This course covers the behavioral, social, and cultural aspects of health and disease. Students learn how behavioral and social theories are relevant to health promotion and disease prevention efforts, and in behavior based safety efforts. They also learn how factors that protect or erode health operate at multiple levels (including individual, community, societal, and global levels), and how interventions are developed to improve health by addressing critical factors at each of these levels.The course also addresses the roles of culture, race, and ethnicity in the conceptualization of health and illness. View Course Objectives

GCHB 6100 INTRODUCTION TO PUBLIC HEALTH POLICY AND PRACTICE (3) - offered in Fall & Spring semesters (Dal Corso)

This course introduces students to the broad context of public health practice, including the mission, core functions, structure, policy role, program activities, and collaborative endeavors of public health agencies, as well as the value conflicts inherent in public health. Theoretical and practical perspectives are presented to illustrate contemporary strategies for health promotion, and how public health works at the state and national levels. Critical health issues are examined from a practice perspective to stimulate classroom discussion of both the problem and the public health system's efforts directed toward the solution of the problem.  View Course Objectives

GCHB 6110 PLANNING OF HEALTH EDUCATION PROGRAMS (3) - offered in Fall & Spring (Chen)

This course is designed to provide skills in planning and developing health education interventions for behavior change at the individual, family or social network levels of practice. Emphasis is placed on applying program design principles to the development of educational interventions. It is structured in a lecture-discussion format. Given its skill development focus, the course includes weekly homework assignments and the development of a health education program plan. View Course Objectives


This course introduces students to the concepts and functions of evaluation and will teach them some basic skills in monitoring and evaluation as they apply to health education and communication programs specifically. This is an introductory course designed for students focusing on implementation of programs. Students are not expected to have any background in research methods or evaluation.  View Course Objectives


This course combines practical, skills-based exercises with strategic thinking approaches to personal, professional, and organizational leadership development. Leadership: The ability to create and communicate a shared vision for a changing future; champion solutions to organizational and community challenges; and energize commitment to goals.  This course will aid the student to master several of the public health cross cutting competencies objectives related to leadership, communication and professionalism.  In keeping with the spirit of personal development, each student will develop a unique set of goals for the course tailored to their own personal leadership development. This class is best suited for students in their first or second semester of coursework as many assignments pertain to planning active learning and advancement in their studies at Tulane.  View Course Objectives


This course provides a field study opportunity in Taiwan for the aims of learning global public health practices, cross-cultural communication and interaction, and alternative community health strategies. A maximum of 15 students each from Tulane University and from Asia University in Taiwan will be paired to form cross-cultural teams to research and solve community health problems identified in the field study. In this course students will be housed at the Asia University campus. They will visit health organizations at national, provincial, city, county, and community levels. Lectures and discussions will be provided by faculty from both universities and practitioners in Taiwan. At the end of the course, student teams will submit written papers and will present project papers in class. Additionally, all students will submit an individual field study report.  View Course Objectives


This course introduces students to managerial aspects of community base organizations and processes to be followed in an effort to establish such an organization suitable to a targeted community. Topics and activities focus on managerial concepts and applications related to starting and developing a community organization: planning, staffing, recruiting, budgeting, strategic planning, fundraising, marketing and tax management. View Course Objectives

GCHB 6180 FORMAL QUALITATIVE METHODS (3) - offered in Spring (Kendall)

This course will provide hands-on experience in qualitative methods useful for health research. Formal and non-formal ethnographic methods useful for health research will be examined, including key informant interviewing, direct structured observation, free lists, pile sorts, ranking, social network analysis, and the management and analysis of qualitative data in general. Students are required to learn and use the software program ANTHROPAC. View Course Objectives

GCHB 6210 HEALTH COMMUNICATION THEORY AND PRACTICE (3) - offered in Fall (Schoellmann)

This course is designed to acquaint students with the role of communication in health and behavior change. It covers basic principles and practices in interpersonal, group, and mass communication and their application to public health. Students will have the opportunity to put into practice some of the theories and techniques learned in group exercises.  View Course Objectives

GCHB 6220  COMMUNITY ORGANIZATION (3) - offered in Fall

This course emphasizes community organization as a major educational approach to community dynamics, social change, and community participation in addressing health problems. The course explores methods for identifying and analyzing community health problems and their causes. Participants will examine the role of individuals, community institutions, and public health practitioners in effecting solutions to community health problems. The course stresses advancement both in theoretical knowledge in areas of community organization and community change, and in the application of community organization skills such as needs assessment.  View Course Objectives


This course is designed to provide field experience at Birthing Project USA, a community-based international maternal and child health organization serving Africa, Latin America and the US, including New Orleans.  Emphasis is placed on working collaboratively with local (US and International) communities, applying principles of Community Based Participatory Research and integrating concept of social entrepreneurism into health program planning, implementation and evaluation.  This course also addresses the roles of culture, race and ethnicity, gender and age in the determinants of power, leadership and decision-making and their impact on health status.  Students will receive experience, support and constructive feedback to develop skills in working in communities in which they are not culturally competent. View Course Objectives

GCHB 6260 INTRODUCTION TO SOCIAL MARKETING (2) - offered in Spring (Schoellmann)

This introductory course provides an overview of the concepts and strategies used in social marketing and public information campaigns in the United States and in other countries.  The course outlines basic principles and methods followed by social marketers and provides a framework for carrying out social marketing.  contributions of commercial marketing will be discussed, and real world applications of the social marketing approach will be integrated into the course.  View Course Objectives

GCHB 6350 APPLICATIONS OF SCHOOL HEALTH PROGRAMS (3) - offered in Spring, every other year (Johnson)

This course is designed to introduce students to the unique benefits and challenges of conducting health education/health promotion within school settings (elementary, middle and high schools). The eight components of coordinated school health will be addressed, particularly risk reduction and health promotion through assessment, policy development, environmental change, and health education.  View Course Objectives

GCHB 6360 HUMAN SEXUAL BEHAVIOR (2) - Summer (Johnson)

This course will focus on psychosocial and behavioral aspects of human sexuality.  The intent is to generate an understanding of the strong influence of inherent sexuality on behavior, and especially on health behaviors, from infancy to geriatric ages, and to train the health professional to be aware of and address sexual health and/or dysfunction in an explicit, open, caring and sensitive manner.  Strengths of the course will be cross-cultural comparisons, historical perspectives, and recognizing the difficulty of conducting human sexual behavior. View Course Objectives


Designed to acquaint the student with the fundamental clinical issues of obstetrics to maximize the student's potential for learning in subsequent maternal and child health courses. Public health issues will be integrated throughout the course to familiarize the student with non-clinical issues that impact the delivery of obstetrical care to women.  View Course Objectives

GCHB 6420 BEST PRACTICES IN WOMEN'S HEALTH (3) - offered in Fall (Grossman)

Designed to acquaint the student with the health care of women from puberty through the elder years. It will be taught through lectures supplemented with readings and will use a discussion format. It will address health care from the clinical and delivery system perspectives, and include aspects of female biological function in health and disease, treatment and prevention, and maternity and prenatal care. A significant portion of the course will be directed to economic, political, social, and cultural aspects of women's health care, and will consider health care needs and standards of care.  View Course Objectives

GCHB 6460 CHILD HEALTH AND DEVELOPMENT (3) - offered in Spring (Dal Corso)

This course combines an intensive survey of child development with the application of a fundamental public health approach to problems faced by children and families. In the first half of the course, students will be exposed to a cutting-edge review of child development. Select models for understanding developmental processes and key domains of development from the prenatal period through adolescence will be presented. In the second half of the course, students will apply this knowledge to the consideration of specific public health issues impacting children and their families.  View Course Objectives

GCHB 6470 ISSUES IN ADOLESCENT HEALTH (3) - offered in Spring (Madkour)

Issues in Adolescent Health is designed to describe and compare both mortality and major morbidity in adolescence with a focus on domestic U.S. populations. Adolescent development and culture are considered as they relate to the specific health issues causing morbidity and mortality in adolescence. The course emphasizes critical-thinking skills and is oriented toward those interested in considering service delivery in adolescence.  View Course Objectives

GCHB 6500 VIOLENCE AS A PUBLIC HEALTH PROBLEM (3) - Offered in Spring (Taylor)

This course is designed to give an overview of the problem of violence as viewed from a public health perspective.  We will look at the epidemiology of violence (scope, causes, risk factors, and consequences) alongside public health approaches to the problem. The course aims to balance a review of the problem with ideas and evidence for solutions.  Local academic and community leaders in the field will lend their expertise to help students understand and address violence as a public health problem. View Course Objectives


This course is a core requirement for all MCH students but is also suitable for any student interested in an introduction to MCH related issues. Domestic U.S. perspective on the issues will be the major focus of the course; however, international perspectives will be encouraged for comparative purposes. The following areas will be covered: MCH in the global and U.S. perspectives, prenatal care, risk behavior in pregnancy, breastfeeding, and maternal and infant mortality, violence, abuse and neglect of women and children. This is an interactive course in which we will consider, develop, challenge, and evaluate ideas and views across the scientific, clinical, economic, political, and ethical/legal aspects of each issue. Critical thinking is essential. Each student's views and attitudes are an integral part of the course and each student is expected to engage actively in each class.  View Course Objectives

GCHB 6610 COMMUNITY NUTRITION (2) - offered in Spring (Bazzano)

This course explores nutrition in various types of communities in the US and internationally, appraises the influences determining nutritional status, and critically assesses programs and policies designed to address nutritional problems in those communities. Community nutrition programs are increasingly important as a complement to larger scale programs in addressing problems in populations in both a domestic and Low and Middle Income Country (LMIC) context.  Nutrition problems themselves are in transition, with undernutrition (general and micronutrient) and non-communicable diseases related to overnutrition of emerging importance, and often co-existing.  Poverty, food insecurity, constrained access to healthy foods, and unhealthy food habits and behaviors are some of the key causes that need to be addressed at both large-scale and local levels.  The course introduces community nutrition from the point of view of understanding assessments, local programs, integration within larger programs and policies, health disparities and related issues, considering both the domestic and LMIC situations. This course is about the local and community level and will draw upon case studies from communities in greater New Orleans area and international settings. View Course Objectives


This course offers a thorough review of the tools used for the assessment of nutritional status of populations. Topics include anthropometrical, biochemical, and socioeconomic indicators of nutritional status; methods for the collection, analysis, and interpretation of dietary data; measurement of household food security; and the use of data from nutrition monitoring and surveillance sources.  View Course Objectives


The purpose of the course is to provide students with methods and understanding for contributing to the design of programs and supporting policies for reducing malnutrition in populations in developing countries.  This means learning about experiences in specific countries, and generalizations from these, in recent successful efforts to reduce malnutrition.  The student will then be better equipped to work with governments, PVOs, and international organizations, in helping these to design and implement more effective programs in the future; and to teach others to do so.  View Course Objectives

GCHB 6770 FOOD AND NUTRITION POLICY (1-2) - offered in Spring (Rose)

This course surveys domestic policies and programs that affect nutrition at the population level. Subjects include: dietary policy, including the politics of the food guide pyramid; food labeling policy; food access policy, including the U.S. food assistance programs; food safety and food supply policies; the obesity epidemic, including the role of the food industry; environmental determinants of nutrition outcomes and efforts to improve them; actors and agencies involved in making policy; and nutrition advocacy.  View Course Objectives

GCHB 6780 THE DOUBLE BURDEN OF MALNUTRITION (2) - offered in Spring, period 1 (Shrimpton/Mason)

The purpose of the course is to familiarize students with the concepts of the Double Burden of Malnutrition (DBM: the co-existence of over- and under-nutrition, both contributing to disease, and acting as risk factors for each other), as well as to engaging them in understanding how to prevent it and mitigate its consequences across the life course, especially in Low and Middle Income Countries (LMICS).  Students will learn the various definitions of the DBM, how to measure the problem, as well as to understand its causes and consequences from a life-course perspective. Students will also explore ways to resolve DBM problems through developing case studies on specific aspects of the DBM in selected LMICs. View Course Objectives


Class enrollment limited to 25 with preference given to HEDC majors.
An introductory course intended for health professionals who will be responsible for designing and carrying out short-term training courses for paramedical and village-level personnel in primary health care in developing countries. Such elements of training programs as trainee selection, needs assessment, selection of content, behavioral objectives, course design, training methodology, and processes of evaluation will be reviewed.   Emphasis will be given to the use of participatory training techniques, which are especially important when trainees have limited educational backgrounds.  View Course Objectives


This is an applied course, which will offer a review of the learning theories of behavioral psychology as background for the course focus. The course focus will be analysis, critique, and development of media and public and clinical health programs based on empirically supported principles of learning, such as modeling, behavior modification, vicarious learning, and reinforcement.  View Course Objectives


The course is designed to assist the student in acquiring the ability to plan and develop an educational or health promotion project. The course will provide the student with the necessary tools which will enable him/her to identify sources of funding, utilizing the Internet and other methods, and to write a successful grant proposal. Emphasis will be placed on writing goals and objectives and on the preparation of an evaluation plan and budget.  View Course Objectives

GCHB 7090 ADVANCED NUTRITION ANALYSIS (3) - offered in Spring (Mason)

(Prerequisites: EPID 6030. BIOS 6030 advised, can be taken concurrently.) Planning policies and programs to improve nutrition in populations requires appropriate assessment and analysis.  This course covers the process of acquiring, handling, and analyzing data, from a conceptual through to a practical hands on approach, with particular emphasis on programmatic decisions in low and middle income countries.  Outcome data (mainly for general malnutrition, with reference also to micronutrient malnutrition), program data (coverage, targeting, etc), differentials and trends, and advanced analytical techniques addressing confounding, interactions, and causality are included. View Course Objectives


This course serves as an introduction to how research is applied in the social and behavioral health sciences. Students will learn about how science and theory are translated into interventions and programs.  Emphasis is placed on how to read and interpret evaluations and research published in peer-reviewed academic journals.  Experimental methods, surveys, and qualitative research designs are reviewed. Other topics covered include assessments of reliability, validity, data management, measurement, and research ethics. View Course Objectives

GCHB 7160 HIV Biological & Behavioral Surveillance in Hard to Reach Populations Using Respondent-Driven Sampling (RDS) (2) - offered in Winter Intercession (Johnston)     

With 33.2 million people currently infected and 2.1 million deaths in 2007 alone, the HIV pandemic is one of the most significant public health challenges of the 21st century (UNAIDS 2007). Most HIV epidemics are driven by certain sub-populations at highest risk for becoming infected with HIV.  In low-level and concentrated epidemics, these high risk populations include injection drug users, males who have sex with males, and sex workers along with their sexual partners, as well as displaced populations, migrant workers, long distance truck drivers, and youth.  Accurate HIV incidence and prevalence data and associated behavioral data from high risk populations are essential for designing targeted prevention programs and reducing the further spread of the epidemic.  However, in most countries, HIV surveillance systems, the primary source of epidemiologic data, do not generate representative samples of these high risk populations. While probability-based sampling methods are the gold standard for collecting unbiased and generalizable HIV biological and behavioral data, their application is limited when sampling high risk populations. First of all, these populations generally do not have sampling frames from which to draw random samples using conventional probability-based sampling methods, and they are too small to be captured in large enough numbers in surveys of the general population.  Secondly, individuals within these populations often practice socially stigmatized or illegal behaviors, resulting in difficulties accessing them.  As a result, they are often recruited through institutions (e.g., hospitals, jails, drug treatment clinics) using convenience techniques such as quota and snowball sampling or visible venues (e.g., bars, clubs, street corners, shooting galleries) using targeted sampling.  Respondent-driven sampling (RDS) is a relatively new sampling method that has been recognized and adopted by public health researchers as a promising alternative to sample hard-to-reach populations for HIV biological and behavioral surveys.  RDS is a chain-referral sampling technique that uses a coupon recruitment system whereby peers recruit their peers.  In addition, RDS involves a complex analytical component, which is crucial to generate representative estimates and confidence intervals through adjustments that factor in participants' social network sizes and the sample's differential recruitment patterns. View Course Objectives

GCHB 7510 MCH: The Life Course Perspective (2)
In this course students are taught to use a life course perspective to approach important issues of public health. As Neil Halfon put it, "the life course perspective seeks to address the causes of poor health trajectories [which] require addressing the nested social ecology of health development." Over the semester, basic principles of human development, from preconception to end of life, are explored and examined through the conceptual framework provided by life course theory. Particularly, students will learn about the mechanisms, timing and dynamics of health as a developmental process, which can inform development of early interventions. The course will build upon Ecological and Transactional models of Life Span Development and introduce the rapidly expanding evidence base for life course theory. In addition to providing a conceptual framework for understanding public health issues, the course will illustrate the application of this framework to gain practical insight into maternal and child health. View Course Objectives 


Planning policies and programs to improve nutrition in populations requires appropriate assessment and analysis. This course covers the process of acquiring, handling, and analyzing data, from a conceptual through to a practical hands on approach, for decisions at different levels of organization for policy and program planning, with particular emphasis on community based programs in poor countries. Outcome data (general and micronutrient malnutrition), program data (coverage, targeting, etc.), differentials and trends, and advanced analytical techniques addressing confounding, interactions, and causality are included in relation to decisions on action. View Course Objectives

GCHB 7950/7960 DIETETIC INTERNSHIP (6) - begins every Fall (Piacun)

Designed for the Preprofessional Practice Program, the Dietetic Internship students complete a nine and 1/2 month hospital and community affiliation internship of 1200 clock hours. View Course Objectives 

GCHB  8120 Evaluation Theory (3 credits, Kendall, Spring)

Evaluators come to the field with many different backgrounds – medicine, public health, the social and behavioral sciences – and "evaluation" has many different meanings.  To develop a common language and set of assumptions for the field, and to pass on a generation of experience in evaluation to students, evaluation theory has been developed.   Theory connotes a body of knowledge that organizes, categorizes, describes, predicts, explains, and otherwise aids in understanding phenomena. The purpose of program evaluation theory is to provide a body of knowledge that describes and explains the work of evaluators. Evaluation theory identifies and explains feasible practices that evaluators can use to construct knowledge of the value of social programs. Also, evaluation theory provides the conceptual framework for assessing the effectiveness of evaluation practice.   This course presents the theory of evaluation, and the theoretical assumptions that underlie evaluation organized around the five components that Shadish, Cook, and Leviton consider to be important to evaluation theory: theories of knowledge, value, use, social programming and practice.  The course is a seminar course that will focus on the key figures in the field and exemplary evaluations.  This is an active learning course applying evaluation principles.  Students will be required to participate actively in class discussions and write written critiques of evaluator's work. Prerequisite: Must be Doctoral Student  View Course Objectives

 GCHB 8210 Advanced Monitoring and Evaluation: From Theory to Practice (3 credits, Lemma, Summer)

In an era of many Global Health Initiatives that demand  'managing for development results' and 'improving aid effectiveness' this course will provide an advanced step-by-step training for the development of harmonized monitoring and evaluation systems for health programs.  This is the point where monitoring and evaluation (M&E) come in to the picture as essential tools for decision makers, as a mechanism to collect and provide evidence of outcomes that decision makers need especially in health.  The training will address both disease specific (HIV/TB/Malaria/ Avian influenza etc) and program specific (EPI, RH, MCH, etc. ) M&E systems.  The students will be able to put into practice the 12 key steps for designing such M&E programs.  Case studies and visiting "intervention sites to gain M&E Practical experience" will be used during training.  At the end of the course the students will have the tools needed to design a national harmonized health M&E system.  A number of international collaborators will participate in the course. The course will be delivered in an international setting in Africa (Ethiopia) and Latin America (Brazil) in alternate years.  The course is a seminar course that addresses both theory and practical session by exposing students on "M&E for program improving in Health in Developing country / Emerging economy setting".  Students will be required to participate actively in class discussions and also in practical session in communities and Ministries of health sites. Prerequisites: GCHB 6120, GCHB 7130 View Course Objectives

GCHB 8500 Advanced Qualitative Methods (3 Credits, Kendall, Spring)

This course is an advanced doctoral level course.  The course will require extensive reading and laboratory time to analyze data.  This course serves two purposes.  The first is to provide an advanced course in qualitative methods for students who have completed Formal Qualitative Methods. Such methods include: the practice of ethnographic and anthropological participant observation; interviewing methods; focus group research, the development of rapid assessment questionnaires; surveys and case studies; text analysis; social network research, and the ethical application of research methods.  The course has a particular focus on mixed methods, combining qualitative and quantitative research.  The course provides practical, hands-on experience in using selected methods and tools, such as computer assisted qualitative data analysis (CAQDAS).  Not all methods will be taught each semester: please check with the instructor for particular methods to be targeted each year.  The second purpose of the course is to give students the experience of refining or developing a qualitative research inquiry proposal, which will be in the form of a dissertation prospectus, or a paper that uses data collected by the student.  This course includes a methods lab and a weekly seminar involving student presentations and critique.  Students may use dissertations they are currently developing or a new project for the prospectus development.  Data from the student's own interviews may be used.  Text analysis labs will use data from past projects or the student's own data. Prerequisites: GCHB 6180, Doctoral student status. View Course Objectives

GCHB 8750 Social Determinants of Health I: Concepts, Theory and Interventions (3 credits, Madkour, Fall)

The purpose of this course is to provide students with advanced conceptual knowledge of major social determinants of health.  Students will gain from the course an understanding of social science theoretical models which guide investigations of the social determinants of health, the empirical etiological connections between social determinants and health outcomes, and interventions meant to affect such social determinants.   Students in the course will synthesize such knowledge and apply it to a health issue of their choice, suggesting next steps in programming to address social determinants of their chosen health issue. Prerequisites: SPHL 6030; GCHB 6110; Doctoral Students Only. View Course Objectives

GCHB 8760 Social Determinants of Health II: Measurement and Methods (3 credits, Theall, Spring)

The goal of this course is to prepare students for practical applied social epidemiologic research on the social determinants of health.  The syllabus is closely coordinated with that of GCHBS 8750 and is designed to provide students with the training necessary to integrate and apply social determinants concepts and theories to both observational and experimental methods (i.e., etiologic and prevention research). The first half of the course will focus on: 1) measurement of key constructs such as inequality, segregation, racism and discrimination, built environment characteristics, and 2) common study designs such as ecologic, multilevel, and natural experiments as well as the use of secondary data sources to approximate social determinants.  The second half of the course will focus on: 1) common biases and limitations to social determinants research (e.g., endogeneity) and methods used to address limitations (e.g., propensity score matching), and 2) analytic strategies and interpretation, including linear and non-linear multilevel regression.  Students will gain hands-on experience in analyzing and interpreting data through classroom sessions and homework assignments. Students will also review and critique empirical applications in the public health field.  By the completion of the course, the student will have the skills necessary to design, analyze and present data from a range of studies that consider social determinants of health. Prerequisites: SPHL 6030, EPI 6030, BIOS 6030, BIOS 6040, Statistical Packages Course, Doctoral student status. View Course Objectives  

GCHB 8820 Advanced Program Planning and Grant Writing for Research (3 credits, Fall, Johnson)

This is a "skills" course the purpose of which is to guide students through the process of planning, developing and evaluating the major components of a research proposal.  Students will develop the skills needed to write a successful research grant proposal focused on a significant public health topic.  They will identify an idea for a prevention research project (behavior change, environmental change or policy change).  They will plan, develop and write the major sections of the proposal.  The instructor will guide the students through the grant writing process, help them to plan and develop their ideas, provide personal tutorials as needed, and provide individual feedback and support. Prerequisites: GCHB 6030, GCHB 6120, Doctoral Student Status. View Course Objectives 

GCHB 8800/8830 Senior Graduate Research Seminar (Theall, 1 credit, Fall/Spring)

This course is required for all doctoral students in the GCHBS department for the duration of their tenure as doctoral students.  It is intended to increase students' proficiency in: 1) analyzing and interpreting current public health research, as represented in peer review journals; 2) determining how to apply research findings to the practice of public health, especially by developing community-based programs for disease prevention; and 3) presenting and discussing research-related topics. These objectives will be attained through a variety of activities, including faculty- and student-led discussions of required readings; faculty and student oral presentations of ongoing research projects (including the prospectus and dissertation research), and small group projects.  All students will be expected to make a research-related oral presentation at least once. Prerequisites: Doctoral Student Status. View Course Objectives


GCHBS, 1440 Canal Street, Suite 2301, New Orleans, LA 70112, 504-988-5391