This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F

Decisions regarding the public?s health affect all of us, and this fact could not be more apparent as we continue to combat the COVID-19 pandemic. For example, mask and vaccination mandates have directly impacted how we interact at this university. This course is an introduction to the principles of public health, the multi-dimensional mechanisms used to reach public health goals, and the basic aspects of data collection that enable public health to promote and maintain healthy communities.The purpose of this public health course is to introduce ? albeit broadly ? undergraduate students to the public health approaches used to address a wide range of societal challenges. A public health approach is grounded in social justice, where people are provided basic human rights and are equality is paramount, and it emphasizes addressing challenges at the systems level. In public health we focus on prevention and population health. Students in this course will be prepared to better understand, critically evaluate, and consider how they may alleviate current and emerging challenges to the health of our global society. Specifically, this course will introduce you to public health concepts that aim to protect the public?s health and wellbeing. We will discuss the leading causes of early death; the most burdensome diseases; the inter-relatedness of the environment, physiology and culture; as well as systems that have been shown to reduce threats to our health. In fact, we will specifically discuss how to approach population-based health using systems-level thinking. As we learn about the role and responsibilities of public health, we will discuss careers in public health, as well as the need and roles of other professions who help keep the public healthy.This course is appropriate for any student interested in understanding how health is protected at the population level, and how certain areas of public health contribute to many other professions including those that deal with clinical medicine, government, law, sociology, ethics and human rights/social justice. In particular, students who are interested in pursuing either the Public HealthMinor or Public Health Major should take this course to determine whether this area of study is truly of interest to them. This course is a pre-requisite to applying for the Public Health Major, and is required for the Public Health Minor.

Overview of public health: what it is, its origins, evolution, how it is structured/administered in the U.S. Mission, concepts, principles, and practices of population-based public health. Case studies. Career opportunities.

Conceptual basis of statistical analysis. Statistical analysis of biological data. Data visualization, descriptive statistics, significance tests, experimental design, linear model, simple/multiple regression, general linear model. Lectures, computer lab. prereq: High school algebra; BIOL 2003 recommended

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

This course will introduce majors and non-majors to basic statistical measures and procedures that are used to describe and analyze quantitative data in sociological research. The topics include (1) frequency and percentage distributions, (2) central tendency and dispersion, (3) probability theory and statistical inference, (4) models of bivariate analysis, and (5) basics of multivariate analysis. Lectures on these topics will be given in class, and lab exercises are designed to help students learn statistical skills and software needed to analyze quantitative data provided in the class. prereq: Undergraduates with strong math background are encouraged to register for 5811 in lieu of 3811 (Soc 5811 offered Fall terms only). Soc Majors/Minors must register A-F.

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

This is an introductory course in statistics whose primary objectives are to teach students the theory of elementary probability theory and an introduction to the elements of statistical inference, including testing, estimation, and confidence statements. prereq: Math 1272

Anatomical relationships. Function based upon form. Clinical applications. Gross (macroscopic) anatomy, histology (microscopic anatomy). Neuroanatomy (nervous system), embryology (developmental anatomy). prereq: [BIOL 1002W or BIOL 1009 or BIOL 2002 or equiv], at least soph

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

An understanding of Human Physiology is the basis of the practice of medicine. This course will provide an introduction and exploration of Physiology as it relates to the functions of the Human Body with special emphasis on the role of Physiology in Contemporary Medicine. The role of physiological research on advances in our understanding of health and disease will be emphasized. Students interested preparing for health science based careers and/or considering the Human Physiology major are encouraged to enroll.

Public health aims to reduce the occurrence of disease and prolong healthy lives. In order to achieve these monumental goals, a thorough understanding of the multifactorial causes of disease and premature death is necessary. This course will expand on the thematic categories used in public health which were introduced in PubH 1202, including: sociodemographic, geocultural, unintentional, infectious disease, and chronic factors. Students will complete the course able to identify and describe leading specific causes of disease and premature death for local, national, and global communities. Public health issues are complex, the solutions are often controversial, and resources to solve public health problems are limited. Effective solutions require dedicated people coming together to collaborate and integrate innovative ideas. Students will apply population-based health concepts to a selected public health population and topic of choice and contribute to the development of a vision for a healthy community. This course fulfills the requirement of a writing intensive course using the 10 Essential Public Health Services as a basis for exploration and analysis.

Public health professionals develop clinical and policy recommendations using data, including data that has been collected expressly for public health use such as with surveillance, or in other circumstances, available datasets gathered for other purposes (like military service, voting records, or school enrollment). This course will familiarize students with commonly used sources of data for public health practitioners, along with their strengths and limitations in making conclusions from those data sources. Students will then explore how to use currently available data to improve public health recommendations, which will entail an exploration of the concepts related to human disease through a basic understanding of physiology, biology, microbiology, and toxicology. This data analysis can culminate in making informed recommendations to other public health practitioners, communities, clinicians, and policy makers to solve or reduce the harms of the threats to public health. At the completion of this course, students will be able to identify, describe and discuss improvements to public health data sources expected of an entry-level public health practitioner. There are three parts to this course: 1) Introduction to public health surveillance and other sources of public health data, such as records from sources that are not generally used for health purposes (e.g., administrative datasets such as from occupation registries or motor vehicle registrations); 2) Detailed description of the creation, implementation, and analysis of public health surveillance data; and 3) Discussion of professional issues related to these data sources, such as a formal ethics evaluation of the loss of individual privacy versus the potential benefits to the public?s health when using administrative datasets or mandatory government surveillance. Because of the amount of surveillance-related material in this course ? in addition to the other times surveillance is covered in the public health major ? a graduate of this program would be well positioned to get a job in governmental public health collecting surveillance data. This course expands on the foundation courses that focus on determinants of health and health equalities. Several topics in this course are discussed in further detail, such as how determinants of health are surveilled in diverse communities, and how non-health datasets such as graduation rates help explain health inequalities. In addition, this course comes before the foundation course on public health and healthcare delivery. We will introduce topics that will prepare you for that course, such as the potential selection bias in populations of people who receive medical care in clinics, hospitals, and long-term care facilities; limitations of medical records for research; and the role of records from government-assisted health plans.

Protecting the public?s health relies on the ability to successfully address the health concerns of the most vulnerable communities, because the risk of disease and premature death in such communities is often greater than for those who are less vulnerable. But in public health, it is not enough to understand who ultimately is vulnerable but also to understand what factors have contributed to vulnerability, such as policies, behaviors (individual and societal), or physiologic response due to adverse environments. This course will examine health inequalities, and the comprehensive factors that led to their existence. Special emphasis will be placed on the role of -isms on creating health disparities; these will include: racism, classism, and ableism. This course expands on the foundational course, PUBH 4xxx Determinants of Health in Communities, that focuses on determinants of health. Some topics in this course expand on that course, such as how determinants of health disproportionately impact vulnerable communities. This course fulfills the University requirement of a writing-intensive course. While you likely will write in all of your public health courses, in this class, we'll pay particular attention to how health disparities can be addressed and ameliorated through research-based conclusions and clear communication including solutions such as recommendations for stakeholders (including policymakers and health professionals). Your grade in the course will largely be determined by your performance on written assignments. Four of the five required writing assignments will build upon a topic area of your choosing; you will have opportunities to receive feedback on your writing and to revise and resubmit.

Public health engages in preventing disease, prolonging life, and improving quality of life. For most people, though, health care delivery organizations are a primary source of health-related information, and provide the means for protecting them in their journey toward a longer, and higher quality, life. Health care delivery in the U.S. accounts for 18% of national gross domestic product, 11% of US workers, and 24% of government spending. At 26%, health insurance is the largest portion of non-wage compensation, and one of the largest parts of consumer spending (over 8%). Yet despite the U.S. significantly outspending every other industrialized western country, the U.S. ranks last in important public health metrics in healthcare access and quality ratings. Further, at the population level, the U.S. has significantly more preventable deaths than comparable countries regardless of equivalent public health spending. This course takes a systems approach to survey how health care in the U.S., examining system foundations, resources, processes, and outcomes as they relate to population health. Ultimately, this course provides an introduction to how health care delivery supports public health efforts. We will use forms of inquiry from the sciences and humanities. It is designed, from a liberal education perspective, to provide opportunities to practice critical thinking skills for complex systems using hypothetical situations. This course was developed with two main audiences in mind: 1) students interested in using public health as a lens to explore complex societal problems affecting health, and 2) pre-health professional students interested in a grounded understanding of the health sector. This course is designed to encourage the give-and-take between the global-view emphasis of the first group, with the attention to system-level details of the second group. As we move through the course materials, you will be asked individually to critically examine the course materials for which lenses were used in writing the material; what perspective is being heightened; what voices or perspectives were missing; why might those choices have been made; and what are the consequences of those choices. We will use group work on student-chosen specific focus areas (for example, Long-term Care, Diabetes, Drug Safety, Telehealth for Maternal Health, People with Multiple Morbidities) to explore the impact and nuances of systems-level elements. This group work will culminate in a final presentation of the portfolio developed over the course of the term. If you want to learn more about health care and public health in the U.S., a public health or public policy graduate program (e.g. a Master?s of Public Health degree), would give you an opportunity to use the introduction developed here to move deeply into the topic areas using research-based approaches. This class will help you feel more confident with your path, should you decide to continue your education with graduate school. Finally, infrastructure is critical in the timely provision of both healthcare for those who are ill, as well as for public health programs for the prevention and early identification of disease. This course will describe how healthcare is structured and financed in the United States and other countries, and contrast how differences may impact national health indicators. Similarly, the role of our public health infrastructure including the responsibilities of local, state and federal public health agencies in equitable healthcare access and delivery will be described. Macro-level, systems-thinking models to address specific health issues that incorporate both healthcare and public health systems will be discussed.

This course is an introduction to the field of Environmental and Occupational Health (EOH), the impact of environmental and occupational hazards on individuals and communities, the approaches taken to address EOH issues at the community level,and the challenges that must be overcome to ensure success in dealing with EOH issues. Students will review scientific literature to learn about interventions for environmental health problems, and practice identifying environmental health problems and interventions in their communities. The focus of this course will be on the interaction between humans and the environment and how this interaction affects human health. Online Course.

How to critically evaluate health news (and the health research reports on which they are based) to make good, well informed decisions about your health and well-being.

How diseases are distributed among us. Epidemiology terminology, methods, critical thinking, and analysis. Intended for students interested in a health science career or in a career that may need to evaluate epidemiologic evidence such as health journalism or public policy or litigation. prereq: Undergrad statistics course is recommended

This is a global impact course designed for public health minors providing an introduction to key global health history, concepts, structures, and stakeholders. The course content articulates a myriad of population health determinants and explores risk and protective factors shaping global health. Students will explore global health equity and engage with inequity and disparity in health access and outcomes as well as relevant research, policy, and programmatic solutions. Evidence, perspectives, and application opportunities related to critical issues and solutions in the organization and delivery of global public health are examined and offered. prereq: Public Health minor requirements or instr consent, [3202 or 3001 or 3004], [3351 or 3106]

Economics of health care markets. Problems faced by consumers/health care services. Builds on principles of supply/demand for health, health care/insurance, and role of government. Theoretical/empirical models/applications. prereq: Course on microeconomics, course on basic statistics

Historical, cultural, material contexts within which environmental communication takes place. Understand environmental communication as well as develop communication strategies that lead to more sustainable social practices, institutions, and systems.

This course combines academic analysis and experiential learning to understand, in both theory and practice, different perspectives on the power of "protest" in civic life. We will read a selection from the vast genre of progressive protest literature (pamphlets, poems, polemics, lists of demands, teaching philosophies, organizing principles, cultural histories, newsletter articles, movement chronicles, and excerpts from novels and biographies) from four key social-justice movements: the American Indian Movement, the Black Power movement, the post-Great Recession struggle for economic power, and the battle for immigrant rights. We'll also learn about this experientially as we roll up our sleeves and get involved in local community-based education initiatives and local social-justice organizations through our service-learning. Students receive initial training from CLA Career Services, The Center for Community-Engaged Learning, the Minnesota Literacy Council, as well as orientations at community sites.

Literacy and American Cultural Diversity combines academic study with experiential learning in order to collectively build more engaged, more complex understandings of literacy, educational institutions, counter-institutional literacy programs, the grassroots and nonprofit sectors, and the struggles of a multicultural civil society in a putative democracy. We will ground our inquiry in government studies, as well as sociological, historical, and educational writings. Standard literature, such as a memoir, a selection of poems, some short fiction, and a novel will further open up our twin themes of literacy and multiculturalism ? as will less ?official? literature, such as manifestos and the transcribed stories of immigrants, refugees, and other marginalized communities. We begin with the basic understanding of literacy as reading and writing, noting that, according to the National Survey of Adult Literacy, 46% of Americans scored in the lowest two levels of a five-tiered literacy test. What does this mean? Are such tests accurate or otherwise helpful? What about your basic literacy? As you read this syllabus, you?re making use of basic abilities that you?ve likely been practicing most of your life through formal schooling, daily routines, recreational pursuits, and work-related duties. But there?s more. On another level, you bring knowledge to your reading (some conscious, some unconscious), and the ideological field supplies you with assumptions about the role of literacy in your development, the role of a university course in your plans for your personal and professional life, and your position in a society that constantly raises the standards of literacy, basing success on your ability to keep up. Thus the very word ?literacy? calls into play many beliefs we have about our class system, our cultural life, economic and political structures, and educational institutions. Accordingly, our analysis will move beyond basic ?reading and writing? to wider concepts of literacy in our society, investigating issues that have much to do with our role as public citizens involved in shaping our individual and collective future. In tandem with our ?classroom? work, our service-learning work in the community (see Your Practicum as Literacy Workers, below) will enable us to develop more ?tangible? understandings of the ways that literacy, educational theories, practices, and the construction of knowledge and skills through educational policies provide a ?map? of the shifting socioeconomic, cultural, and political terrains of the U.S., the institutional inequities that result from these arrangements, as well as the justice work needed to transform those inequities.

This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.

Interpretations of collective past as produced in public venues, including museum exhibitions, films, theme parks, websites. Intellectual and political issues in history produced for public audiences. Career opportunities.

Public affairs work, roles of citizens in democratic way of life. Community organizing skills, their importance for public affairs. Negotiations among diverse audiences, understanding different interests, mapping power relationships. Relevant public affairs and governance theory.

Theories/research on how culture influences basic psychological processes (e.g., emotion, cognition, psychopathology) in domains that span different areas of psychology (e.g., social, clinical, developmental, industrial-organizational) and of other disciplines (e.g., anthropology, public health, sociology). prereq: 1001

Meanings of social justice. Ways in which social justice advocates work for social change. Criminal justice, globalization, and social welfare. Students do service learning in a social justice organization.

Concepts, theories, and practices of social change organizing. U.S. power relations. How people organize. Cross-class, multi-racial, and multi-issue organizing. Students do service learning in social justice organization.

This advanced-level Writing Studies course introduces students to the activities, responsibilities, challenges, and opportunities that characterize proposals for nonprofits and/or research/business. Students analyze unique proposal writing situations, including audiences (customers, reviewers, and teammates) and resources (collaborators, templates, and time). Students practice the entire process of proposal and grant writing: 1) describing the problem in context; 2) identifying sponsors and finding a match; 3) designing, writing, revising, and completing all proposal components; 4) conceptualizing and using persuasive visual elements; and 5) presenting and responding to stakeholders and sponsors.

Scientific, sociocultural, and attitudinal aspects of alcohol and other drug abuse problems. Emphasizes incidence, high-risk populations, prevention, and intervention.

Primary, secondary, and tertiary prevention. Community responses to HIV/AIDS in Minnesota. Medical, social service, and political responses.

Multiple factors that influence health. Through various health promotion strategies, students build upon or gain skills such as public speaking, needs assessments, program planning, interpersonal communication, and program evaluation. prereq: Selected to serve as a hlth advocate, instr consent

Multiple factors that influence health. Through health promotion strategies, students gain/build skills such as public speaking, needs assessments, program planning, interpersonal communication, and program evaluation. prereq: Undergrad student, demonstrated hlth sci or hlth ed interest, selected to serve as a hlth advocate, instr consent

This course is designed for students who are interested in public health and environmental issues. Toxicology is a multidisciplinary experimental science that combines chemistry, biology, and physiology to determine whether substances we are exposed to in the environment are likely to harm our health. Students will learn how toxicology is used to understand how humans respond to chemicals in the environment. In addition, students will learn how toxicology is applied to protect human health through safety evaluation. prereq: Previous coursework in biology and chemistry; biochemistry is recommended. Ability to analyze data, and understand the basic functions of DNA, enzymes and other proteins, and lipids.

Injury Epidemiology: Analyses of major injury problems, affecting the public in the workplace, community, and home, using the epidemiologic model and conceptual framework; emphasis on strategies/program development for prevention and control. For students involved in the field of Occupational Health and Safety, this course provides a foundation essential to the development of programs for Occupational Injury Prevention and Control. prereq: Basic epidemiology course preferred but not required

The course will cover a range of topics including: definitions and characteristics of various forms of violence, prevalence and risk factors, health effects, and prevention initiatives. Sources and limitations of existing epidemiologic data, analytic challenges, research quality and ethics will be examined throughout the course. prereq: None

We share the planet with a myriad of living things. The smallest of those are the ones that may impact our lives the most. These creatures are in the news nearly every day: Ebola virus in Africa, measles outbreaks in large cities, norovirus outbreaks on cruise ships, Zika virus precautions for pregnant women. This course will focus on the principles of outbreak investigation and response at the local, state, and national public health level through lectures and interactive experiences led by former public health leaders from the Minnesota Department of Health, editors and reporters from Center for Infectious Disease Research and Policy (CIDRAP) News, and current leaders of the University of Minnesota public health response system. Students will explore the many facets of infectious disease outbreak investigation, response, and prevention operations and decision-making which are often behind the scenes and not well understood by the general public. prereq: BIOL 1xxx or equivalent Honor students who have completed HSEM 2707H are NOT eligible to register for this course.

Infectious disease epidemiology is a topic within the field of epidemiology that covers: 1) Principles and concepts of infectious disease transmission dynamics necessary to understand how and why diseases spread, and 2) Epidemiologic methods, including study designs, needed to quantify key aspects of an infectious disease This course will also discuss: 1) How to use modeling to gain insight into the spread and control of infectious disease, and 2) The role that geography and GIS plays in gaining insights into the emergence and spread of an infectious disease. Students will learn key epidemiologic concepts that determine who is at risk for acquiring an infectious disease, how infectious diseases spread and what measures can be taken to prevent or control the spread of an infectious disease. We will also learn how simulation models can provide insights into the spread and control of an infectious disease as well as learn about the use of geographic information systems software for identifying in whom and where a disease occurs. This course will focus on principles, concepts, and methods in epidemiology with an application to infectious diseases. In addition, students will learn how to read and critically review peer-reviewed publications on infectious disease epidemiology, and understand how models and geographic information systems software are used to identify populations. This course will include examples that are from the local, national, and international literature.

Phases of trials, hypotheses/endpoints, choice of intervention/control, ethical considerations, blinding/randomization, data collection/monitoring, sample size, analysis strategies. Protocol development/implementation, interactive discussion boards. prereq: PUBH 3415 enrollees must have one semester of undergraduate level introductory biostatistics or statistics (STAT 3011, EPSY 3264, SOC 3811, BIOL 3272, or instr consent) AND junior or senior standing or instr consent.

Public health strategies for prevention of pediatric obesity. Includes overview of epidemiology of child/adolescent obesity focusing on social-ecological risk factors. Discussion of implications of risk factors for developing environmentally-focused interventions/programs. prereq: Students should have completed one basic, introductory nutrition course or equivalent or permission by instructor

Overview of federal, state, local policy approaches. National initiatives for prevention of child/adolescent obesity. Specific policies will be discussed at local, state, federal levels. Extensive discussion on evidence of impact of policies on child/adolescent weight.

The Public Health Capstone course represents a culminating experience in your undergraduate degree. This writing intensive course leverages students? analytic abilities gained throughout their undergraduate career to analyze real world problems and propose a solution. Through the lens of a Community Health Needs Assessment, students will utilize secondary data to characterize health needs in the community, identify opportunities to dismantle constituent components of structural racism and other determinants of inequities, and conduct a literature review on an identified health need of interest, explicating its determinants. Students will synthesize evidence around programs, policies, and interventions aimed to meet that need. The course will focus on the generation and use of evidence-based public health practice, writing in a professional context, and will feature guest experts that discuss public health and their path into the field.

Relations among human affliction, health, healing, social institutions, and cultural representations cross-culturally. Human health/affliction. Medical knowledge/power. Healing. Body, international health, colonialism, and emerging diseases. Reproduction. Aging in a range of geographical settings. prereq: 1003 or 1005 or entry level soc sci course recommended

Introduction to historically informed anthropology of healing practice. Shift to biologically based medicine in Europe, colonialist dissemination of biomedicine, political/cultural collisions between biomedicine and "ethnomedicines," traffic of healing practices in a transnationalist world.

There has been a shift in how we think about and study human health and well-being. This shift also emphasizes the cultivation of positive emotions, behaviors, and practices into our daily lives so that we may improve our relationships with others and ultimately our well-being. In this senior-level undergraduate seminar we will examine a) the meaning and importance of prosocial communication in our lives; b) the communicative and relational contributions of prosociality to our health and well-being; and c) how the popular press presents happiness research.

Western representation of the human body, 1500 to present. Body's appearance as a site and sight for production of social and cultural difference (race, ethnicity, class, gender). Visual arts, literature, music, medical treatises, courtesy literature, erotica. (previously 3458W)

This course focuses on information, practices, and tools that enable individuals and communities to build capacity for wellbeing. Students will examine factors and ecosystems that contribute to health, happiness, and wellbeing and will develop a personal plan for health and wellbeing, a critique of an existing ecosystem and ideas for a community yet to be developed. Prereq sophomore, junior or senior undergraduates (30+ credits) or instructor consent

Food production in our current industrial system feeds the world, but at a cost to the environment. In nutrition, we often talk about a healthy diet, but only occasionally do we link our food and diet choices to agricultural practices and the health of the planet. This class will link the concepts of human health and planetary health in terms of food. Starting with the framework of complexity theory and gentle action, we will cover human food/nutrition needs and food security, how food is produced from farm to fork, labor, equity and race issues within agriculture and the food system, food choices and the earth?s bio-diversity, land and water use, climate change, organic and sustainable agriculture, marketing, processing and distribution, fair trade, and economic policies. Prereq junior or senior undergraduates (60+ credits) or instructor consent

Basics of biodiversity, human/animal health, interdependence. Strategies for sustainable health. prereq: At least one year of college Biology or equivalent

Climate variations are the norm; not the exception. The geological and archaeological records are rich with evidence of a climate system that is dynamic and non-steady state. Yet we face the challenges of understanding the complexities of this system in order to manage our natural resources and to prepare wisely for the future. This class examines the basic theory and Physics behind the atmospheric greenhouse effect and radiative forcings in the climate system. The Myths, Mysteries, and Uncertainties about the climate record and feedback processes operating in the Earth-Atmosphere system will be examined. Simple models will be used to demonstrate the atmospheric greenhouse effect. Sophisticated numerical weather models, such as the Regional Weather and Forecast Chemistry (WRF-CHEM) model, will be used to demonstrate climate predictions and biophysical feedback processes. We will also study some of the classic Warming Papers that provide the physical scientific basis for the anthropogenic greenhouse effect. Finally, we will explore the uncertainties related to climate predictions and how scientists use fingerprint techniques to diagnose natural versus anthropogenic climate signals. There is no prerequisite required for this course, but first year calculus and one other first year science course is recommended.

Effective communication and counseling skills are essential for all food and nutrition professionals, whether working in clinical, community, or food service settings. This course will teach necessary concepts and skills for entry-level dietitians, such as educational theory, basic counseling techniques, and health disparities and health literacy. You will develop skills and explore these concepts through application: by practicing in small group breakout sessions and by completing written assignments. You will also reflect on the nature of dietetics as a helping profession and your role in supporting clients who want to make lifestyle changes. There are no required prerequisites courses for FSCN 3614. However, it is recommended that students take an introductory nutrition course, such as FSCN 1112 (Principles of Nutrition) or equivalent in order to be prepared.

Nutrition risks associated with different age, sex, ethnic, and socioeconomic groups. Community needs assessment. Program planning and evaluation. Programs developed to address the needs and interests of people at different stages of the life cycle, ethnic or cultural backgrounds, and literacy levels.

Human ecology/development as frameworks for examining sexuality in close relationships. Diversity of sexual beliefs, attitudes, behaviors within differing social contexts. Using scientific knowledge to promote sexual health among individuals, couples, families through various life stages. prereq: At least jr or instr consent

This course will focus on stress contexts that place families at risk across the life span such as poverty, war/civil conflict, disability, social disparities/discrimination, and family dissolution. An examination of family strengths, cultural diversity, and approaches for working with families across the life course in community based settings including classrooms, programs, and agencies will be emphasized. This course focuses on vulnerable families and those affected by historical and traumatic stress. It covers family members of all ages who face particular challenges, such as intergenerational exposure to traumatic events, persistent and structural inequality, and health disparities. This course is designed to increase awareness of the conditions that place families and children at risk, the theories and frameworks available to understand these risks, and both individual and family resiliency to these conditions. The course will primarily focus on a) individual, family, community, and developmental contexts of risk and resiliency, and b) family-level preventive and intervention frameworks and approaches to support individuals and families.

Comparative analysis and explanation of trends in fertility, mortality, internal and international migration in different parts of the world; world population problems; population policies; theories of population growth; impact of population growth on food supply and the environment.

Application of human ecology, spatial analysis, political economy, and other geographical approaches to analyze problems of health and health care. Topics include distribution and diffusion of disease; impact of environmental, demographic, and social change on health; distribution, accessibility, and utilization of health practitioners and facilities.

We often think of reproduction solely in terms of physiological events like pregnancy, delivery, or menstruation that occur in (or to) individual female bodies. Additionally, physicians and demographers appear to be the primary professional experts when it comes to managing and quantifying such reproductive events. In contrast, this class grapples with reproduction as a social and biological set of meanings and processes through which racial, gender, sexual, and socio-economic inequalities have been amplified, reconfigured, and contested across time and space. We trace how control over reproduction has been critical to a variety of professional, economic and political endeavors, including the rise and consolidation of disciplines like obstetrics-gynecology and demography; the maintenance of white privilege in colonial spaces and the metropole; post-World War II techno-scientific projects of "development" in the global South; and the emergence of the welfare state. The course identifies inequalities along the lines of race, class, gender, sexuality, and nationality in reproductive experiences and outcomes in a wide range of countries, including Cameroon, China, Cuba, Sudan, Soviet Russia, Romania, Zimbabwe, India, Senegal, Burkina Faso, South Africa, Nigeria, and the US. We locate individually embodied reproductive meanings and practices related to pregnancy, delivery, abortion, post-abortion care, contraception, sterilization, surrogacy, and child care in regional, national and global political economies. In other words, we investigate continuities and disruptions in reproductive politics between the individual body and the social body; the past, present and future; and local and global arenas. By exploring how reproduction operates domestically and globally as a mechanism of governance and social and economic stratification, we also consider possibilities for reproductive justice.

Introduction to intellectual/social history of European/American medicine, health care from classical antiquity through 18th century.

Introduction to historical relationship of human health and the environment. How natural/human-induced environmental changes have, over time, altered our experiences with disease and our prospects for health.

Women's historical roles as healers, patients, research subjects, health activists. Biological determinism, reproduction, mental health, nursing, women physicians, public health reformers, alternative practitioners. Gender disparities in diagnosis, treatment, research, careers. Assignments allow students to explore individual interests.

This course provides basic background information on concepts, attitudes, ethics, and lifestyle management related to dying, death, grief, and bereavement. The emphasis is on preparing teachers, community health professionals, and other helping professionals for educational activities in this area. Prerequisite: sophomore

Provides a pragmatic, applied understanding of health economics with the specific aim of increasing the effectiveness of management in the health care industry. As effective management requires understanding and application of the economic incentives and choices of the various agents in that industry, this course reviews the health economic principles that drive the behavior of providers, insurers, and patients. It provides an overview of the structure of the hospital, provider, and pharmaceutical and medical device industries and their responses to economic forces given the incentives faced by the various economic agents--patients, providers, payers, and health care manufacturers (i.e., the pharmaceutical and medical device industries). This includes both an examination of private and government insurers and the ways health system actions are influenced by the policies of private and government insurance. Health equity is an issue that applies broadly in the health care industry, and as such, it has implications for its management. Similarly, health care management must prepare for the potential impact of health care reform on the health care industry so that it is positioned to thrive in a dynamic environment. Accordingly, this course reviews various reform approaches and their implications for the health care industry. Prerequisites: None, but successful completion of a course in introductory microeconomics is strongly recommended.

Health care (HC) delivery systems, health economics, third-party/public reimbursement, current trends in HC organizations/management/administration. Regulations, standards, quality assurance, accreditation, current ethical issues. Implications for HC providers/professionals, patients/families, communities, international health. prereq: 30 cr

General principles of financial management for health care industry. Operational knowledge of financial management theory, esp., how hospitals and their departments develop/balance operating/capital budget for business growth/development. Governmental policies, procedures, and ethical issues controlling the health care industry. prereq: Basic accounting knowledge, a course such as ACCT 2050, and knowledge of Microsoft Excel are strongly recommended. HSM pre-majors should wait for major status to take this course.

Knowledge and and skills in the organizational and managerial aspects of health care. Applications of behavioral and organizational theory to health care settings. Topics will include organization models, supervision, employee evaluation, problem solving, productivity management, group leadership, and case studies. As a Writing Intensive course, it will provide management-level communication skills to develop a thoughtful and reflective understanding of the writing (and rewriting) process.

Introduction to the major legal and ethical aspects and principles as applied in health services management. Topics include organization and governance of healthcare organizations; regulation; healthcare fraud and abuse; professional licensing and credentialing; compliance, quality and risk management; privacy and security of individually identifiable health information; healthcare decision-making; professional liability and malpractice. Other topics include legal and ethical issues surrounding healthcare technologies, medical research, and medical breakthroughs.

Health information is in the news, nearly every corner of the internet, on your favorite television show, and advertising campaigns. Using principles of mass communication, public health, sociology, and psychology this course explores how mediated health content impacts students' lives at both micro- and macro-levels. We will explore questions such as: how do individuals use media to achieve health-related goals? What role does media and health literacy play in achieving these goals? What effect does health information in entertainment media or strategic public health campaigns, for example, effect your own health-related beliefs and behaviors? To what extent do media portrayals of health and illness impact society?s understanding of complex health issues such as mental health, substance use disorder, or cancers? What influence does news coverage of health issues have on health policy and health reform?

This course provides an overview of theory and research that lies at the intersection of mass communication and public health. We examine the potential for media exposure to influence public health outcomes, both as a product of people's everyday interactions with media and the strategic use of media messages to accomplish public health goals. To this end, we will explore large-scale public health campaigns in the context of tobacco, obesity, and cancer screening. We also will explore news media coverage of controversial health issues, such as the human papillomavirus (HPV) vaccine, and health information in entertainment media, such as smoking in movies. This course seeks to understand whether media messages have had intended and/or unintended effects on public attitudes and behavior. Although our focus is on mass media, interpersonal, medical, and digital media sources will be considered as well. prereq: JOUR 3005 or JOUR 3757 or Mass Communication grad

This course is designed to provide an overview of theory and research relevant for the design of health messages, and specifically focuses on how such theory and research informs message design. It builds on social and behavioral science approaches to public health communication and media effects with the primary objective to better understand issues and strategies related to the design of media health messages. prereq: Jour 3005 or Jour 3757 or Jour 5541 or PubH 6074

Overview of health/wellness. Physical, emotional, intellectual, spiritual, social, environmental, and financial health. Influence of societal changes on general health/wellness of diverse populations.

In this course, we will focus on health literacy and its implications for patients, health care providers, and the health care system at large. We will discuss the consequences of poor health literacy and practical strategies for improving health literacy. This will include steps that individual patients can take and communication strategies for future health care providers. You will explore disparities in health and health care and the relationship to health literacy. We will discuss cultural competency through both student discussions and a book club and consider the impact on the patient experience. Functional health literacy includes being able to navigate the health care system and health insurance. As a class, we will discuss choosing a health insurance policy and controversies therein.

Moral problems confronting physicians, patients, and others concerned with medical treatment, research, and public health policy. Topics include abortion, living wills, euthanasia, genetic engineering, informed consent, proxy decision-making, and allocation of medical resources.

Theories/research in health psychology. Bi-directional relationships between psychological factors and physical health. Stress/coping, adjustment to chronic illness. Psychological factors in etiology/course of disease. Health behavior change. prereq: 1001

This course covers the major theories and research findings related to stress and trauma, including the effects of stress and trauma on mental and physical health, factors related to more effective coping with stress/trauma and interventions designed to decrease the negative effects of stress and trauma. Course material will highlight research related to stress and coping with the COVID-19 pandemic. The course focuses on both research methods and personal application of research findings. prereq: PSY 1001 and 3001W or PSY 3001V or CPSY 3308W

Why does inequality exist? How does it work? These are the essential questions examined in this class. Topics range from welfare and poverty to the role of race and gender in getting ahead. We will pay particular attention to social inequities – why some people live longer and happier lives while others are burdened by worry, poverty, and ill health. prereq: soc majors/minors must register A-F

This course studies the social pattern of mortality, beginning with demographic transition theory. Students will study specific causes of death or theories of etiology, including theories about suicide, fundamental cause theory, and the role of early life conditions in mortality. Students learn tools for studying mortality, including cause of death classifications and life tables. Soc majors/minors must register A-F.

This course looks at violent behavior across a wide variety of social arenas, bedrooms, backyards, and bars, being some common places where violence occurs. Students will wrestle with definitions of violence and the circumstances in which behavior is or isn't categorized as violent. A major theme will be how violence operates as a property of institutional arrangements, organizational practices, and interpersonal situations. Subtopics intersecting violence include cohorts (race, class, & gender), sport, sex, emotion, the State, and the environment. Soc Majors and Minors must register A/F. Pre-req of Soc 1001, Soc 1101, 3101 or 3102 is recommended.

Historical/critical study of forms of modern sexuality (heterosexuality, homosexuality, romance, erotic domination, lynching). How discourses constitute/regulate sexuality. Scientific/scholarly literature, religious documents, fiction, personal narratives, films, advertisements.

Historical/critical study of forms of modern sexuality (heterosexuality, homosexuality, romance, erotic domination, lynching). How discourses constitute/regulate sexuality. Scientific/scholarly literature, religious documents, fiction, personal narratives, films, advertisements.

Examination of national health systems from an international comparative perspective, emphasizing social, organizational, political, economic, cultural, and ethical dimensions of healthcare policies and programs to deliver services and their impacts on the health of population groups. The comparative approach will enable students to acquire a better understanding of the problems and potential for reforming and improving US healthcare delivery. Pre-req: Soc majors/minors must register A-F

Examination of national health systems from an international comparative perspective, emphasizing social, organizational, political, economic, cultural, and ethical dimensions of healthcare policies and programs to deliver services and their impacts on the health of population groups. The comparative approach will enable students to acquire a better understanding of the problems and potential for reforming and improving U.S. health care delivery. Students enrolled in Soc 5446 (graduate level) are expected to demonstrate greater depth of discussion, depth and to a degree length of writing assignments, presentations, and leadership of the students. prereq: Soc majors/minors must register A-F

This class is an introduction to the contemporary issues that accompany such dramatic population change, including fertility change, disease experiences, migration as opportunity and challenge and human-environment conflict. Further, we will examine the roles of global organizations, national governments, and culture in shaping and reshaping populations. prereq: [SOC 1001] recommended, Sociology majors/minors must register A-F

This class is an introduction to the contemporary issues that accompany such dramatic population change, including fertility change, disease experiences, migration as opportunity and challenge and human-environment conflict. Further, we will examine the roles of global organizations, national governments, and culture in shaping and reshaping populations. Additional special assignments will be discussed with honors participants who seek to earn honors credit toward the end of our first class session. Students will also be expected to meet as a group and individually with the professor four times during the course semester. Examples of additional requirements may include: · Sign up and prepare 3-4 discussion questions in advance of at least one class session. · Work with professor and TA on other small leadership tasks (class discussion, paper exchange, tour). · Write two brief (1-page) reflection papers on current news, or a two-page critique of a class reading · Attend a presentation, workshop, or seminar on a related topic for this class and write a 2-page maximum reflective paper. · Interview a current Sociology graduate student and present briefly in class or write a reflective piece, not more than 2 pages in length, to be submitted to the Professor. prereq: [SOC 1001] recommended, Sociology majors/minors must register A-F

This course takes a cross-cultural, historical, and transnational perspective to the study of the global food system. Themes explored include: different cultural and social meanings attached to food; social class and consumption; the global food economy; global food chains; work in the food sector; the alternative food movement; food justice; environmental consequences of food production. prereq: Soc majors/minors must register A-F

This course takes a cross-cultural, historical, and transnational perspective to the study of the global food system. Themes explored include: different cultural and social meanings attached to food; social class and consumption; the global food economy; global food chains; work in the food sector; the alternative food movement; food justice; environmental consequences of food production.

Do you want to make a difference? We live at the intersection of COVID-19, racism, economic recession, and environmental collapse. Now is the time to make an impact. In this project-based course, you will work in interdisciplinary teams. You'll develop entrepreneurial responses to current social and environmental problems. You'll develop tools, mindsets, and skills to address any complex grand challenge. Your project may address food insecurity, unemployment, housing, environmental impacts, equity, or other issues. Proposed designs for how you might have a social impact can take many forms (student group, program intervention with an existing organization, public policy strategy, or for-profit or non-profit venture) but must have ideas for how to be financially sustainable. Community members, locally and globally, will serve as mentors and research consultants to teams. Weekly speakers will share their innovative efforts to serve the common good. A primary focus of the course is up-front work to identify the ?right? problem to solve. You will use a discovery process, design thinking, and input from field research to addressing the challenge you choose. You will build a model around the community?s culture, needs, and wants. By the end of the class, you will have a well-designed plan to turn your project into an actionable solution if that is of interest. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Before the discovery of antibiotics, even a simple thorn prick could lead to life threatening infection. Antibiotics are truly miracle drugs, making most bacterial infections relatively easy to cure. However, this landscape is rapidly changing with the advent of microbes that are resistant to antibiotics. This course will provide an overview of how antibiotic use invoked antibiotic resistance, including in depth discussions of antibiotic resistant microorganisms and the impact of globalization on this exploding problem. Societal and ethical implications associated with antibiotic use and restriction in humans and animals will be discussed, along with global issues of antibiotic regulation and population surveillance. The class will conclude with discussions of alternative therapeutic approaches that are essential to avoid "antibiotic apocalypse." The course will include lectures by world-renowned experts in various topics, and students will leverage this knowledge with their own presentations on important topics related to issues of personal freedom versus societal needs. This is a Grand Challenge Curriculum course.

This course provides a multi-disciplinary look at problems (and some of the possible solutions) affecting food production, distribution, and requirements for the seven plus billion inhabitants of this planet. It is co-taught by a plant geneticist (Morrell) and an economist (Runge) who together have worked on international food production and policy issues for the past 40 years. Historical context, the present situation and future scenarios related to the human population and food production are examined. Presentations and discussions cover sometimes conflicting views from multiple perspectives on population growth, use of technology, as well as the ethical and cultural values of people in various parts of the world. The global challenge perspective is reflected in attention to issues of poverty, inequality, gender, the legacy of colonialism, and racial and ethnic prejudice. Emphasis is placed on the need for governments, international assistance agencies, international research and extension centers, as well as the private sector to assist in solving the complex problems associated with malnutrition, undernutrition, obesity, and sustainable food production. Through a better understanding of world food problems, this course enables students to reflect on the shared sense of responsibility by nations, the international community and ourselves to build and maintain a stronger sense of our roles as historical agents. Throughout the semester students are exposed to issues related to world food problems through the lenses of two instructors from different disciplinary backgrounds. The core issues of malnutrition and food production are approached simultaneously from a production perspective as well as an economic and policy perspective throughout the semester. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

What are the effects of climate change, disease emergence, food and water security, gender, conflict and poverty, and sustainability of ecosystem services on health, and how do we lead across boundaries for positive change? Unfortunately, these large-scale problems often become overwhelming, making single solution-based progress seem daunting and difficult to implement in policy. Fortunately, the emerging discipline of ecosystem health provides an approach to these problems grounded in trans-disciplinary science. Ecosystem health recognizes the interdependence of human, animal and environmental health, and merges theories and methods of ecological, health and political sciences. It poses that health threats can be prevented, monitored and controlled via a variety of approaches and technologies that guide management action as well as policy. Thus, balancing human and animal health with the management of our ecosystems. In this class, we will focus on the emerging discipline of ecosystem health, and how these theories, methods, and shared leadership approaches set the stage for solutions to grand challenges of health at the interface of humans, animals, and the environment. We will focus not only on the creation and evaluation of solutions but on their feasibility and implementation in the real world through policy and real-time decision making. This will be taught in the active learning style classroom, requiring pre-class readings to support didactic theory and case-based learning in class. Participation and both individual and group projects (written and oral presentation) will comprise most of the student evaluation. These projects may reflect innovative solutions, discoveries about unknowns, or development of methods useful for ecosystem health challenges. We envision that some of them will lead to peer-review publications, technical reports, or other forms of publication. This is a Grand Challenge Curriculum course.

Fostering just and equitable communities is a grand challenge of our time. The global wealth gap between a handful of elites and the rest of the world?s population is increasingly unsustainable. Across the last generation, wealth inequality has spiked more sharply than ever before, and even the elite have come to recognize how concerning rising inequality has become with the World Economic Forum ranking ?wealth disparity? among the top five risks facing the planet right now. In this course, we will explore how our society came to produce such a severe concentration of wealth in the hands of a privileged few. Our focus is on wealth--the total amount of accumulated assets, broadly defined, in individuals, households, communities, and beyond--because it is precisely these starkly uneven stores of value, reproduced through inheritances across generations, that have accelerated contemporary inequality. We will work to understand the social structures, historical conjunctures, and global processes that perpetuate the inequitable distribution of wealth in our current moment. We will then envision social changes that promise to reduce wealth disparities and create a more just and equitable world. Throughout, we will explore how culture, identity, institutions, economic and political systems, and other social forces are entangled with and constitute the global flows of money and assets. The purview of this course is global, as our attention will focus on the large global and structural processes and historical conjunctures that have long shaped global wealth inequality. It makes little sense to limit the inquiry to national borders given the unequal distribution of wealth was produced on a global scale. At the same time, we are mindful of the importance to act (and think) locally; as such, many of our examples and readings will focus on the United States. Given that wealth inequality in the U.S. is one of the worst in the world--the richest 1 percent have captured nearly 60 percent of all income gains from 1977 to 2000, and in 2010, the top 20 percent of households owned almost 90 percent of all privately held wealth in the US, while the net worth of the bottom 40 percent was negative-- it will serve as an important case study. Instead of addressing the key causes of inequality, the powerful across the world have seized on these conditions to mobilize an avalanche of discontent among sectors of the downwardly mobile in a way that often obscures the key reasons for their predicament and scapegoats those at the social margins. Given this context, it is imperative to better understand and analyze the histories, cultural assumptions, and hierarchies that have produced contemporary inequalities, locally, regionally, and globally. Developing this shared understanding--as we will do in this course--is critical for our potential to address this and the other interrelated grand challenges facing us. This is a Grand Challenge Curriculum course.

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

The first dynamic course of a four-course sequence is designed to prepare the students for the visual modality of American Sign Language. This course introduces basic grammatical structure and basic vocabulary to develop communicative proficiency and cultural knowledge. The course utilizes a practical approach to learning vocabulary, grammar, fingerspelling, and cultural aspects through conversational activities. Students will study units 1, 2, 3, and 4 in the Signing Naturally textbook. Community involvement in the ASL/Deaf community is required outside of class for Fall/Spring (not required for May/Summer Term).

The second dynamic course of a four-course sequence further acclimates the students to the visual modality of American Sign Language and draws upon previously acquired knowledge in ASL 1701. The course utilizes a practical approach to learning vocabulary, grammar, fingerspelling, and cultural aspects through conversational activities. In ASL 1702, students? production and comprehension skills continue to develop qualitatively and quantitatively as they are exposed to a greater variety of interaction activities. Students will study units 5, 7, and 8 in the Signing Naturally Level 1 textbook. Community involvement in the ASL/Deaf community is required outside of class for Fall/Spring (not required for May/Summer Term). prereq: 1701 with grade of at least [S or C-] or dept consent

The third dynamic course of a four-course sequence draws upon previously acquired knowledge in ASL 1702. The course includes comprehension and production activities, vocabulary, grammatical structure, fingerspelling, and cultural aspects to further develop communicative proficiency and cultural knowledge. In ASL 3703, students are provided with various conversational opportunities to expand their production and comprehension skills in ASL. Students will study units 9, 10, and 11 in the Signing Naturally textbook. Community involvement in the ASL/Deaf community is required outside of class for Fall/Spring (not required for May/Summer Term). prereq: 1702 with grade of at least [S or C-] or dept consent

The final dynamic course of a four-course sequence draws upon previously acquired knowledge in ASL 3703. The course includes comprehension and production activities, vocabulary, grammatical structure, fingerspelling, and cultural aspects to further develop communicative proficiency and cultural knowledge. In ASL 3704, students are provided with various conversational opportunities to expand their production and comprehension skills in ASL. Students will study units 15, 17-18, and 22-23 in the Signing Naturally textbook. Community involvement in the ASL/Deaf community is required outside of class for Fall/Spring (not required for May/Summer Term). prereq: 3703 with grade of at least [S or C-] or dept consent

Bonjour! Join us in learning the global language of diplomacy, culture, cuisine, and commerce! French is spoken on five continents, in approximately 40 countries, and even in Maine and Louisiana. Studying French will deepen your understanding of world history and the relationships between different cultures around the globe and close to home. Studying the language of Les Misérables, Monet, and joie de vivre allows you to access some of the most amazing art, thought, and food on the planet! Beginning French (French 1001) is designed for students with little or no knowledge of the French language. It focuses on developing your intercultural, reading, listening, speaking, and writing skills. By the end of this course, you will be able to communicate about family, housing, and school. You will also gain familiarity with French-speaking communities around the world. The course features preparatory and practice activities outside of class designed to encourage analysis of language structure so that class time can be primarily devoted to meaningful interaction in French.

Bienvenue en 1002! Ready to embark on a new journey to further develop your knowledge of the beautiful language of French? If you passed French 1001 or have taken the Entrance Proficiency Test (EPT) and were placed in 1002, this course is for you! While exploring topics such as French holidays and cultural celebrations and traditions, food, and ecology, you will further develop your listening, speaking, reading, and writing skills. You will also learn about the concept of laïcité, one of the pillars of French society, and the differences and similarities between the school systems in France and the U.S. Preparatory activities designed to encourage students to analyze grammar points need to be completed at home so that class time can be primarily devoted to meaningful interactions in French. prereq: FREN 1001 or equivalent.

Nous vous souhaitons la bienvenue dans le troisième semestre de français. In this course, you will explore current issues such as the role technology plays in today's society and living a healthy lifestyle. Other themes include family, friends, and current social issues such as environment, energy, and immigration. Students will use film, excerpts of literature, and other authentic texts as part of the curriculum. Upon completion of the class, you will have more confidence in expressing past, future, and hypothetical events as well as your own opinions, feelings, and regrets. French 1003 is a five-credit course, so you should plan to spend an additional 10 hours a week on coursework outside the classroom. Upon successful completion of this course you will be able to enroll in French 1004. prereq: C- or better in FREN 1002 or 1022, or EPT (for students taking their first French course at the U)

Vous êtes les bienvenus! Come join us in exploring some of the foundations of cultural identity. What does it mean to be "French?" What does it mean to be "American?" What are some things that people living within a particular culture have in common as a function of living in that culture? Where do personal and cultural identities intersect? We pay special attention to development of intercultural competence, comparing how food, child-rearing practices, elements of national identity, and diversity are treated in France and the US. We revisit many grammar concepts you have seen before, focusing on accuracy and extended language use. This course will allow you to be much more confident in using comparisons, narrating (past and present), linking ideas together into longer discourse, describing, etc. Upon successful completion of this course, you should be solidly in the Intermediate ranges of proficiency in French, able to travel and/or use French for your own goals. You will also be prepared for more advanced study in French here or abroad (FREN 3015 and 3014 are options after this course). prereq: C- or better in FREN 1003, or EPT/LPE (for students taking their first French course at the U)

Emphasis on working toward novice-intermediate low proficiency in all four language modalities (listening, reading, speaking, writing). Topics include everyday subjects (shopping, directions, family, food, housing, etc.).

Listening, reading, speaking, writing. Emphasizes proficiency. Topics include free-time activities, careers, and culture of German-speaking areas. prereq: 1001

Listening, reading, speaking, writing. Contextualized grammar/vocabulary. Authentic readings. Essay assignments. prereq: 1003 or completion of Entrance Proficiency Test at 1004 level

Listening, speaking, reading, writing. Emphasizes development of communicative competence. Cultural readings. Prereq: Less than 2 yrs of high school Spanish and/or three or more years away from Spanish language study; and dept consent

Listening, speaking, reading, writing. Emphasizes development of communicative competence. Cultural readings. prereq: A grade of C- or better in SPAN 1001 completed at UMNTC, and dept consent

Speaking/comprehension. Developing reading/writing skills based on materials from Spain/Spanish America. Grammar review. Compositions, oral presentations. prereq: A grade of C- or better in SPAN 1002 or SPAN 1022 or EPT placement of SPAN 1003

Speaking/comprehension. Developing reading/writing skills based on materials from Spain/Spanish America. Grammar review. Compositions, oral presentations. prereq: A Grade of C- or better in SPAN 1003 or EPT placement of SPAN 1004

Public health aims to reduce the occurrence of disease and prolong healthy lives. In order to achieve these monumental goals, a thorough understanding of the multifactorial causes of disease and premature death is necessary. This course will expand on the thematic categories used in public health which were introduced in PubH 1202, including: sociodemographic, geocultural, unintentional, infectious disease, and chronic factors. Students will complete the course able to identify and describe leading specific causes of disease and premature death for local, national, and global communities. Public health issues are complex, the solutions are often controversial, and resources to solve public health problems are limited. Effective solutions require dedicated people coming together to collaborate and integrate innovative ideas. Students will apply population-based health concepts to a selected public health population and topic of choice and contribute to the development of a vision for a healthy community. This course fulfills the requirement of a writing intensive course using the 10 Essential Public Health Services as a basis for exploration and analysis.

This advanced-level Writing Studies course introduces students to the activities, responsibilities, challenges, and opportunities that characterize proposals for nonprofits and/or research/business. Students analyze unique proposal writing situations, including audiences (customers, reviewers, and teammates) and resources (collaborators, templates, and time). Students practice the entire process of proposal and grant writing: 1) describing the problem in context; 2) identifying sponsors and finding a match; 3) designing, writing, revising, and completing all proposal components; 4) conceptualizing and using persuasive visual elements; and 5) presenting and responding to stakeholders and sponsors.