluate different approaches to malaria control through vector control,
chemotherapy, and vaccines when they become available
5. Describe the differences between the various species of Plasmodium affecting
humans
Student evaluation based on mid-term take-home and final exams.
Instructor Consent:
No consent required
260.656.81 Malariology
Department:
Term:
4th term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
David Sullivan
Course Instructors:
 David Sullivan
 Clive Shiff
Resources:
 CoursePlus
Prerequisite:

Description:
Presents issues related to malaria as a major public health problem. Emphasizes the
biology of malaria parasites and factors affecting their transmission to humans by
anopheline vectors. Topics include host-parasite-vector relationships; diagnostics;
parasite biology; vector biology; epidemiology; host immunity; risk factors associated
with infection, human behavior, chemotherapy, and drug resistances; anti-vector
measures; vaccine development; and management and policy issues.
1. Discuss the complex relationships between host and vector that affect
transmission and control
2. Integrate the host and parasite relationships to discuss the immune response,
nature of disease, and disease manifestations
3. Interpret epidemiological indices associated with patterns of malaria transmission
4. Evaluate different approaches to malaria control through vector control,
chemotherapy, and vaccines when they become available
5. Describe the differences between the various species of Plasmodium affecting
humans
Student evaluation based on mid-term take-home and final exams.
Instructor Consent:

Consent Note:
Part-time, distance students - no consent required.
Full-time MPH and other full-time students - consent required.
Please email instructor for permission.
dsulliva@jhsph.edu
Epidemiology
1st
 340.612.01 Epidemiologic Basis for Tuberculosis Control (2 credits)
3rd
Summer Inst.
340.612.01 Epidemiologic Basis for

Tuberculosis Control
Department:
Epidemiology
Term:
1st term
Credits:
2 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tuesday, 1:30 - 3:20pm
Auditors Allowed:
No
Contact:
Jonathan Golub
Course Instructors:
 Jonathan Golub
 Richard Chaisson
Resources:
 CoursePlus
Description:
Considers subjects and epidemiologic principles relevant to control measures against

tuberculosis. Topics include source and interpretation of tuberculin sensitivity; risk
factors; prevention by case-finding and treatment, vaccination, and chemoprophylaxis;
and elements of control programs in developed and undeveloped areas. Lectures, Group
Projects and review of the tuberculosis literature are primary components.
1. Describe the epidemiology of tuberculosis

2. Explain the basic concepts of tuberculosis infection, disease, prevention and
treatment, and the correlation between HIV infection and tuberculosis
3. Evaluate tuberculosis literature and apply it to tuberculosis control needs of the
present and future in both industrialized and non-industrialized populations
Student evaluation based on quizzes (20%) participation in presentations (40%) and a

final paper (40%).
Instructor Consent:
No consent required

 IH

Department:
Epidemiology
Term:
3rd term
Credits:
2 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Jonathan Golub
Course Instructors:
 Jonathan Golub
 Richard Chaisson
Resources:
 CoursePlus
Prerequisite:

Description:


Student evaluation based on participation in discussions and a final paper or exam.
Instructor Consent:
No consent required

 IH

Department:
Epidemiology
Term:
Summer Inst. term
Credits:
2 credits
Academic Year:
2016 - 2017
Location:
Internet
Dates:
Mon 06/06/2016 - Fri 06/17/2016
Auditors Allowed:
No
Contact:
Ayesha Khan
Course Instructor:
 Jonathan Golub
Resources:
 CoursePlus
Prerequisite:

Description:

Student evaluation based on participation in discussions and a final paper or exam.
Instructor Consent:
No consent required

 IH
Special Comments:
For more information contact the Summer Institute of Epidemiology and Biostatistics
at summerepi@jhsph.edu
Epidemiology
1st
 340.646.01 Epidemiology and Public Health Impact of HIV and AIDS (4 credits)
2nd
 340.646.81 Epidemiology and Public Health Impact of HIV and AIDS (4 credits)
340.646.01 Epidemiology and Public Health
Impact of HIV and AIDS
Department:
Epidemiology
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 8:30 - 10:20am
Auditors Allowed:
Contact:
Homayoon Farzadegan
Course Instructor:
 Homayoon Farzadegan
Resources:
 CoursePlus
Prerequisite:
There are no prerequisites for this course. However, an understanding of basic science
concepts and biology will be assumed. Basic epidemiologic principles and other
quantitative skills will prove handy in understanding the distribution of the disease and in
interpreting research findings.
Description:
Provides an overview of the historical and public health aspects of the HIV/AIDS
epidemic, with review and analysis of virology; immunology; clinical and laboratory
manifestations; legal and ethical issues; economic impact; and needs for future research
and intervention for global control of the HIV epidemic.
1. Establish a knowledge base on basic science of HIV infection and host response
2. Recognize and compare HIV/AIDS epidemics at the global level
3. Explain the basis of clinical management of HIV infection at individual and
population levels
4. Analyze the economics of HIV treatments
5. Analyze vertical transmission of HIV from pregnant women to their newborns in
the U S and other parts of the world
6. Analyze intervention modalities used to interrupt vertical transmission of HIV
7. Predict future issues and trends of HIV/AIDS by discussing the concept of HIV
candidate vaccines, the economic burden of HIV/AIDS in the world, and the
future projections of HIV/AIDS cases during the upcoming decade
8. Identify and discuss several HIV-1 co-infection with other important infectious
agents
9. Compare risk factors for HIV infection and the behavioral interventions for
prevention of HIV infection
Student evaluation based on class participation and exams:

20% In-class presentation related to lecture topic; 40% Midterm; 40% Final
Instructor Consent:
No consent required
340.646.81 Epidemiology and Public Health

Impact of HIV and AIDS
Department:
Epidemiology
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Homayoon Farzadegan
Course Instructor:
Resources:
 CoursePlus
Prerequisite:
Description:
Provides an overview of the historical and public health aspects of the AIDS epidemic
with review and analysis of virology, immunology, clinical and laboratory manifestations,
legal issues, clinical management, coinfection, economic impact, and needs for future
research and intervention for global control of the HIV epidemic.
1. Establish a knowledge base on the basic science of HIV infection and host
response
2. Recognize and compare HIV/AIDS epidemics at the global level
3. Explain the basis of clinical management of HIV infection at individual and
population levels
4. Describe the science and epidemiology of HIV drug resistance
5. Compare risk factors for HIV infection and the behavioral interventions for
prevention of HIV infection
6. Describe the science and epidemiology of dual infections of HIV and viral
hepatitis, HPV, tuberculosis, and malaria
7. Analyze intervention modalities used to interrupt vertical transmission of HIV
8. Discuss several aspects of legal issues in the HIV/AIDS field
9. Predict future issues and trends of HIV/AIDS by discussing the concept of HIV
candidate vaccines, the economic burden of HIV/AIDS in the world, and the
future projections of HIV/AIDS cases during the upcoming decade
Midterm online exam (multiple choice): 20%; LiveTalk group presentation: 25%; Final
paper: 35%; Overall course participation (lectures and LiveTalk attendance): 20%.
Instructor Consent:
No consent required
Johns Hopkins Bloomberg School of Public Health
Epidemiology
1st
 340.654.81 Epidemiology and Natural History of Human Viral Infections (6 credits)
3rd
 340.654.01 Epidemiology and Natural History of Human Viral Infections (6 credits)

Cancelled
340.654.81 Epidemiology and Natural

History of Human Viral Infections
Department:
Epidemiology
Term:
1st term
Credits:
6 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Homayoon Farzadegan
Course Instructor:
Resources:
 CoursePlus
Prerequisite:
Description:
Emphasizes biology, epidemiology and pathogenesis of diseases caused by human

viruses. Discusses virus interaction with host, diagnostic methodologies, immunization
and treatment of viral infections. Examines relationships between oncogenesis and viral
infections, such as Hepatitis/liver cancer, HPV/cervical cancer, EBV/Burkitt’s lymphoma
and HTLV/leukemia. Covers the biology and natural history of major viral families (such
as retroviruses, rabies, and others). Also covers Prion diseases, which are similar to, but
not viral infections.
1. Describe the common structures and functions of viruses and their components,
including genetics.
2. Identify the main steps of viral pathogenesis
3. Discuss virus-host interactions
4. Recognize the advantages and limiting factors related to antiviral treatment
options
5. List several viruses and describe the processes by which they can cause cancer
6. Recall the interaction between viral agents and other factors in the disease
pathway
7. Compare the pathogenesis of retroviruses with other viruses, including the
mechanisms of invasion and integration and synthesis of new viral particles
8. Recognize and describe the issues of treatment, prevention, and future concerns of
human immunodeficiency virus and AIDS
9. Compare and contrast the epidemiology and natural history of other human viral
pathogens, including influenza, herpes simplex virus, bovine spongiform
encephalitis and others
Student evaluation based on an exam.

Instructor Consent:
No consent required

 MMI
Special Comments:
Content similar to 260.623-624
340.654.01 Epidemiology and Natural

History of Human Viral Infections
Cancelled
Department:
Epidemiology
Term:
3rd term
Credits:
6 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W F, 1:30 - 3:20pm
Auditors Allowed:
Contact:
Homay Farzadegan
Course Instructor:
Resources:
 CoursePlus
Prerequisite:
General biology and introductory epidemiology.

Description:
Emphasizes biology, epidemiology and pathogenesis of diseases caused by human

viruses. Discusses virus interaction with host, diagnostic methodologies, immunization
and treatment of viral infections. Examines relationships between oncogenesis and viral
infections, such as Hepatitis/liver cancer, HPV/cervical cancer, EBV/Burkitt’s lymphoma
and HTLV/leukemia. Covers the biology and natural history of major viral families (such
as retroviruses, rabies, and others). Also covers Prion diseases, which are similar to, but
not viral infections.
1. Describe the common structures and functions of viruses and their components,
including genetics.
2. Identify the main steps of viral pathogenesis
3. Discuss virus-host interactions
4. Recognize the advantages and limiting factors related to antiviral treatment
options
5. List several viruses and describe the processes by which they can cause cancer
6. Recall the interaction between viral agents and other factors in the disease
pathway
7. Compare the pathogenesis of retroviruses with other viruses, including the
mechanisms of invasion and integration and synthesis of new viral particles
8. Recognize and describe the issues of treatment, prevention, and future concerns of
human immunodeficiency virus and AIDS
9. Compare and contrast the epidemiology and natural history of other human viral
pathogens, including influenza, herpes simplex virus, bovine spongiform
encephalitis and others
Mid-term exam 25%, Final exam 25%, Presentation and Discussion 25%, and Attendance
and Participation 25%.
Instructor Consent:
No consent required
Special Comments:
Content similar to 260.623-624
Epidemiology
2nd
 340.744.01 Advanced Topics On Control and Prevention of HIV/AIDS (4 credits)
3rd
 340.744.81 Advanced Topics On Control and Prevention of HIV/AIDS (4 credits)

Discontinued
340.744.01 Advanced Topics On Control and

Prevention of HIV/AIDS
Department:
Epidemiology
Term:
2nd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
Contact:
Homayoon Farzadegan
Course Instructor:
Resources:
 CoursePlus
Description:
Focuses on directed readings and discussion on the science and pathogenesis of
HIV/AIDS. Covers dynamics of the HIV epidemic in the populated world, difficulties
and contrasts between clinical management of HIV/AIDS in developed and developing
countries, prevention and control modalities against HIV/AIDS, and predicting patterns
of future growth of the HIV/AIDS epidemic with special reference to global economic
impact of HIV vaccine and eradication issues of HIV/AIDS.
1. Discuss the basic science of recent discoveries of HIV/AIDS pathogenesis

2. Describe the new targets for anti-HIV drugs and long-term side effects of current
drugs
3. Discuss HIV treatment issues in developed and developing countries
4. Analyze the impact of co-infections with other microbial infections of HIV/AIDS
epidemiology and pathogenesis
5. Identify preventive measures against HIV infection in the forms of microbicides
and behavioral changes
6. Discuss the HIV pandemic in different countries, particularly with respect to the
potential explosion of the HIV epidemic
midterm online exam (20%) class participation & attendance (20%), group presentation
(25%), final paper (35%)
Instructor Consent:
No consent required
340.744.81 Advanced Topics On Control and

Prevention of HIV/AIDS
Discontinued
Department:
Epidemiology
Term:
3rd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Homayoon Farzadegan
Course Instructor:
Resources:
 CoursePlus
Prerequisite:

Description:
Focuses on directed readings and discussion on the science and pathogenesis of

HIV/AIDS. Covers dynamics of the HIV epidemic in the populated world, difficulties
and contrasts between clinical management of HIV/AIDS in developed and developing
countries, prevention and control modalities against HIV/AIDS, and predicting patterns
of future growth of the HIV/AIDS epidemic with special reference to global economic
impact of HIV vaccine and eradication issues of HIV/AIDS.
1. Discuss the basic science of recent discoveries of HIV/AIDS pathogenesis

2. Describe the new targets for anti-HIV drugs and long-term side effects of current
drugs
3. Discuss HIV treatment issues in developed and developing countries
4. Analyze the impact of co-infections with other microbial infections of HIV/AIDS
epidemiology and pathogenesis
5. Identify preventive measures against HIV infection in the forms of microbicides
and behavioral changes
6. Discuss the HIV pandemic in different countries, particularly with respect to the
potential explosion of the HIV epidemic
LiveTalk group presentation: 25%; Midterm: 25%; Final paper: 35%; Class participation
(lectures and LiveTalk attendance): 15%
Instructor Consent:
No consent required

3rd
 380.761.01 Sexually Transmitted Infections in Public Health Practice (4 credits)
4th
 380.761.81 Sexually Transmitted Infections in Public Health Practice (4 credits)
380.761.01 Sexually Transmitted Infections in

Public Health Practice
Department:
Term:
3rd term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Tu Th, 1:30 - 3:20pm
Auditors Allowed:
Contact:
Jacky Jennings
Course Instructors:
 Jacky Jennings
 Jacky Jennings
Resources:
 CoursePlus
Prerequisite:
Working knowledge of Epidemiology; Public Health Biology 550.630 or equivalent

which may include professional experience.
Description:
Provides a comprehensive and current synthesis of sexually transmitted infections (STIs)

in the United States and globally. Examines biologic, behavioral, social, and
epidemiologic aspects of sexually transmitted infections (STIs). Focuses, throughout the
course, on the diverse factors that contribute to STI prevention and control. Discusses
how biologic and behavioral factors influence preventability and control of STIs.
Introduces a number of STI prevention and control interventions with an emphasis on
evaluation of these interventions. Data-focused and driven by current research study
findings and surveillance data. Particularly focuses on considering strengths and
weakness of various data sources and study designs and on thinking critically about
what’s going on ‘behind the numbers.
1. Describe the clinical aspects of common STIs including their sequelae

2. Define the epidemiology of selected STIs
3. Explain the theoretical and practical issues related to the design and
implementation of STI control intervention
4. Describe the impact of laboratory-based versus syndromic based management
strategies on the epidemiology, prevention and control of STIs
5. Describe the economic, social, and political issues influencing development and
implementation of STI control programs and supporting policies
6. Demonstrate competence in the development and delivery of a STI-related policy
options paper and briefing for decision making by a policy maker (a presentation
illustrating the integration of clinical and public health evidence-based discuss for
policy)
Policy presentation involving powerpoint slides and supporting documentation, class
participation, and final examination.
Instructor Consent:
Consent Note:
Undergraduates require instructor consent and also advisor consent.
jjennin1@jhmi.edu

 Epi
380.761.81 Sexually Transmitted Infections in

Public Health Practice
Department:
Term:
4th term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Anne Rompalo
Course Instructor:
 Anne Rompalo
Resources:
 CoursePlus
Prerequisite:
Introduction to Online Learning; Principles of Epidemiology (340.601 or equivalent)
Public Health Biology 550.630 or equivalent which may include professional experience.
Description:
Provides a comprehensive and current synthesis of sexually transmitted infections (STIs)

in the United States and globally. Examines biologic, behavioral, social, and
epidemiologic aspects of sexually transmitted infections (STIs). Focuses, throughout the
course, on the diverse factors that contribute to STI prevention and control. Discusses
how biologic and behavioral factors influence preventability and control of STIs.
Introduces a number of STI prevention and control interventions with an emphasis on
evaluation of these interventions. Data-focused and driven by current research study
findings and surveillance data. Particularly focuses on considering strengths and
weakness of various data sources and study designs and on thinking critically about
what’s going on ‘behind the numbers.
1. Describe the clinical aspects of common STIs including their sequelae

2. Define the epidemiology of selected STIs
3. Explain the theoretical and practical issues related to the design and
implementation of STI control intervention
4. Describe the impact of laboratory-based versus syndromic based management
strategies on the epidemiology, prevention and control of STIs
5. Describe the economic, social, and political issues influencing development and
implementation of STI control programs and supporting policies
6. Demonstrate competence in the development and delivery of a STI-related policy
options paper and briefing for decision making by a policy maker (a presentation
illustrating the integration of clinical and public health evidence based discuss for
policy
Underlying STI prevention and control strategies are public health policies. As such,
influencing policy through analysis and interpretation are critical skills that students will
have opportunities to develop in this course. Course assignments will include writing a
policy brief and participating in a virtual debate focused on a current, critical issue in the
STI field. In addition, students will be graded for their participation in LiveTalks and the
Discussion Board and on short online quizzes.
Instructor Consent:
No consent required

 Epi
Special Comments:
Live Talk Session attendance is required as sessions are used for group discussion and
student presentations.
Management Sciences (choose at least one)

182.623 – Occupational Safety and Health Management 3 3rd 2nd
221.602 – Applications in Managing Health Organizations in
3 1st No
Low and Middle Income Countries
221.722 – Quality Assurance Management Methods for
4 1st 1st
Developing Countries
305.607 – Public Health Practice 4 2nd 4th
312.601 – Fundamentals of Management for Health
3 2nd No
Care Organizations
380.681 – Strategic Leadership Principles and Tools for
4 2nd No
Health System Transformation in Developing Countries
312.600 – Managing Health Service Organizations 4 No 3rd
312.603 – Fundamentals of Budgeting and 1st, 2nd, 3rd,
3 SI
Financial Management 4th
221.610 – Pharmaceuticals Management for
3 3rd No
Underserved Populations
221.608 – Managing NGOs in the Health Sector 3 3rd No

2nd
 182.623.81 Occupational Safety and Health Management (3 credits)
3rd
 182.623.01 Occupational Safety and Health Management (3 credits)
182.623.81 Occupational Safety and

Health Management
Department:
Term:
2nd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
Contact:
Dennis Averill
Course Instructor:
 Dennis Averill
Resources:
 CoursePlus
Prerequisite:

Description:
Examines modern Lean management methodology and how it can be leveraged to design
and implement an effective health, safety, and environmental (HSE) management system
in an organization. Dtresses Lean management methods and tools and how they impact
organizational structure, SHE planning, risk assessment, training, and continuous
HSE improvement.
1. Demonstrate an understanding of the evolution of management thought and how

it has influenced occupational health, safety, and environmental (HSE)
management
2. Demonstrate an understanding of and apply Lean management methodology to
improving health, safety, and sustainability performance in organizations
3. Apply continuous improvement and Lean management tools to occupational
health and safety including; loss trees, root cause analysis, OPLs, 5S, visual
methods, and Kaizen
4. Utilize current concepts of leadership and change management to improve HSE
management
5. Demonstrate an understanding of HSE risk assessment methods
Based on class participation and preparation of a basic budget
Instructor Consent:
No consent required
182.623.01 Occupational Safety and

Health Management
Department:
Term:
3rd term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Monday, 1:30 - 3:50pm
Auditors Allowed:
Contact:
Dennis Averill
Course Instructor:
 Dennis Averill
Resources:
 CoursePlus
Description:
Examines modern Lean management methodology and how it can be leveraged to design
and implement an effective health, safety, and environmental (HSE) management system
in an organization. Dtresses Lean management methods and tools and how they impact
organizational structure, SHE planning, risk assessment, training, and continuous
HSE improvement.
1. Demonstrate an understanding of the evolution of management thought and how

it has influenced occupational health, safety, and environmental (HSE)
management
2. Demonstrate an understanding of and apply Lean management methodology to
improving health, safety, and sustainability performance in organizations
3. Apply continuous improvement and Lean management tools to occupational
health and safety including; loss trees, root cause analysis, OPLs, 5S, visual
methods, and Kaizen
4. Utilize current concepts of leadership and change management to improve HSE
management
5. Demonstrate an understanding of HSE risk assessment methods
Class participation and assignments.
Instructor Consent:
No consent required
1st
 221.602.60 Applications in Managing Health Organizations in Low and Middle

Income Countries (3 credits)
 221.602.62 Applications in Managing Health Organizations in Low and Middle
Income Countries (3 credits) Cancelled
221.602.60 Applications in Managing Health
Organizations in Low and Middle
Income Countries
Department:
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
This is a blended course. Eight hours of classroom time will be replaced by outside-of
class work.
 Thursday, 8:30 - 10:20am
Auditors Allowed:
No
Contact:
Jessica Cash
Course Instructor:
 David Peters
Resources:
 CoursePlus
Description:
Using case studies, a simulation, and group-based activities, supplemented by required

weekly online lectures and readings, students explore a variety of settings found in low
and middle-income countries in which to apply management concepts. Students examine:
(1) organizational restructuring in response to decentralization, (2) environmental
scanning ,(3) systems behavior in hospital organizations, (4) multiple approaches to
group decision making, (5) managing to achieve agreement in health organizations, (6)
preparing, implementing, and communicating a budget that is based on limited resources
within a business, (7) performance improvement concepts and tools in a healthcare
organization, and (8) the construct of a “balanced score card” for a health organization.
Students apply these concepts to the activities and assignments in this management skills
learning lab.
1. Collaborate effectively in teams to tackle problems faced by managers in health

organizations.
2. Apply SWOT analysis to evaluate the environmental and organizational factors
influencing an organizational change
3. Use communication and collaboration skills effectively to address organizational
systems issues
4. Develop a budget based on information regarding business or service volume,
staffing levels, salary rates and supply usage and costs
5. Identify the strengths and weaknesses of different approaches to management
decision making
6. Use quality improvement tools to analyze and resolve operational problems
7. Articulate the metrics required to create a balanced scorecard to monitor
organizational performance
Five graded group assignments (50%), participation and peer evaluation (25%), online
lecture quizzes (25%)
No undergraduates. Experience working in the health sector in LMICs required for

students not in IH
Instructor Consent:
Consent Note:
Consent required for all students except MSPH & PHD students in the Health Systems
program in the IH Department. Interested student must email Jessica Cash requesting
permission stating relevant experience.

jessicacash@jhu.edu
Special Comments:
corresponding reduction in class sessions. The class will meet once a week. Students are
expected to spend one hour a week on class work in addition to regular homework. Once
consent is granted student will be assigned to a specific section.
221.602.62 Applications in Managing Health

Organizations in Low and Middle
Income Countries
Cancelled
Department:
Term:
1st term
Credits:
3 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 Monday, 3:30 - 5:20pm
Auditors Allowed:
No
Contact:
Cyrus Engineer
Course Instructor:
 Cyrus Engineer
Resources:
 CoursePlus
Description:
Using case studies, a simulation, and group-based activities, supplemented by required
weekly online lectures and readings, students explore a variety of settings found in low
and middle-income countries in which to apply management concepts. Students examine:
(1) organizational restructuring in response to decentralization, (2) environmental
scanning ,(3) systems behavior in hospital organizations, (4) multiple approaches to
group decision making, (5) managing to achieve agreement in health organizations, (6)
preparing, implementing, and communicating a budget that is based on limited resources
within a business, (7) performance improvement concepts and tools in a healthcare
organization, and (8) the construct of a “balanced score card” for a health organization.
Students apply these concepts to the activities and assignments in this management skills
learning lab.
1. Collaborate effectively in teams to tackle problems faced by managers in health

organizations.
2. Apply SWOT analysis to evaluate the environmental and organizational factors
influencing an organizational change
3. Use communication and collaboration skills effectively to address organizational
systems issues
4. Develop a budget based on information regarding business or service volume,
staffing levels, salary rates and supply usage and costs
5. Identify the strengths and weaknesses of different approaches to management
decision making
6. Use quality improvement tools to analyze and resolve operational problems
7. Articulate the metrics required to create a balanced scorecard to monitor
organizational performance
Five graded group assignments (50%), participation and peer evaluation (25%), online
lecture quizzes (25%)
No undergraduates. Experience working in the health sector in LMICs required for

students not in IH
Instructor Consent:

Consent Note:
Consent required for all students except MSPH & PHD students in the Health Systems
program in the IH Department. Interested student must email Jessica Cash requesting
permission stating relevant experience.
cenginee@jhsph.edu
Special Comments:
corresponding reduction in class sessions. The class will meet once a week. Students are
expected to spend one hour a week on class work in addition to regular homework.
1st
 221.722.01 Quality Assurance Management Methods for Developing Countries (4

credits)
 221.722.81 Quality Assurance Management Methods for Developing Countries (4
credits)
221.722.01 Quality Assurance Management

Methods for Developing Countries
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
East Baltimore
Class Times:
 M W, 1:30 - 3:20pm
Auditors Allowed:
No
Contact:
Gilbert Burnham
Course Instructors:
 Gilbert Burnham
 Anbrasi Edward
Resources:
 CoursePlus
Description:
Presents the principles and practice of total quality management methods for health
systems in developing countries. Emphasizes integrated district-level health systems
management; fostering a genuine team approach in the face of an authoritarian tradition;
central importance of community governance; interventions performed according to
standards and in an equitable fashion; introducing a measurement-based approach to
problem solving, emphasizing analysis of service delivery process and outcome; and
developing operational research as an integral component of the management system.
1. Describe the principles, tools and methods for developing quality initiatives
2. Define quality from the perspective of all stakeholders
3. Determine the root cause of quality deficiencies and apply team based problem
solving methods to address poor performance
4. Assess the costs of poor quality and of quality improvement
5. Develop performance monitoring systems and indicators to manage performance
of healthcare
6. Apply concepts and tools from QA case studies
Student evaluation based on analysis and presentation of case studies.
Instructor Consent:
No consent required
221.722.81 Quality Assurance Management
Methods for Developing Countries
Department:
Term:
1st term
Credits:
4 credits
Academic Year:
2016 - 2017
Location:
Internet
Auditors Allowed:
No
Contact:
Anbrasi Edward
Course Instructors:
 Anbrasi Edward
 Gilbert Burnham
Resources:
 CoursePlus
Prerequisite:
Description:
Presents the principles and practice of total quality management methods for health
systems in developing countries. Emphasizes integrated district-level health systems
management; fostering a genuine team approach in the face of an authoritarian tradition;
central importance of community governance; interventions performed according to
standards and in an equitable fashion; introducing a measurement-based approach to
problem solving, emphasizing analysis of service delivery process and outcome; and
developing operational research as an integral component of the management system.

1. Describe the principles, tools and methods for developing quality initiatives
2. Define quality from the perspective of all stakeholders
3. Determine the root cause of quality deficiencies and apply team based problem
solving methods to address poor performance
4. Assess the costs of poor quality and of quality improvement
5. Develop performance monitoring systems and indicators to manage performance
of healthcare
6. Apply concepts and tools from QA case studies
Student evaluation based on analysis and presentation of case studies.
Instructor Consent:
No consent required

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Biostatistics (choose one series)

Course Credits On-site Online

 140.611.01 Statistical Reasoning in Public Health I (3 credits)

 140.611.94 Statistical Reasoning in Public Health I (3 credits)

 140.611.11 Statistical Reasoning in Public Health I (3 credits)

140.611.01 Statistical Reasoning in Public

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

1. Provide examples of different types of data arising in public health studies

Homework Assignments and Quizzes

Course materials fee is $30.00.

140.611.81 Statistical Reasoning in Public

Introduction to Online Learning.

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

1. Provide examples of different types of data arising in public health studies

Consent required for some students

non-degree seeking students need instructor's consent

For consent, contact:

140.611.94 Statistical Reasoning in Public

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

Assignment, mid-term and final examinations

140.611.11 Statistical Reasoning in Public

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

1. Provide examples of different types of data arising in public health studies

 140.621.01 Statistical Methods in Public Health I (4 credits)

140.621.01 Statistical Methods in Public

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

1. Use statistical reasoning to formulate public health questions in quantitative terms

Student evaluation based on problem sets and exams.

For MPH, DrPH, "special students" and MSPH degree candidates

Consent required for some students

Consent Required for non-PH students

For consent, contact:

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

1. Use statistical reasoning to formulate public health questions in quantitative terms

Student evaluation based on problem sets and exams.

Consent required for some students

Consent of instructor required for non-PH students

For consent, contact:

 140.651.01 Methods in Biostatistics I (4 credits)

140.651.01 Methods in Biostatistics I

Working knowledge of calculus and linear algebra

Presents fundamental concepts in applied probability, exploratory data analysis, and

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

1. Discuss core applied statistical concepts and methods

Epidemiology (choose one)

Course Credits On-site Online

 340.601.94 Principles of Epidemiology (5 credits)

 340.601.01 Principles of Epidemiology (5 credits)

 340.601.11 Principles of Epidemiology (5 credits)

340.601.94 Principles of Epidemiology

Introduces principles and methods of epidemiologic investigation of infectious and

1. Describe basic epidemiologic methods and study design

Student evaluation based on mid-term and final exams.

MPH / IIHMR program participants only

Course is held in India at the India Institute of Health Management Research.

340.601.01 Principles of Epidemiology

Introduces principles and methods of epidemiologic investigation of infectious and

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

1. Describe basic epidemiologic methods and study design