Global Health — M.P.H.

Program director
Donn Gaede

Program description

The M.P.H. degree in global health prepares committed professionals who are both technically competent and cross-culturally skilled in creating and facilitating sustainable health and development programs in diverse settings and populations. Utilizing an experiential, evidence-based model of learning while building on the global health competencies defined in the model developed by the Association of Schools and Programs of Public Health in 2011, the program enables graduates to contribute to a better quality of life for all people—especially those who are vulnerable, underserved, marginalized, and disadvantaged. The program's extensive network of global and local faculty and organizational resources affords a broad spectrum of options for students to learn and practice the “art and science” of this exciting discipline.

The program prepares career professionals who work in the nonprofit, relief, or development sectors. Graduates of the program may qualify for positions in nongovernmental, faith-based, and community-based organizations; county, state, and national health departments; private foundations; and public health enterprises and public health practice organizations. Graduates also find positions in government and transnational organizations, such as the World Health Organization, UNICEF, the World Bank, Centers for Disease Control and Prevention (CDC); and national assistance organizations like the United States Agency for International Development (USAID). Further academic training is also an option for  graduates interested in teaching and research. Those with prior field experience and additional  language/s proficiency (for example, French or Spanish) are generally given preference both during student admission and later when applying for jobs.

Utilizing an experiential approach, the competency-based curriculum is built around three primary themes:

  • developing and maintaining a sustainable, healthy environment;
  • supporting and empowering communities, families, and individuals in their efforts to attain optimal health and development;
  • advocating for social justice, human rights, and equity among vulnerable populations.

The program is designed around three learning domains that enable graduates to have:

  • a broad, comprehensive knowledge base or theoretical framework covering the major concepts and key issues in global health;
  • appropriate competencies and skill sets (for example, in program planning/evaluation, grant proposal preparation, communication and informatics, research, advocacy, leadership, etc.);
  • a Christian, faith-based worldview that informs activities in the practice environment.

Learner outcomes

Graduates are expected to apply cross-cultural skills and demonstrate technical competence in:

  • capacity strengthening for enhancement of global public health programs, infrastructure, and workforce.
  • collaborating and partnering with the ability to select, recruit, and work with a diverse range of global health stakeholders.
  • ethical reasoning and professional practice with the ability to identify and respond with integrity to ethical issues in diverse economic, political, and cultural contexts, and promote accountability for the impact of policy decisions upon public health practice at local, national, and international levels.
  • advocating for justice, equity (including gender equity), human rights, and universal access to health and social services that contribute to individual and community well-being.
  • program management with the ability to design, implement, and evaluate global health programs to maximize contributions to effective policy, enhanced practice, and improved and sustainable health outcomes.
  • sociocultural and political awareness and the conceptual basis with which to work effectively within diverse cultural settings and across local, regional, national, and international political landscapes,
  • strategic analysis, with the ability to use systems thinking to analyze a diverse range of complex and interrelated factors shaping health trends in order to formulate programs at the local, national, and international levels.

Educational effectiveness indicators

Program learner outcomes as evidenced by:

  • Signature assignments linked to course and noncourse requirements
  • Field practicum report
  • Culminating experience

Prerequisite*

See entrance requirements for all M.P.H. degrees.

Public health core
PCOR 501Public Health for Community Resilience5
PCOR 502Public Health for a Healthy Lifestyle5
PCOR 503Public Health and Health Systems5
Major
GLBH 545Integrated Community Development 14
GLBH 564Fundamentals of Community Health and Development I2
GLBH 565Interventions in Community Health and Development I3
GLBH 566Fundamentals of Community Health and Development II2
GLBH 567Interventions in Community Health and Development II3
GLBH 568Fundamentals of Community Health and Development III2
GLBH 569Interventions in Community Health and Development III3
GLBH 605Seminar in Global Health1
STAT 515Grant- and Contract-Proposal Writing3
Religion
RELE 534Ethical Issues in Public Health (or REL_)3
Cognates/Electives 215
Total Units56
Practicum
Practicum units are in addition to the minimum graduate units required for the degree
Choose one option
Option 1
PHCJ 798DPublic Health Practicum ((Minimum of 8 units/400 hours))8
or PHCJ 798A Public Health Practicum
or PHCJ 798B Public Health Practicum
or PHCJ 798C Public Health Practicum
Option 2
GLBH 797MIP Residency in Global Health12
1

This field-based course involves international travel and fulfillment of required prerequisites. A separate laboratory fee must be paid at the time of registration into this course (subject to change, if needed).

2

 Choose from defined cognates or select from electives, in consultation with advisor.

Culminating experience

See standard culminating experience requirements.

Normal time to complete the program

2.33 years (9 academic quarters) based on full-time enrollment; part time permitted

Courses

GLBH 516. HIV/AIDS: Implications for Public Health. 3 Units.

Historical, epidemiological, and public health aspects of HIV/AIDS. Viral, immunologic, laboratory, and clinical manifestations associated with HIV/AIDS. Approaches to preventing/controlling the epidemic. Socioeconomic, political, and health impact of HIV/AIDS; and the related implications in terms of legal, ethical, and health-care management issues. Laboratory/field work earned by the student's active participation and involvement in a variety of field-based activities, such as: clinic-intake interviews, analysis of existing epidemiologic databases, grant writing, health education, and hospice care.

GLBH 517. Cultural Issues in Health Care. 3 Units.

Critical analysis of broad sociocultural and political forces that impact health and health-care access and delivery both domestically and internationally. Through a seminar-style learning environment, students increase their awareness of how culture informs the understanding and experience of health and illness. Introduces students to assessment of race relations and ethnocentric beliefs and attitudes that contribute to the gap between marginal populations and health-care providers, and that teach strategies of sociocultural change within the context of power and privilege.

GLBH 524. Cultural Competence and Health Disparities. 2 Units.

Introduces and examines diversity and cultural responsiveness in public health and health care. Examines the roles played by population diversity, health professions diversity, and cultural responsiveness in addressing and eliminating health and health-care disparities in both national and global health. Discusses the historic context of social inequities impacting health and health care; and the roles played by biological inheritance, race and ethnicity identifiers, socioeconomics, socioenvironment, and health-care beliefs and behavior in health-care services delivery. Introduces cultural competency in public health and tenets for developing and applying cultural awareness in the field. Explores culture—defined as the values and beliefs that generate patterned behaviors, expectations, and world view—and its role in accessing, utilizing, and delivering positive outcomes in health care.

GLBH 545. Integrated Community Development. 4 Units.

Analyzes issues, challenges, resources, and strategies in implementing and managing integrated community development and health projects. Focuses on basic development needs of rural and urban communities. Taught from the perspectives of anthropology, sociology, agriculture, economic development, and public health. The final course in the GLBH core curriculum. Restricted to students in the major.
Prerequisite: GLBH 564, GLBH 565, GLBH 566, GLBH 567, GLBH 568, GLBH 569.

GLBH 550. Women in Development. 3 Units.

Global epidemiological profile of women in terms of educational patterns, economic productivity, social status, and mortality and morbidity patterns. Risks to physical and psychosocial health. National and international legal and regulatory issues and programs to promote access to health care, economic productivity, and the health of women.

GLBH 561. Epidemiology of Tobacco Use and Control I. 3 Units.

A module-based course (the first of a three-part series) that presents a comprehensive overview of the tobacco pandemic and provides a foundation for understanding global/national tobacco-prevention and -control issues and strategies. Explores the epidemiology of this growing public health challenge and its significant impact on societal health and economics. Examines the underlying principles governing the multi-sectoral and multidisciplinary approaches developed as part of the coordinated public health response (within the context of the WHO Framework Convention on Tobacco Control). Introduces basic techniques of monitoring, surveillance, and evaluation as used in tobacco- prevention/control programs.

GLBH 562. Epidemiology of Tobacco Use and Control II. 3 Units.

Explores the theoretical foundation for tobacco control. Considers the impact of tobacco-control policy and legislative and regulatory measures on prevalence, initiation, and cessation of tobacco use. Compares the effect of socioeconomic status variables on measures of smoking behavior among racial/ethnic groups. Reviews validity studies in tobacco use. Explores clustering of tobacco use with other drugs, other risk behavior, and psychiatric disorders. Estimates sensitivity and specificity of individual and environmental factors that influence the susceptibility of individuals to tobacco dependence. Includes issues such as counteracting the tobacco industry and forming effective partnerships in tobacco control; monitoring, surveillance, evaluation, and reporting of tobacco use and control; and developing a national plan of action for tobacco control.

GLBH 564. Fundamentals of Community Health and Development I. 2 Units.

Utilizing an experiential, evidence-based model of learning and building on the global health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on improving the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Students conduct population-based analyses that include the assessment and examination of health determinants, practices, and solutions to improve the quality of life for all people—especially the vulnerable and disadvantaged. Emphasizes the basic framework within which global health is conducted; analyzes health problems at a macrolevel by conducting comprehensive social, epidemiological, and ecological assessments of basic issues that affect the health of families and individuals; and enhances understanding of current and future global threats to health.

GLBH 565. Interventions in Community Health and Development I. 3 Units.

Utilizing an experiential, evidence-based model of learning, and building on the public health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on selected methodological techniques and skills applicable in the planning, implementation, and evaluation of primary health-care programs that serve to improve the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Introduces the theoretical foundations and practical applications of program planning, implementation, and evaluation of sustainable public health programs. Students have an opportunity to practice these skills both in the classroom and in local community settings as part of their structured service learning projects. By the end of this course, students will demonstrate capacity to develop reciprocal, collaborative relationships with community and academic partners; use a program-planning model and create a program theory to guide in the process of assessing community needs; use social and behavioral theories/models to guide the creation of tools used to collect qualitative and quantitative data in identifying individual and group assets and needs; conduct systematic literature reviews; develop and present a project-specific, detailed implementation proposal both orally and in written format.

GLBH 566. Fundamentals of Community Health and Development II. 2 Units.

Utilizing an experiential, evidence-based model of learning, and building on the global health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on improving the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Students conduct population-based analyses that include assessment and examination of health determinants, practices, and solutions to improve the quality of life for all people—especially the vulnerable and disadvantaged. Emphasizes the role of public health policy and advocacy in addressing global health challenges.
Prerequisite: GLBH 564.

GLBH 567. Interventions in Community Health and Development II. 3 Units.

Utilizing an experiential, evidence-based model of learning, and building on the public health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on selected methodological techniques and skills applicable in the planning, implementation, and evaluation of primary health-care programs that serve to improve the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Focuses on the theoretical foundations and practical applications of program planning, implementation, and evaluation of sustainable public health programs. Students have an opportunity to practice these skills both in the classroom and in local community settings as part of their structured service learning projects. By the end of this course, students demonstrate capacity to create a program theory and logical framework to provide a conceptual and practical foundation for formulating measurable process, impact, and outcome objectives and indicators; designing implementation methods; developing a monitoring and evaluation plan; constructing a timeline, budget, and work plan; and preparing a scope of work/terms of reference document. Students develop an operational understanding by implementing the proposed intervention; collecting relevant implementation; monitoring and evaluating data; and presenting a report both orally and in written format.
Prerequisite: GLBH 565.

GLBH 568. Fundamentals of Community Health and Development III. 2 Units.

Utilizing an experiential, evidence-based model of learning and building on the global health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on improving the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Students conduct population-based analyses that include the assessment and examination of health determinants, practices, and solutions to improve the quality of life for all people—especially the vulnerable and disadvantaged. Focuses on the application of global research methods in response to global health concerns.
Prerequisite: GLBH 564, GLBH 566.

GLBH 569. Interventions in Community Health and Development III. 3 Units.

Utilizing an experiential, evidence-based model of learning, and building on the public health competencies as defined by the Association of Schools of Public Health (ASPH), this three-part course series focuses on selected methodological techniques and skills applicable in the planning, implementation, and evaluation of primary health-care programs that serve to improve the health, safety, and well-being of all people in local and global settings by promoting wellness; preventing avoidable disease, disabilities, and deaths; and eliminating social and health disparities. Focuses on the theoretical foundations and practical applications of program planning, implementation, and evaluation of sustainable public health programs. Students have an opportunity to practice these skills both in the classroom and in local community settings as part of their structured service learning projects. Course culminates with a series of workshops that reinforce the skills learned throughout the course series. Students demonstrate capacity to analyze qualitative and quantitative data gathered from the service learning project; report research/evaluation results through peer-reviewed channels; present intervention results orally and in written format; prepare and submit the results of an external evaluation both orally and in written format; synthesize the lessons learned from the service learning project; and discuss how skills acquired during the series could be used to address global health challenges and inequities.
Prerequisite: GLBH 565, GLBH 567.

GLBH 584. Special Topics in Global Health. 1-3 Units.

Lectures and discussions on a current topic in global health. May be repeated for a maximum of 3 units applicable to degree program.

GLBH 605. Seminar in Global Health. 1 Unit.

Issues, trends, organizational structure, and practice of international public health. Issues impacting global health, the structure and functions of government and NGOs in the delivery of public health services, and preparation to practice international health. Selected guest lecturers and student participation.

GLBH 700. MIP-Peace Corps Field Practicum. 0 Units.

Designed for students who must maintain continuous registration in the School of Public Health as a condition of the twenty-seven month Peace Corps field practicum that is part of their master's degree program.

GLBH 797. MIP Residency in Global Health. 12 Units.

Individual, guided study in operational field practice, under faculty supervision. Limited to graduate students in the INTH Master's Internationalist Program (M.P.H./MIP) whose projects have been approved by their committee.