The School of Public Health, Degrees, Special Programs PUBLIC ...

The School of Public Health, Degrees, Special Programs PUBLIC ...



School of

Public Health

University of California, Berkeley

Fall Semester 2010

Spring Semester 2011

Summer Sessions 2011

Academic Calendar 2010-11

Tele-BEARS Begins April 12 Monday

Fee Payment Due August 15 Sunday

Fall Semester Begins August 19 Thursday

Welcome Events August 23-27 Monday-Friday

Instruction Begins August 26 Thursday

Labor Day Holiday September 6 Monday

Homecoming October 8-10 Friday-Sunday

Veterans Day Holiday November 11 Thursday

Thanksgiving Holiday November 25-26 Thursday-Friday

Formal Classes End December 3 Friday

Reading/Review/Recitation Week December 6-10 Monday-Friday

Instruction Ends December 10 Friday

Final Examinations December 13-17 Monday-Friday

Fall Semester Ends December 17 Friday

Winter Holiday December 23-24 Thursday-Friday

New Year’s Holiday December 30-31 Thursday-Friday

Tele-BEARS Begins October 18, 2010 Monday

Spring Semester Begins January 11 Tuesday

Fee Payment Due January 15 Saturday

Martin Luther King Jr. Holiday January 17 Monday

Instruction Begins January 18 Tuesday

Presidents’ Day Holiday February 21 Monday

Spring Recess March 21-25 Monday-Friday

César Chávez Holiday March 25 Friday

Cal Day April 16 Saturday

Formal Classes End April 29 Friday

Reading/Review/Recitation Week May 2-6 Monday-Friday

Instruction Ends May 6 Friday

Final Examinations May 9-13 Monday-Friday

Spring Semester Ends May 13 Friday

Tele-BEARS Begins February 7 Monday

First Six-Week Session May 23-July 1 Monday-Friday

Memorial Day Holiday May 30 Monday

Ten-Week Session June 6-August 12 Monday-Friday

Eight-Week Session June 20-August 12 Monday-Friday

Independence Day Holiday July 4 Monday

Second Six-Week Session July 5-August 12 Tuesday-Friday

Three-Week Session July 25-August 12 Monday-Friday


& core


The mission of the University of California, Berkeley School of Public Health is to:

1. Conduct world class, rigorous research;

2. Apply knowledge to prevent disease and injury and promote the health of individuals

and communities in California, the United States and the world;

3. Develop diverse leaders for professional and research careers through undergraduate, masters and doctoral programs; and

4. Enhance the knowledge and skills of the public health workforce through continuing education and technical assistance.

We are distinguished by:

Our interdisciplinary and transdisciplinary research and teaching, which draws on the rich intellectual resources

of the University of California at Berkeley, considered by many to be the world’s leading public university

Our rigorous, leading-edge research on the causes and consequences of public health problems

and on the effectiveness of policies and specific interventions

Our emphasis on public health practice

Our location in an area of great diversity including, but not limited to, substantial subpopulations

of Asian Americans, Latin Americans, African Americans, Native Americans,

multi-ethnic/multi-racial people, and Lesbian, Gay, Bisexual, and Transgendered people, which provides

important opportunities and challenges for educational programs and research activities

Our location near strong, community-oriented public health departments

and community-based agencies and some of the world’s great universities, medical schools,

innovative bio-medical and bio-technology firms, and renowned health care systems.

Our commitment to improvement of essential public health services and to actions

that provide solutions to the health challenges of the 21 st century and beyond

Our emphasis on diversity, human rights, and social justice in our research, teaching and service activities

Our concern for those who suffer disproportionately from illness and injury

Our lifespan approach to optimization of health at every stage of life

Our broad-based ecological perspective emphasizing the interaction of biological,

behavioral, and environmental determinants of human health

The School of Public

Health, Degrees,

Special Programs


Financial Aid,

General Information

Areas of


Specialty Areas

Administration and

Faculty, Courses


Public Health — “The Berkeley Difference” 3

Graduate Student Life at the University of California 5

School of Public Health in Brief 5

Directory 5

Bachelor of Arts Degree (B.A.) 6

Degree Requirements 6

Professional Degrees and Requirements 6

Master of Public Health (M.P.H.) 6

Doctor of Public Health (Dr.P.H.) 7

Academic Degrees 8

Special Programs 8

Concurrent Degree Programs 8

Joint Degree Programs 8

Intercampus Exchange Program 9

Center for Public Health Practice 9

A Commitment to Diversity 10

Admission 10

Applications 11

Application Deadline 12

Required Examinations 12

Special Procedures for Current or Former Berkeley Graduate Students 13

Fees and Financial Aid 13

General Student Information 14

Introduction 16

Biostatistics 16

Community Health and Human Development 17

Environmental Health Sciences 19

Epidemiology 20

Health Policy and Management 21

Infectious Diseases and Vaccinology 22

Interdisciplinary M.P.H. Program 22

Aging 23

Global Health 23

Maternal and Child Health 24

Multicultural Health 24

Public Health Nutrition 24

Officers of Administration and Faculty 25

Courses 28

Schools of Public Health (U.S., Mexico, and Puerto Rico) 44

Nondiscrimination Statement 45

The Jeanne Clery Act 45

Campus Map 48

Bulletin of the School of Public Health, University of California, Berkeley, 2010-11.

Published by Public Affairs, University of California, Berkeley, 2200 Bancroft Way #4204, Berkeley, CA 94720-

4204. Third class postage paid at Berkeley, CA. UC Berkeley home page:

Although care is taken to ensure the accuracy of all information, there may be unintended errors and changes

or deletions without notification. Telephone number: (510) 642-6531; fax number: (510) 643-4404;

School of Public Health home page:



Public health is about preventing disease, protecting people from threats to

their health, and actively promoting healthy living. At Berkeley, we take a

comprehensive approach to this mission, distinguished by four features that

we call “The Berkeley Difference.” These are as follows:

(1) A broad-based ecological perspective on health; (2) an interdisciplinary,

campuswide resource base; (3) an emphasis on rapid-cycle application of

new and emerging research; and (4) a sensitivity to multicultural issues

informed by the values of social justice and protection of human rights.

This broad-based approach to public health can be pursued only at a campus

like Berkeley — the No. 1-rated public university in the world. The intellectual

resources of Berkeley enable us to pursue a truly interdisciplinary approach

to public health. The school’s broad curriculum provides students with an

understanding of epidemiology, biostatistics, environmental health, health

behavior, health policy and management, and infectious diseases and vaccinology to address pressing health problems

locally, nationally, and internationally. We offer several concurrent and dual degree programs including an M.B.A./

M.P.H. with the Haas School of Business, an M.P.P./M.P.H. with the Goldman School of Public Policy, an M.S.W./

M.P.H. with the School of Social Welfare, and an M.C.P./M.P.H. with the Department of City and Regional Planning

in the College of Environmental Design. We also offer joint degrees with the School of Medicine, School of Nursing,

and School of Pharmacy at UC San Francisco and the School of Medicine at Stanford. Within the school there are

opportunities to explore interests in aging, global health, maternal and child health, and public health nutrition, among


The School of Public Health’s ecological perspective points to a broad view of health determinants where physical

space and land use, environmental pollutants, transportation systems, housing, employment, the economy, and public

policy interact with a person’s genes, family and social relationships, personal health habits, reactions to stress, and

interaction with the health care system. We examine this interplay of biological, behavioral, and environmental

forces as they operate throughout one’s life cycle, from conception and childhood to adolescence, adulthood, and the

challenges posed by “healthy” aging.

Public health education here takes place not only through the classrooms of the campus but through active

involvement with our communities locally, statewide, nationally, and internationally. We work to ensure that

evidence-based public health moves from publication to “public action” as quickly as possible. Faculty, staff, and

students are also actively engaged in meeting the challenges of a multicultural society and in reducing the disparities

in health and health care services both in our country and abroad.

The ecological framework; the interdisciplinary campuswide approach; the rapid application of new knowledge to

inform action; and the commitment to multiculturalism, social justice, and human rights are the cornerstones of a

public health education at Berkeley. We are a community in dialogue about ideas and issues that really matter locally,

nationally, and internationally. We welcome you to our community and challenge you to put your own stamp on

The Berkeley Difference.”

Stephen M. Shortell, Ph.D.


The School of Public Health, Degrees, Special Programs

Graduate Student Life at

the University of California

The University of California, Berkeley, is

one of the world’s most dynamic education

centers. The campus, the surrounding community,

and the San Francisco Bay Area provide

unique intellectual and cultural stimulation.

A major research center, Berkeley is a place

where ideas are conceived and tested. Students

have access to over 10 million volumes on

the shelves of the University’s 18 libraries.

Some of the most distinguished teachers and

scholars in the world give classes on campus,

and the faculty includes seven Nobel laureates.

The quality of the student body complements

the stature of the faculty. The diversity

of students reflects the rich mix of cultures

in California as well as the many countries

represented by international students. The

majority are Californians, but students come

from every part of the United States and from

many other nations. Berkeley is committed to

assuring diversity among its students and to

multicultural education — elements it considers

essential to a great university.

In addition to an exciting academic community,

the campus offers a program of concerts

and special events that competes with that of

any metropolitan city. The campus has both

state-of-the-art athletic facilities and nationally

ranked sports teams. The University

includes an art museum, an anthropology

museum, and the Pacific Film Archive, which

offers one of the largest and most varied film

collections in the world.

San Francisco is just a short drive from campus

across the Bay Bridge or a quick trip on

Bay Area Rapid Transit (BART), which has a

station one block from campus.

The city of Berkeley boasts tree-lined streets,

a Mediterranean climate, and a range of restaurants

from inexpensive ethnic discoveries

to gourmet havens. Near campus, students

can relax at sidewalk cafes or the almost

countless bookstores, or browse among the

wares of street craftspeople.

Most students at Berkeley live in the greater

San Francisco Bay Area, where great views

are daily companions. Northern California,

with its natural beauty and variety of recreational

opportunities, is within easy reach.

The University and its surroundings make

Berkeley one of the most desirable places in

the world to learn and to live.

*Students admitted to the School of Public Health

M.P.H. and Dr.P.H. programs are assessed a Professional

Development Fee (PDF) each academic year ($6,317 for

2010-11). The figures shown here include the PDF. For

the complete fee schedule, go to the registrar’s website at

School of Public Health

in Brief

Berkeley Campus Founded: 1868

First Academic Public Health Program

at UC Berkeley Founded: 1919 (School of


School of Public Health Established: 1943

Number of Applicants for 2009-10: 1,197

Number of Newly Enrolled Students

2009-10: 208

Average Undergraduate Grade Point

Average of Admitted Applicants: 3.60

Average GRE Score of Admitted Applicants:

Verbal – 597/79%; Quantitative – 705/73%

Countries of Admitted International

Applicants: Canada, Chile, China-PRC,

Costa Rica, Germany, India, Iran, Japan,

Korea, Peru, Taiwan, Uganda, Vietnam,


School Enrollment for 2009-10: 551

Percent Minority: 30.7%

Percent Female: 74.6%

Estimated Annual Cost:* California residents,

$20,515; nonresidents, $33,216

Class Size: Smallest: 10; largest: 300. More

small classes than large.

Degrees Awarded: 6 M.A., 23 M.S., 103

M.P.H., 13 M.B.A./M.P.H., 4 M.P.P./M.P.H.,

6 M.S.W./M.P.H., 8 Dr.PH., 34 Ph.D.

Accredited by:

Council on Education for Public Health

1015 Fifteenth Street, NW

Washington, DC, 20005

Phone: (202) 789-1050


Note: All telephone numbers are in area code

510 unless otherwise indicated.

Administrative Offices

School of Public Health

Student Services and Admissions

University of California, Berkeley

417 University Hall

Mailing address: 50 University Hall

Berkeley, CA 94720-7360

Phone: 643-0881

Fax: 643-4404

Public Health home page:


Diversity Director: Abby Rincón

Mailing address: 50 University Hall

Office address: 141 University Hall

Phone: 643-7900


Areas of Concentration


101 Haviland Hall, 642-3241

Environmental Health Sciences,

760 University Hall, 643-5160


101 Haviland Hall, 643-9912


101 Haviland Hall, 643-2731

Health Policy and Management,

247A University Hall, 642-9175

Health and Social Behavior,

207C University Hall, 642-8626

Infectious Diseases and Vaccinology,

207M University Hall, 642-9189


223 University Hall, 643-2700

Joint Medical Program,

570 University Hall, 642-5671

Maternal and Child Health,

207H University Hall, 642-1512



Bachelor of Arts Degree


A Bachelor of Arts degree in public health

is offered through the College of Letters and

Science. Depending on the emphasis, the B.A.

degree will prepare students for graduate study

in a variety of fields including public health,

public policy, and nutrition. Graduates with

this degree can work in government, private,

and nonprofit organizations as survey workers,

educators, and research project associates. Internships

and other public health career services are

offered through the school’s Center for Public

Health Practice (see page 9). Additional career

assistance is available at the Career Center.

Degree Requirements

Prerequisites for the major include courses

in biology, mathematics, and social sciences.

Students may declare the major at the end of

their second year with not only completion of

the prerequisite courses, but also through an

application to be available spring 2011.

Requirements to complete the degree include

core courses in probability and statistics,

epidemiology, environmental health, and

health policy and management, with an additional

12 units of electives from disciplines

such as microbiology, integrative biology,

legal studies, and public policy.

For further information, please refer to the

undergraduate section of the School of Public

Health’s website at, or

contact the undergraduate student adviser at

sphug@ or (510) 643-0874.

Professional Degrees

and Requirements

Master of Public Health


Candidates for the M.P.H. degree come to the

school with a wide variety of backgrounds

and experiences, and seek to fulfill specific

academic needs and objectives. At the same

time, the school maintains certain expectations

of training standards to prepare public

health professionals for the field. Students

have a responsibility to plan and pursue

meaningful programs of professional training

while studying at the School of Public Health.

The M.P.H. degree requires the completion

of both depth and breadth requirements. To

satisfy the depth requirements, each candidate

is expected to pursue a particular program

of study designed with the assistance of the

faculty adviser.

The breadth requirements are designed to provide

students with a general understanding of

the areas of knowledge basic to public health.

These areas include the following:

The development and application of statistical

reasoning and methods in addressing, analyzing

and solving problems in public health


The study of environmental factors including

biological, physical and chemical factors that

affect the health of a community (Environmental

Health Sciences);

The study of patterns of disease and injury

in human populations and the application of

this study to the control of health problems


The delivery, quality and costs of health

care for individuals and populations, both

managerial and policy concerns (Health

Policy and Management);

The behavioral, social and cultural factors

related to individual and population health

and health disparities over the life course

(Health and Social Behavior);

The distribution of infectious diseases in

populations and the strategies used to control

them (Infectious Diseases and Vaccinology).

When a student has achieved proficiency

in these areas before and/or during the

M.P.H. degree program and has also met

the requirements outlined below (see “A

Summary of Requirements”), the School of

Public Health can recommend the awarding

of the M.P.H. degree.

In addition, students may select elective

courses in fields related to their particular

interests. Some of these courses will be found

in the school; some are available outside the

school in other departments on the campus.

Students meet with a faculty adviser early in

the fall semester to plan a course of study for

the time period required for completion of

degree requirements. This plan can be modified,

as necessary, with the adviser’s approval.

It is the responsibility of the adviser to ensure

that course selections meet the requirements

for depth specified by the chosen field and

for breadth in the fundamental areas of public

health described above. Information regarding

specific courses that may be taken in order

to fulfill M.P.H. breadth requirements and

exemption examinations for those with prior

proficiencies will be available in August during

Welcome Events.

A Summary of Requirements

The School of Public Health requires a minimum

of 42 units for the 11 month M.P.H.

degree. Forty-eight units are required for the

two-year programs. The requirements are

reflected below:

(1) A minimum of 11 months of academic

residence. Additional time and units are

specified in the descriptions of the areas of


(2) Not less than 42 units of coursework

approved by the adviser, with 12 units in

the graduate series (courses numbered in the

200s). At least 12 units must be taken in the

School of Public Health. By special permission,

a candidate may be authorized to present

a thesis instead of four of the 42 units required.

(3) Of the 42 minimum units required for the

M.P.H. degree, no more than six units may be

taken for courses numbered 299. Exception

may be granted by the school’s Curriculum

Committee. Also, no more than one-third of the

total coursework taken in preparation for a master’s

degree may be fulfilled by courses graded

satisfactory/unsatisfactory (S/U). Courses

required to fulfill the breadth requirement of the

M.P.H. must be taken for letter grades.

(4) Of the 42 minimum units needed for the

degree, students may be required to take eight

units in the chosen field, 13 units in courses to

satisfy breadth requirements, and at least five

additional units of coursework approved by

the adviser as relevant to their course of study.

(5) At least a B (3.0) grade point average in

all work completed in graduate standing.

(6) Approved public health practice experience.

Students must register while undertaking

field training during the academic year or in

summer session. Opportunities for supervised

field experience are offered by research and

field projects within the school and by many

health agencies in nearby communities, across

the state and nation, and occasionally internationally.

For physicians, certain training programs

are devised to meet certification requirements

for medical board specialties.

(7) A comprehensive final examination given

by the faculty of the student’s area of


The M.P.H. degree will be awarded only

when these requirements are met.

Doctor of Public Health


The Doctor of Public Health (Dr.P.H.) degree

is a professional degree conferred in recognition

of a candidate’s command of a comprehensive

body of knowledge in the field of

public health and related disciplines, and of

the candidate’s proven ability to initiate, organize,

and pursue the investigation of significant

problems in public health practice.

Those who earn this degree are expected to

occupy leadership positions that have major

influence on the policies, programs, and institutions

of public health through the analysis,

development, and implementation of public

health programs. Such positions may be in

diverse settings at the international, national,

state, or local levels, and in the public or private


The focus of this degree is the development

of knowledge and skills in the areas of professional

leadership and administration and

the application of existing, state-of-the-art

knowledge and approaches to public health

problems. In addition, students who earn

the Dr.P.H. degree may seek teaching and

research positions at colleges and universities.

Students seeking to pursue careers in research

more typically pursue the Ph.D. degree.

The major academic components of the

Dr.P.H. Program are as follows:

• Acquiring broad knowledge of public health

practice, research, and theory, including an

understanding of the essential relationships

between public health and social agencies

whose actions affect the health of people.

• Analyzing issues and problems in public

health using critical evaluation, applied

research methodology, and statistical methods.

• Understanding of public health policies and

practices through the study of how programs

are implemented in institutions and society,

as well as organizational theory and practice,

financial management, health policy strategies,

information systems, and ethics.

• Developing a vision and philosophy for professional

leadership in public health.

Program Components

The major programmatic components of the

Dr.P.H. Program are as follows:

• Research or Professional Residency.

Students participate in a research or professional

residency in a public health setting

where they have the opportunity to advance

their knowledge and skills, identify data for

dissertation research, conduct analyses, and

participate in decision-making.

• Qualifying Examination. Students prepare

for and complete the qualifying examination

to demonstrate their knowledge, integration,

and application of theoretical material and

practical skills in preparation for the


• Dissertation. The dissertation is designed to

focus on the analysis and solution of a problem

in public health practice.

• Human Subjects Protocol. The Human

Subjects protocol that students submit

explains the use of human subjects in the

research. It must be filed and approved by

the Committee for the Protection of Human

Subjects on the Berkeley campus.


The minimum requirements for admission

into the Dr.P.H. program include an M.P.H.

degree from an accredited school of public

health and two years or more of postmaster’s

degree professional experience in

public health that demonstrate progressive

responsibility and evidence of leadership

potential. Some exceptions to the two-year

post-master’s work requirement may be made

in special circumstances. Applicants with a

master’s or higher degree outside the field of

public health are also admissible but will be

required, before the end of their first year in

the program, to make up any deficiencies in

course content equivalent to the following:

• PH 142: Introduction to Probability and

Statistics in Biology and Public Health

• PH 200C1: Health Policy and Management

Breadth Course

• PH 200C2: Environmental Health Sciences

Breadth Course

• PH 200C3: Health and Social Behavior

Breadth Course

• PH 250A: Epidemiologic Methods

Degree Requirements

Residency. Before beginning the dissertation

and research phases of the Dr.P.H. Program,

students are required to complete a research

and/or professional residency during the summer

following either the first or the second

year of study (480 hours over 12 weeks). The

residency, planned jointly by the students and

their faculty mentors, provides the students

with an opportunity to establish a source of

information or location in which to conduct

their dissertation research. In some instances,

the residency may encompass both macro- and

micro-levels of policy and decision-making,

and may include positions with local, state, or

national legislatures; international agencies;

city, county, and state departments of public

health or health services; organized research

units within universities or other research

institutions; multi-hospital systems; and health

maintenance organizations. Students will identify

a preceptor at the residency site who will

be responsible for administrative oversight of

their time and for documentation regarding the

residency placement.

Coursework. Students must complete a minimum

of four full-time, in residence semesters

of coursework (48 units, in residence) and a

minimum of 12 units of dissertation research

credits. They are expected to select courses

and independent study that advance their

knowledge and ultimately their proficiency in

all of the core knowledge areas. The program

was developed to provide knowledge across

each core knowledge area. Students should

take a minimum of one course in each core

area and at least one course in two of the

breadth areas. They may choose a specialized

area of interest from which to satisfy the

remaining unit requirements.

Qualifying Examination. The purpose of the

qualifying examination is to test the broad

knowledge, integration, and application of

students’ knowledge to problems in public

health obtained at this advanced level of

study. The examination includes a detailed

review and discussion of the proposed dissertation

research and subject.

The examination has both written and oral

components. The written exam consists of a

dissertation proposal describing the proposed

area of study, research and research design,

and background information. The oral examination

includes questions that focus discussion

on the core and chosen specialty area in

addition to the content of the written dissertation

proposal. The qualifying examination is

usually completed after the fourth semester

of coursework — i.e. at the end of the spring

semester of the second year or the beginning

of the fall semester of the third year.

Dissertation. In most instances, the dissertation

is completed before the end of the spring

semester of the third year. As part of their

Dr.P.H. dissertations, students are expected to

examine, analyze, and suggest solutions to a

problem in public health practice. The dissertation

format typically takes one of two forms:

(1) a unified thesis, or

(2) three publishable papers based on research

bracketed by an introduction and conclusion.


8 Academic Degrees

Programs of study leading to master’s

degrees (M.S. and M.A.) and to the Doctor of

Philosophy degree (Ph.D.) are administered

by groups of faculty from the UC Berkeley

School of Public Health and related departments

and, in some instances, from other campuses.

Programs are offered in the School of

Public Health leading to the following degrees:

• Biostatistics — M.A., Ph.D.

• Environmental Health Sciences — M.S.,

Ph.D., and M.S./Ph.D.

• Epidemiology — M.S., Ph.D.

Health Services and Policy Analysis — Ph.D.

• Infectious Diseases and Immunity — Ph.D.

• Joint Medical Program — M.S.

Requirements for academic degrees follow

University regulations, which are given in

detail in the General Catalog (see catalog. Students should also confer

with a faculty adviser in their field of interest.

Special Programs

Concurrent Degree Programs

The School of Public Health, in cooperation

with the Haas School of Business, Goldman

School of Public Policy, School of Social

Welfare, Department of City and Regional

Planning, and School of Journalism, offers

concurrent degree programs leading to the

M.B.A./M.P.H., M.P.P./M.P.H., M.S.W./

M.P.H., M.C.P./M.P.H. and M.J./M.P.H.

degrees, respectively. In these concurrent

degree programs, students follow a carefully

designed curriculum that allows them to complete

the requirements for two degrees in less

time than is normally required to complete the

two degrees separately. Applicants to concurrent

degree programs must be admitted into

both of the sponsoring professional schools.

City and Regional Planning,


This concurrent degree program is for students

who want to serve as liaisons between

the public health and community planning

functions of local government. Students complete

the core curriculum of their School of

Public Health area of concentration and City

and Regional Planning, after which they may

specialize in areas such as environmental

health, economic and regional planning, or

human services. Applicants who apply to the

M.C.P./M.P.H. degree track in the School of

Public Health should indicate one of the following

areas of concentration: Environmental

Health Sciences, Health and Social Behavior,

Epidemiology and Biostatistics, and Health

Policy and Management.

Please contact the area of concentration in

which you are interested for information.

Public Policy, M.P.P./M.P.H.

The School of Public Health and the

Goldman School of Public Policy offer

a three-year concurrent degree program.

Applicants apply to the M.P.P./M.P.H. degree

track in the School of Public Health and

indicate the Health Policy and Management

area of concentration. Preference is given

to applicants who have work experience in

health policy. Graduates assume research and

policy analysis positions in federal and state

governmental agencies, consulting organizations,

health advocacy groups, and health care


Note: See also the description for the Health

Management M.B.A./M.P.H. program.

Social Welfare, M.S.W./M.P.H.

The School of Public Health and the School of

Social Welfare offer a three-year concurrent

degree program that provides interdisciplinary

preparation in classroom and in field work settings.

The program is designed to permit students

the maximum amount of flexibility while

fulfilling the requirements for both degrees.

Students will be enrolled in the Community

Health and Human Development Division with

a concentration in Maternal and Child Health

or Health and Social Behavior in the School

of Public Health and with the concentration in

Direct Practice in Health or Management and

Planning in the School of Social Welfare.

Applicants can apply through the School of

Social Welfare at


All applications for this program will be

directed to the Concurrent Degree Committee.

Admissions will be made in consultation with

the admissions officers of each school and will

be consistent with the admissions requirements

for each school. For more information, send

e-mail to Continuing

graduate students in either school who are

interested in the M.S.W./M.P.H. degree can

apply to the Dual Degree program.

Journalism, M.J./M.P.H.

The three-year MJ/MPH allows students

to combine their interests in public health,

journalism, communications and media.

The program is designed to produce public

health professionals who are effective media

practitioners and communicators as well as

journalists with the training and knowledge

necessary to cover public health and medical

issues for online, print, broadcast and other

media platforms. Students select one of four

public health concentrations (environmental

health, infectious diseases, epidemiology/

biostatistics, health and social behavior) and

simultaneously develop their reporting and

multimedia skills. The program explores how

public health and journalism intersect and

impact each other and prepares graduates for

work in a variety of public health, media, and

journalism settings.

Joint Degree Programs

After admission to a graduate school or

department, students may apply for a second

professional degree in another field if they

meet the requirements of the second program.

The M.S.W./M.P.H. degrees are the most

commonly pursued in this manner.

M.D./M.P.H. Program

A limited number of UC San Francisco medical

students are admitted to an M.D./M.P.H.

program. Only currently registered UCSF

medical students may apply. More detailed

information is available from the Office of

the Associate Dean for Curricular Affairs,

School of Medicine, University of California,

San Francisco.

Residency in Public Health and

General Preventive Medicine

The School of Public Health, UC Berkeley,

and the School of Medicine, UC San

Francisco, offer a residency program in

public health and general preventive medicine.

This program is open to physicians who

have graduated from an accredited medical

school in the U.S. or Canada (or who are

certified by the Educational Council for

Foreign Medical Graduates). Participants

must have completed at least one year of

approved clinical internship or residency

experience and be licensed to practice medicine

in the U.S. or Canada, and must be U.S.

or Canadian citizens or permanent residents.

The program provides the academic (M.P.H.)

year and the year of supervised field training

(practicum year) in preventive medicine and

public health required by the American Board

of Preventive Medicine. Applications for the

practicum year only will also be considered.

For further information and application

materials, please contact: James Seward,

Director, Preventive Medicine Residency,

School of Public Health, University of

California, Berkeley, 570 University Hall,

Berkeley, CA 94720-7360; seward1@

Occupational Medicine

Residency Program

The University of California, San Francisco,

campus administers a residency program in

occupational medicine. Please direct inquiries

to the Northern California Center for

Occupational and Environmental Health

(COEH), Bldg. 30, 5th Floor, San Francisco

General Medical Center, 1001 Potrero

Avenue, San Francisco, CA 94110; (415)

206-8950. Applicants must also apply to the

Environmental Health Sciences area of concentration

in the School of Public Health at


Intercampus Exchange Program

Permission must be received from the student’s

adviser, the deans of the Schools of

Public Health and Graduate Divisions of both

universities, and the chair of the department

in which study is proposed. Students pay fees

on the home campus and are considered resident

students there. Arrangements are made

for registration at the host campus and for

transfer of grades to the home campus. Intercampus

exchange forms are obtained from the

Graduate Division of the home campus.

Center for Public

Health Practice

Field Program Supervisors: Griego,

Oxendine, Sebsibe, Schindelman

141 University Hall, (510) 643-0970

The Center for Public Health Practice’s mission

is to support students, faculty, alumni

and practitioners to achieve excellence in

practice as they promote individual and community

health. We live and promote a commitment

to diversity, human rights, and social

justice in all we do.

We fulfill our mission through the following


• Internships

• Career Services

• Professional Development Opportunities

• Center for Multicultural Health

• Community Research and Evaluation

• Center for Health Leadership

Through the Center for Public Health

Practice, the UC Berkeley School of Public

Health is unique among accredited schools of

public health in that it has a student centered

primary focus, rather than research or training.

Our goals are to help students:

• Discern or refine what they want to do

• Develop practical skills, experience, and

connections to achieve their goals

• Be inspired, get a meaningful job and take

action to make a difference in public health

To achieve these goals we offer a centralized

internship placement process that provides

students from all concentrations with online

access to over 150 summer internships.

Dedicated CPHP staff members help students

find and select an internship that best matches

their career interests, skill needs and objectives.

Field supervisors and career services

then assist students to obtain meaningful jobs

that make a difference in public health. A partial

list of organizations that have sponsored

interns and hired SPH graduates includes:

Association of Asian Pacific Community

Health Organizations

California Department of Health Services

California Food Policy Advocates

Centers for Disease Control and Prevention

City of Berkeley Public Health Division

Environmental Protection Agency

Food First


Kaiser Permanente

La Clinica de La Raza

Los Angeles County Department of

Public Health

National Institutes of Health

Natural Resources Defense Council

Northern California Cancer Center


Prevention Institute

Public Health Institute

Samuels & Associates

San Francisco Department of Public

Health Laboratory

San Francisco General Hospital


UC Berkeley Center for Weight and Health

UCSF Blood Centers of the Pacific

UCSF Global Health Group

In addition to domestic internships over 20%

of MPH students do international summer

internships in Africa, Asia, Latin America

and Europe.

School of Public Health

Career Services

The Career Services office assists School of

Public Health students and alumni to discover

and pursue public health employment that suits

their goals and passions and enables them to

make a difference in public health. SPH Career

Services is dedicated to bringing together

employers, students, and alumni to contribute

to industry and community needs for a better

trained and diverse public health workforce.

Services for Berkeley SPH students include

career counseling, assessment, workshops,

employer panels, and an online job site for all

types of Public Health jobs (full-time, parttime,

internships, fellowships, and graduate

student researcher/instructor positions). For

more information, contact Ruthann Haffke,

Career Services Manager, at haffke@berkeley.

edu or (510) 642-0431.

Center for Health Leadership

Started in 2008, the UC Berkeley SPH Center

for Health Leadership (CHL) is designed to

enhance the School’s curricular, co-curricular

and experiential offerings to inspire and

prepare graduate students to be effective

health leaders and professionals. The Center

also develops practical leadership programs,

resources and conferences for alumni and

health professionals.

The CHL builds on and expands leadership

development activities offered through

the Center for Public Health Practice and

throughout the SPH. It includes a student

board, speaker series, practice based seminars,

workshops, internships, a Leadership

Fellows program, and community projects

designed to strengthen leadership competencies

and opportunities.

The aims of the UCB Center for Health

Leadership include:

• Support the School of Public Health mission

to produce transformational leaders

• Promote the importance of leadership across

diverse health disciplines

• Develop and enhance leadership competencies

among students, faculty, alumni and the

community at large

• Ready students for leadership and professional

roles, better preparing them for the

challenges of their first post graduate jobs and

for advancement

• Increase leadership development opportunities

during students tenure at the SPH, and

immediately thereafter

• Improve links between alumni and students

and develop mentorship opportunities for

students with alumni and public health professionals

• Encourage and support students to lead from

where they are to promote change

For more information, contact Ellie

Schindelman at or

(510) 642-2084.



A Commitment to Diversity

Director of Diversity: Abby Rincón

141 University Hall, Suite J, (510) 643-7900

A strong commitment to multiculturalism,

diversity, community health, and practice

are the cornerstones of education at the UC

Berkeley School of Public Health. The school

supports the University’s mission to foster

academic excellence through diversity. This

commitment strives to incorporate diversity in

every aspect of the school: student body, faculty,

community partners, curricula, research

and practice. To achieve these goals, the

school provides outreach and advisement to

prospective students from underrepresented

backgrounds and those interested in working

with vulnerable populations.

The School of Public Health encourages

applications from a broad range of social and

cultural backgrounds.

Director of Diversity, Abby M. Rincón, MPH,

provides leadership in the development and

implementation of a strategic plan for multiculturalism

and diversity in the school. She

is responsible for planning, designing and

directing efforts that recruit and retain diverse

students. She conducts outreach to college

campuses, minority health conferences and

community events; meets individually with

prospective students; and supports enrolled

students to create and foster a community climate

of encouragement and support. She also

coordinates a summer preparatory seminar for

entering students and advises student groups.

To reach the Director of Diversity, call (510)

643-7900 or

The Graduate Recruitment and

Diversity Services (GRADS) Program

and GRADS Student Ambassadors

(Volunteer Corps)

The mission of GRADS Student

Ambassadors, in conjunction with efforts by

the administration of the School of Public

Health, is to foster diversity within the student

population at the School through strategic

efforts designed to recruit applicants

from underrepresented populations, to support

those applicants in best positioning themselves

to gain admission to the School, and to

encourage the eventual matriculation of these


The goal of the student volunteer program is

to promote access to public health graduate

education among prospective students who

have been educationally or economically

disadvantaged, or have faced challenges due

to cultural or family background, economic

resources, age, or other circumstances. We

strongly encourage prospective students who

are from a social or cultural background

underrepresented in public health education

or professions to contact the GRADS

Program at

What services does GRADS provide? SPH

GRADS Student Ambassadors play a vital

role in the School’s efforts to recruit the

best, brightest, and most diverse group of

applicants to each of our programs of study.

GRADS Student Ambassadors represent “the

student’s view” of their specific programs of

study in conversations and e-mail exchanges

with prospective applicants over the course of

the admissions cycle.

Admission, Financial Aid,

General Information


Applications for admission to the School of

Public Health are accepted for the fall semester

only. Each fall approximately 200 new

students enroll in the various degree programs.

To be considered for admission, an applicant

must hold a bachelor’s degree or recognized

equivalent from an accredited institution and

have adequate preparation in the biological,

physical, or social sciences. A criterion for

admission is at least a B (3.0) grade point

average or the equivalent in work completed

after the first two years of a bachelor’s

degree program and in all post-baccalaureate

coursework. An applicant who does not meet

this academic criterion may request special

consideration. Additional requirements such

as prior health-related work experience or

specific course prerequisites are specified for

some areas of study; they are noted in the


Because the professions need a diverse

membership and because the educational

experience is enhanced by a diverse student

body, the School of Public Health views as

a high priority the enrollment of men and

women from different backgrounds, populations,

and groups.

Recommendation: Quantitative methodology

is an important part of the M.P.H. curriculum.

It is strongly recommended that a

basic college-level mathematics course (i.e.,

linear algebra, calculus) be taken before entry.

Re-entry applicants are urged to take a review

course in a classroom setting or through


Applicants must apply to one degree program

and may designate one additional degree

program as their second choice. Because an

enrollment ceiling is imposed on all departments

on the Berkeley campus and because of

the large number of applicants to the School

of Public Health, it is not possible to accept

part-time students.

International Applicants: Applicants from

other countries are held to the same regulations

affecting admission and degree candidacy

as are students from the United States.


(Deadline: December 1, 2010)

Previous and current UC Berkeley graduate

students and applicants to the MSW/MPH

and MBA/MPH concurrent degree programs

should not use this checklist

To apply for graduate study at the School of

Public Health at Berkeley, you must complete

both the UC Berkeley Graduate Application

for Admissions and Fellowships and the

SOPHAS Application (Schools of Public

Health Application). Both applications are

available online.

Be sure to follow all the steps below. Until

you have done so your application will be

incomplete. For complete application instructions

and further information, please consult

the School of Public Health website at sph.

Online Applications

q Fill out the Graduate Application for

Admission and Fellowships 2010; available

online September 7, 2010 at grad.berkeley.

edu/prospective. If you want to be considered

for financial aid, you must fill out the

appropriate portion of the UC Berkeley

Graduate Application.

q Fill out the SOPHAS Application 2010;

available online September 3, 2010 at

q Be sure to answer the Additional Questions

that are linked from your UC Berkeley school

designation on the SOPHAS Application.

You will need to enter your 7-digit document

ID number, which is available on the

top left-hand corner of your UC Berkeley

Graduate Application.

q Please check the status of your application

on the SOPHAS portal frequently throughout

the admissions cycle. Important: If your

application appears as “undelivered” at

any time, immediately contact SOPHAS

at to rectify the


Standardized Tests:

GRE and/or TOEFL

q If you have taken a full course load

in a country where English is the official

language for one year or more, report your

Official GRE scores to the UC Berkeley

School of Public Health using recipient code

4227. Scores of tests taken before 2005 are

not acceptable. Applicants holding doctoral

degrees from U.S. institutions are not

required to submit GRE scores. Note: If you

report your scores only to UC Berkeley at

large (using code 4833) your application

will be considered incomplete. You must

report your scores to the School of Public

Health specifically using code 4227.

q If you have not taken a full course load

in a country where English is the official

language for one year or more, report your

Official TOEFL scores to UC Berkeley

using recipient code 4833-50 and to SOPHAS

using recipient code 5688. Scores of tests

taken before June 2009 are not acceptable.

In special situations, the IELTS may be an

acceptable substitution for the TOEFL. The

GRE exam is not required for applicants who

are required to take the TOEFL or IELTS

exams, excepting those applicants described

in the following entry. Note: If you report

your scores only to UC Berkeley at large

(using code 4833) your application will

be considered incomplete. You must also

report your scores to the School of Public

Health specifically using code 4227.

q If you are applying to the Ph.D. or M.A.

programs in Biostatistics, Ph.D. program in

Health Services and Policy Analysis, or the

Dr.P.H. program and you have not taken a

full course load in a country where English

is the official language for one year or more,

report both your Official TOEFL scores and

your Official GRE scores by following the

directions above.

q If you are currently in medical school

at a U.S. institution, submit your Official

MCAT scores to SOPHAS; instructions are

available at


Letters of Recommendation

q Contact your three Letter of

Recommendation writers before entering

their contact information into the SOPHAS

application. You must designate whether each

reference will be submitted electronically or

through the mail. Letters of Recommendation

must be electronically submitted through

SOPHAS by December 1, 2010 and/or

mailed to SOPHAS and postmarked by

November 24, 2010.

q List the names and addresses of your

letter of recommendation writers on the

appropriate section of the UC Berkeley

Graduate Application. Do not enter their

e-mail addresses. Do not follow the Graduate

Division instructions for online recommendations.

Do not follow the instructions for the

“Alternate Method of Submitting Letters of

Recommendation.” Only submit your letters

through SOPHAS.


q Compose your UC Berkeley-specific

Statement of Purpose (limit 18,000 characters;

suggested length = 1-2 pages singlespaced).

Please see program-specific instructions

for the Health Policy and Management

and Maternal and Child Health programs, as

well as for the MPP/MPH concurrent degree

program, available online at


q Submit your Statement of Purpose on

both the SOPHAS Application and the

UC Berkeley Graduate Application.

q Compose your Personal History

Statement (limit 1500 characters). Although

this second essay is optional, it is highly

recommended. It is required if you are

applying for funding.

q Submit your Personal History Statement

under the “Additional Questions” section

of the SOPHAS Application. You are not

required to submit this essay on the

UC Berkeley Graduate Application.



q Request that one (1) copy of your transcripts

for all courses taken since high school

be sent to SOPHAS at:


P.O. Box 9111

Watertown, MA 02471-9111

q Request that two (2) copies of your transcripts

for all courses taken since high school

be sent directly to you. You will need to

open one of those copies and use it to fill out

the “Coursework” section of the SOPHAS

Application. Should you be recommended

for admission, we will request that you send

the unopened set of all of your transcripts to

the School of Public Health immediately via

priority mail, so it is vital that you have these

documents on hand. Do not send us your

transcripts until you have been admitted.

Unsolicited materials will be destroyed.


q Send to SOPHAS one official transcript

from each institution attended beyond high

school. Official transcripts must be submitted

directly from the institution in a sealed

envelope with the signature/stamp of the


Materials required for the SOPHAS application

should be sent to:


P.O. Box 9111

Watertown, MA 02471-9111


q Send to the UC Berkeley School of Public

Health one official transcript and official

degree certificate from each institution

attended beyond high school. Official

transcripts must be submitted directly from

the institution in a sealed envelope with the

signature/stamp of the institution. Do not mail

any other materials to the School of Public

Health unless expressly advised to do so.

Official transcripts from international applicants

must be postmarked by November 24,

2010. Unsolicited materials will be destroyed.

International applicants should have their

official transcripts sent directly to:

Admissions 2010 (International Applicant)

School of Public Health

University of California, Berkeley

50 University Hall, #7360

Berkeley, CA 94720-7360




Admission, Financial Aid, General Information

12 Application Deadline

• Both the SOPHAS Application and

UC Berkeley Graduate Application may

be electronically submitted as late as

11:59 pm on December 1, 2010. However,

all supporting materials must be postmarked

by November 24, 2010.

• Official GRE and/or TOEFL scores must be

reported to the UC Berkeley School of Public

Health no later than December 1, 2010.

• If using the electronic method, your

references must submit their Letters of

Recommendation to SOPHAS no later

than December 1, 2010.

• If using the paper method, your references

must have their Letters of Recommendation

postmarked by November 24, 2010 at the


• Official transcripts sent to SOPHAS must

be postmarked by November 24, 2010 at the


• International applicants only: Official

transcripts sent to the UC Berkeley School

of Public Health must be postmarked by

November 24, 2010.

• If any components of your application

are postmarked after November 24, 2010

or electronically submitted after December

1, 2010, your application will be considered

incomplete. Submitting an incomplete

application will put you at a disadvantage

in the admissions review process.


To apply for financial aid, submit the

Free Application for Federal Student Aid

(FAFSA). FAFSA forms are available at We recommend that you complete

and submit a FAFSA by March 1,

2011. The University of California, Berkeley

Title IV code for the FAFSA is 001312. For

further information, contact:

Financial Aid Office, Graduate Unit

201 Sproul Hall #1960

University of California, Berkeley

Berkeley, CA 94720-1960.




We are sorry that we are unable to

respond to telephone calls about your

application. However, we will send you

an e-mail to acknowledge receipt of the


Required Examinations

Graduate Record Examination

(GRE) Requirement

All applicants for graduate admission, with

the exceptions noted below, must take the

General Test of the GRE and must request

the Educational Testing Service (ETS) to

submit test scores (verbal, quantitative, and

analytic) to the School of Public Health.

Tests taken before 2005 will not be accepted.

Applicants currently or previously enrolled

in graduate standing at Berkeley may have

their home departments submit copies of their

GRE scores.

Dates and information for computer-based

testing (CBT) may be obtained by contacting

the Educational Testing Service (ETS) at

1-800-GRE-CALL or by consulting the

GRE website at

Applicants are strongly advised to take the

GRE no later than October 2010, so that

results arrive in time to be considered. Note:

GRE scores are required for graduate fellowship

consideration as well as for admission.


• Applicants who hold a Ph.D. or equivalent

doctoral-level degree at the time of application

from any accredited institution are not

required to submit GRE scores.

• Current medical students must submit

MCAT scores and a support letter from a medical

school dean as a substitute for the GRE.

• International applicants who are required

to submit Test of English as a Foreign

Language (TOEFL) scores need not take the

GRE (see below). However, international

applicants applying to the M.A. and Ph.D.

programs in Biostatistics, Health Services and

Policy Analysis Ph.D. program, and Dr.P.H.

must take the GRE and the TOEFL.

Codes for Submission of Test


Use the following codes when requesting

scores to be sent to UC Berkeley

School of Public Health:

GRE Institution code: 4227

TORFL Institution codes: 5688 and


For further information, write to:

The Educational Testing Service,

P.O. Box 6000,

Princeton, NJ 08541-6000

(609) 771-7670

International Applicants

Graduates of recognized academic institutions

outside the United States should have completed

degree programs representing a minimum

of 16 years of schooling with at least 12

years at the primary and secondary level.

International Students: Test of

English as a Foreign Language


Evidence of English Language


All applicants from countries in which the

official language is not English are required

to submit official evidence of English languuage

proficiency. This requirement applies

to applicants from Bangladesh, India, Israel,

Japan, Korea, Latin America, the Middle

East, Nepal, Pakistan, the People’s Republic

of China, Southeast Asia, Taiwan, most

European countries, and non-Englishspeaking

countries in Africa.

If you have completed at least one year of

full-time academic coursework with grades

of B or better in residence at a university in

a country where English is the official language,

you do not need to take the TOEFL.

Instead, you must submit an official transcript

from the U.S. university and take the TOEFL.

There are two standardized tests you may

take: the Test of English as a Foreign

Language (TOEFL), and the International

English Language Testing System (IELTS).

TOEFL is administered by the Educational

Testing Service (ETS). You can obtain

detailed information from the TOEFL website

at, or contact TOEFL Services,

Educational Testing Services, P.O. Box 6151,

Princeton, NJ 08541-6151, (609) 771-7100.

The minimum TOEFL scores for admission

to the Graduate Division are Paper Version,

570 minimum score; Computer Version I, 230

minimum score; and Computer Version II, 68

minimum score (newest version established

October 2005). Tests taken before June 2008

will not be accepted.

Internet-based Test (iBT TOEFL, also

called Next Generation TOEFL). In fall

2005, ETS began phasing in the new Internetbased

TOEFL. ETS will continue to administer

the current computer-based (CBT) and

paper-based versions of the test abroad until

the phasing in of the new Internet-based test

is complete.

The iBT emphasizes integrated skills so that

its format and scoring are different from either

the CBT or the paper version of the TOEFL.

The Graduate Division has established score

requirements for the iBT TOEFL, which are

posted online at

admis_require.shtml#4_2. Please plan to take

the TOEFL as soon as possible, regardless of

the test’s format, to avoid delays in the review

of your application.

Special Procedures for

Current or Former

Berkeley Graduate Students

Applicants to the School of Public Health who

are currently or were previously enrolled in

graduate study on the UC Berkeley campus do

not need to complete the SOPHAS Application

or the Graduate Application for Admission

and Fellowships. Instead, you must file a

Graduate Petition for Change of Major or

Degree Goal. Complete application instructions

for previous and current UC Berkeley

graduate students may be obtained online at

Fees and Financial Aid

For the 2010-2011 academic year, the cost of

attendance per semester for graduate students

pursuing an M.P.H. or Dr.PH in the School

of Public Health is estimated at $7,099 for

California residents and $13,449 for nonresidents.

For graduate students pursuing an

M.A., M.S., or Ph.D. in the School of Public

Health, cost per semester is estimated at

$6,475 for California residents and $14,026

for nonresidents. For questions regarding

California residency, please visit the Office of

the Registrar’s website at registrar.berkeley.


Students enrolled in professional degree programs

at the University of California are also

required to remit a professional degree fee.

M.P.H. and Dr.PH students at the School of

Public Health are currently assessed a professional

degree fee of $3,185.50 per semester.

Please note that all fees are subject to change.

For a complete schedule of fees, please visit

the UC Berkeley Registrar’s website at

In addition to the general cost of attendance,

students are required to own or have access

to a personal computer at home. Students

may submit this formal requirement to the

Financial Aid Office in support of individual

student loan applications.

Billing and Payments

UC Berkeley bills students for tuition, fees,

and other charges at the beginning of each

term. The e-Billing Statement is distributed

online and can be accessed any time by

selecting “e-Bill” on the CARS Section of

BearFacts. No paper bills are mailed by the


After the beginning of the term, new e-Billing

Statements are generated for those students

who have had new activity since the prior

statement, or who carry a credit or debit balance.

When a new statement is generated,

an email notification is sent directly to the

student’s Berkeley email account. Individuals

authorized to view a student’s statements are

also notified through email that a new state-

ment is ready to view and/or pay online.

Note: The e-Billing Statement is a “snapshot”

of the charges, credits and anticipated credits

to the student’s account as of a specific date,

and therefore, is not updated between billing

cycles. Students can view their current balance

between billing cycles by selecting the

“Quick Statement” on the CARS section of

Bear Facts.

Graduate Fellowships

and Scholarships

Each academic year, a limited number

of merit and need based fellowships and

scholarships are awarded to students by the

University of California’s Graduate Division

and the School of Public Health.

Merit-based scholarships and fellowships are

awarded on the basis of academic excellence.

For most merit-based awards, a minimum

grade point average of 3.5 (on a 4 point scale)

is required in all prior college-level academic

coursework. Merit-based awards generally

require the nomination or recommendation of

the Chairperson of the program in which the

student is enrolled.

Students are generally required to complete

an application or submit a written statement

for consideration for need-based awards. A

letter of recommendation or nomination from

a faculty member may also be required.

Nominations and applications are submitted

to the Schoolwide Fellowship Committee or

Graduate Division for review and decision.

To be considered for merit and/or need based

awards, students should complete the Free

Application for Federal Student Aid (FAFSA)

at UC Berkeley Code: 001312.

Students should also complete Forms C and

D of the application for admission and it is

strongly recommended that students complete

Form F2.

Financial Assistance

The University of California and the School

of Public Health is committed to assisting students

explore all the financing options available.

Utilizing the resources below, nearly 70

percent of graduate students at the School of

Public Health receive some form of financial

assistance, to include federal and private

loans, fellowships, scholarships, instructorships,

and/or assistantships.

The Graduate Fellowship Office (grad.

shtml) provides multi-year University

Graduate Fellowships, Diversity Fellowships,

and Departmental Block Grant Fellowships.

In addition, this office coordinates many

extramural fellowships. It also serves as a

resource center for students seeking information

on fellowships funded by the University

and outside sources. Graduate Division is

located at 318 Sproul Hall #5900, Berkeley,

CA 94720. Students may contact the

Graduate Division office at 510-642-0672,

Monday-Friday from 9 a.m. to noon and 1 to

4 p.m. To learn more visit


Graduate students may apply for needbased

loans and work-study through the

Financial Aid Office:

finaid/graduates. The programs are based

on demonstrated financial need and require

a Free Application for Federal Student Aid

(FAFSA), independent of the fellowship

application. Low-income students with dependent

children and high need will be considered

for a need-based parent grant award,

as funding permits. Questions about the

programs described in this section should be

directed to the Financial Aid Office, Graduate

Unit, University of California, Berkeley, 201

Sproul Hall #1960, Berkeley, CA 94720-

1960, (510) 642-0485, fao_grad@berkeley.

edu. Or, consult the Financial Aid Office:,

for more

information. Only U.S. citizens and eligible

noncitizens (those holding permanent resident

cards) may apply for funds administered by

the Financial Aid office.

The Office of Admissions and Student

Services at the School of Public Health (sph. offers assistance to students

in securing federal, institutional, and outside

funding. For questions regarding fellowship

and scholarship awards, please contact the

Office of Admissions and Student Services at

(510) 643-0881. This office is located at 417

University Hall, Berkeley, CA 94720.

Students are also encouraged to independently

seek funding from external sources.

There are a number of scholarship search

resources available online, some of which are

listed below:

Public Health College Scholarships —

The Association of Schools of Public Health

(ASPH) —

• —

• —

• —

Graduate Student Instructor (GSI)

Teaching and Resource Center

The GSI Teaching and Resource Center provides

pedagogical support and guidance for

new and continuing GSIs. Center services

include fall and spring teaching conferences,

workshops on teaching, the GSI Online

Course on Professional Standards and Ethics,

grants and awards for GSIs and faculty,

confidential consultations, the Language

Proficiency Program for international GSIs,

and the Teaching Guide for GSIs. This

office is located at 301 Sproul Hall #5900,

Berkeley, CA 94720-5900. Phone: (510) 642-

4456; email:



Financial Assistance for

International Students

Financial Aid awards from Berkeley

International Office consist of individual

grants applied directly to tuition and fees

via the UCB student records system. Award

amounts vary depending on the number of

applicants and levels of need per semester.

Grants do not need to be repaid.

Students who are married and/or have children

living with them in the Bay Area may

also apply for the Supplemental Family

Grant. A Family Grant can be applied directly

to tuition and fees or can be disbursed in

the form of a taxable stipend (taxed at 14%

unless exempt by tax treaty). Award amounts

vary depending on the number of applicants

and levels of need. Family Grants do not need

to be repaid. For a complete list of financial

aid options see, internationaloffice.berkeley.


Student Family Assistance

The University of California offers a variety

of services and resources for student families.

Learn more about campus resources that aid

student families in the search for affordable

housing, child care, health insurance, and

more at,


General Student


Student Services and


Student Services and Admissions in the School

of Public Health can assist students in problem

solving within the following areas: registration,

petitions for changes in class enrollment,

and financial assistance. The Associate Dean

for Student Affairs, Assistant Dean of Student

Services and Admissions, and Student

Services staff are available for counseling

and referral on personal, career, and academic

matters, and for consultation to organized student


Student Services and Admissions is the repository

for student records. Staff are available to

assist in the review of personal records upon

request, as mandated by the 1974 Federal

Family Educational Rights and Policy Act

(Buckley Amendment) and current Health and

Human Services regulations thereunder, as

well as state legislation on student records

(the Stull Bill), and elements of access rights

under California public records legislation.

Each academic year there are opportunities for

students to participate in the administration of

the school. These opportunities depend primarily

on the interests of the student and time

available for volunteer work. Many students

have enhanced their education through volunteer

participation in student organizations,

school and campus committees, recruitment

activities, and research and evaluation projects

through Student Services and Admissions.

University Services


The UC Berkeley Library collection of more

than 10 million volumes and 61,000 serial

titles is housed in over 18 separate subject

specialty libraries and the Doe and Moffitt

libraries. Traditional library materials are

supplemented with electronic products,

such as databases, books, and journals on

CD-ROM and other formats. Online access

to the full text of a growing number of journals

and books is also licensed for use by

the UC community. The UC systemwide

California Digital Library (CDL) electronic

collection and CDL-licensed online resources

supplement the already rich Berkeley library


The Public Health Library in University Hall

has a collection of more than 103,000 volumes

and receives more than 700 serial titles. The

collection, in itself rich in all aspects of public

health, is enhanced by the holdings of other

subject specialty libraries, such as the Marian

Koshland Bioscience and Natural Resources

Library, the Social Welfare Library, the

Chemistry Library, and the Long Business and

Economics Library. Public use computers in

the library provide access to the library catalogs,

to the University of California, Berkeley,

licensed resources, and to other resources

online, most of which can also be accessed

remotely. Weekdays the Public Health

Library’s reference staff provides information

services at the Reference Desk. Upon request,

the librarians provide specialized instruction

to School of Public Health classes and to

groups of students. At the beginning of each

fall semester, the Public Health Library offers

orientation sessions to incoming students.

University Health Services

The campus fee supports University Health

Services, which provide health promotion services

and medical care to Berkeley students.

All graduate students are required to purchase

comprehensive health insurance, the

cost of which is automatically included in

each semester’s billing. Students who have

insurance comparable to the Student Health

Insurance Plan (SHIP) may either use both

insurance plans or may apply for an exemption

from SHIP. For information about waiving

SHIP and an online application form,

go to


Student Activities

The campus has hundreds of organized

activities, including honor and service societies,

special hobby clubs, intramural sports,

and political organizations. The Associated

Students of the University of California

(ASUC) is the official organization for student

government. Membership in the ASUC

is automatic for all registered students.

The Martin Luther King Jr. Student Union

and the César Chávez Student Center are the

focal points of student activities, containing

lounges, meeting rooms, a ballroom,

an art exhibit area, a bowling and billiards

area, and game rooms. It also contains an

auditorium and theater. Recreational facilities

are also available in Hearst Gymnasium

and the Recreational Sports Facility (RSF).

Strawberry Canyon Recreational Area contains

a clubhouse, swimming pools, and play

and picnic-barbecue areas.

Research Involving Human

or Animal Subjects

Students planning research, development,

or related activities that involve the use of

human subjects or the direct use of animals

must submit a protocol to the Committee

for the Protection of Human Subjects or the

Animal Use and Care Committee for review

and approval before data can be used in a


For further information, including a copy of

the committee’s most recent “Guidelines for

the Preparation of a Protocol,” please contact

the committee staff at (510) 642-7461, the

Animal Care and Use Committee at (510)

642-8855, or check their website at cphs.

University Career Planning

The staff of the campus Career Center office

assists students and alumni in career planning

and employment needs. The center provides

information on trends in employment

opportunities. It also conducts workshops

on application and résumé preparation and

on job search and interviewing techniques.

For further information, consult staff at 2111

Bancroft Way or go to


Historically, most Berkeley graduate students

have lived in rental housing in Berkeley and

nearby communities. Increasingly, though,

the University is providing housing for graduate

students. When considering universityprovided

and alternative housing options, note

that space may be limited, and in many cases

early application is advised. Here are the

various housing options available to graduate


• Off-campus housing: Cal Rentals

• University residence halls

• Family student housing

• Manville Law and Graduate Apartments

• Ida Louise Jackson Graduate House

• Summer visitor housing

• Co-ops

• International House

• Fraternities/sororities

For information on these housing options, go


Public Health Alumni

Association and Related


Established in 1953, the Public Health

Alumni Association’s purpose is to promote

community among the School of Public

Health’s active alumni and current students.

With support from the School of Public

Health Office of External Relations and

Development, the alumni association sponsors

and participates in an array of activities and

events designed to assist the group in fulfilling

its stated purpose, including:

The Public Health Alumni Scholarship

Program, which typically awards between

40-50 scholarships annually to continuing


• A special online community developed

exclusively for School of Public Health

alumni, “@Cal,” offers free services, including

a searchable alumni directory, career

networking opportunities, and alumni

e-mail forwarding.

• Participation in school governance, which

is achieved by having alumni representation

on a number of schoolwide committees,

including multicultural opportunity, continuing

education, curriculum, and faculty search

committees as needed.

The twice-yearly Berkeley Public Health

magazine and monthly electronic bulletin

SPH e-News provide news and information

of interest to both alumni and other constituent

groups, including students, faculty, staff,

friends, donors, legislators, government

agencies, peer institutions, foundations, and


• Each year at commencement, members of

the graduating class are inspired by the selec-

tion of an outstanding former graduate as

Alumnus/a of the Year.

Alumni are an important source of support

for the school, both in terms of their role as

donors and service as volunteers in a variety

of capacities. Alumni gifts are used to fund

a variety of activities, including scholarships,

capital improvements, visiting scholars, and

all Public Health Alumni Association activities.

Throughout the year, the association cosponsors

local outreach and networking

activities, such as professional development

workshops and the popular Career Café and

Networking Event. Regionally, they participate

in events in connection with the American

Public Health Association and the California

Public Health Association — North.

Information about the Association and related

programs is available from the School of

Public Health’s Office of External Relations

and Development, University of California,

Berkeley, 417 University Hall, Berkeley, CA

94720-7360; (510) 643-6382; e-mail phaa@; or visit the Public Health

Alumni Association website at sph.berkeley.


University Publications

The General Catalog provides information

about academic programs, course descriptions,

admission requirements, and general campus

information and is available for a fee from

the Cal Student Store, Martin Luther King

Jr. Student Union, University of California,

Berkeley; Berkeley, CA 94720-4504, or for

free online at

The online Schedule of Classes (schedule. provides time and place of

meeting for specific classes, names of instructors,

and units of credit.



Areas of Concentration


The School of Public Health offers both

professional and academic degree programs.

The professional degree tracks at the master’s

(M.P.H.) and doctoral (Dr.P.H.) levels are

available. Academic degree programs in a

variety of health-related disciplines are offered

at the master’s (M.A. and M.S.) and doctoral

(Ph.D.) levels.

Public Health degree programs prepare students

for a variety of careers, as academicians,

researchers, administrators, policy analysts,

regulators, educators, program planners,

evaluators, epidemiologists, biostatisticians,

environmental health specialists, and biotechnical

specialists in governmental and

nongovernmental health agencies and

organizations, as well as educational settings.

While each student’s academic program is individually

designed, M.P.H. coursework generally

encompasses the following categories:

(1) Breadth Courses. The School of Public

Health requires that a student pursuing the

M.P.H. degree obtain a general understanding

of the basic knowledge areas of public health.

(2) Public Health Practice. The School of

Public Health requires that a student pursuing

the M.P.H. degree have a minimum of 12

weeks of supervised public health practice

experience to apply and reinforce public health

principles and concepts. While pursuing field

work, the student must be registered. In some

cases, this requirement may be waived with

prior academic advice and approval.

(3) Area of Concentration. Students are

required to take courses in their selected area

of concentration and to demonstrate expertise

in that area.

(4) Electives. Students have the opportunity

to take a wide variety of electives from both

within the school itself and in other schools

and departments on the Berkeley campus,

and, when appropriate, at UC San Francisco,

UC Davis, or Stanford University. Due to the

breadth of health subject interests, students

can make extensive use of related departments

on the Berkeley campus.

It is also possible to cluster elective courses

in one of the school’s specialty areas, i.e.,

Aging, Global Health, Maternal and Child

Health, Multicultural Health, or Public Health

Nutrition. Descriptions of each specialty area

begin on page 23.


Faculty: Selvin, Division Head; Dudoit,

Hubbard, Jewell, Lahiff, Petersen, Tarter,

Van Brunt, van der Laan.

Biostatistics is a discipline concerned with

the development and application of statistical

principles and methods to problems in

the medical, biological, and health sciences.

A broad knowledge of biology and a solid

understanding of statistics are fundamental

to successful training in biostatistics. The

integration of knowledge from subject matter

areas with the theory and practice of statistical

methods makes biostatistics a coherent

field of study.

Biostatistics degree programs produce graduates

who are trained to design research programs,

collect and analyze data, and interpret

and communicate important findings. These

activities are usually applied in biological and

medical settings. Graduates in biostatistics

find career opportunities in health departments,

government agencies, and private

industry as well as teaching/research positions

in colleges and universities.

For more information about the biostatistics

program, call (510) 642-3241 or go to www.


The Master of Public Health degree program

emphasizes the development of combined

skills in biostatistics and epidemiology.

Applicants to the Epidemiology/Biostatistics

M.P.H. program must have a bachelor’s

degree and preferably have completed some

coursework in the biological, physical, and

mathematical sciences. Training will be

directed toward the development of skills that

will be particularly applicable to planning,

analyzing, and evaluating research in public

health, medical care, and epidemiology.

Graduates will be qualified for positions in

federal, state, and local health departments

and prepared for a wide variety of positions

in the medical delivery and health care fields.

Many graduates choose to apply to a doctoral

program in epidemiology or biostatistics.

Students interested in the M.P.H. in epidemiology/biostatistics

should apply to the School

of Public Health.

For more information about the joint program

in epidemiology and biostatistics, call (510)

643-2731, send e-mail to robertamyers@, or go to www.stat.berkeley.


Graduate Group in Biostatistics

Faculty: Dudoit, Chair; Brillinger (Statistics);

Bickel (Statistics), Doksum (Statistics), Dudoit,

Freedman (Statistics), Huang (Statistics),

Hubbard, Klass (Statistics), Petersen, Rabe-

Hesketh (Education), Rice (Statistics), Selvin,

Speed (Statistics), Stone (Statistics), Tarter,

van der Laan, Winkelstein, Yu (Statistics)

Through the Interdepartmental Group in

Biostatistics, graduate curricula are offered

for two academic degrees: Master of Arts

(M.A.) and Doctor of Philosophy (Ph.D.).

Preference is given to applicants who have a

bachelor’s or higher degree in mathematics or

statistics with an interest in biomedical applications.

However, applicants from all disciplines

are considered. The master’s degree

program requires four semesters of study.

Students with a prior master’s degree or

those with outstanding scholarship may apply

directly to the Ph.D. program. The Ph.D.

program normally requires three to five years

(two to three years of coursework and one to

two years of dissertation research). Candidates

must pass a qualifying examination and

meet the University residence requirement.

The curriculum includes instruction in a

wide range of topics such as survival analysis,

biological assay, analysis of risk, statistical

methods in clinical trials, stochastic models

of biological processes, computer techniques,

statistical methods in epidemiologic research,

and topics in computational biology and bioinformatics.

These topics are supplemented

with coursework in the Department of

Statistics. Most participants in the program

take courses in probability theory, statistical

inference, experimental design, multivariate

methods, and nonparametric analysis.

Furthermore, courses from the biological

sciences and public health are often integral

parts of both the M.A. and Ph.D. degree

programs. Additionally, the combination of

statistical theory and biostatistical methods

is applied to current “real world” biomedical

problems such as coronary heart disease and

AIDS in many biostatistics courses. The

faculty’s research activities and other community

biomedical programs (state and

local) provide students with opportunities

for practical experience.

The Group in Biostatistics, in conjunction with

other departments at Berkeley, offers a Ph.D.

in biostatistics with a designated emphasis

in computational and genomic biology. For

more information on this option, go to

For more information on the Group in

Biostatistics itself, go to www.stat.berkeley.

edu/biostat or call (510) 642-3241.

Community Health and

Human Development

CHHD Steering Committee: Jagust, Division

Head; Guendelman, Co-Division Head and

MCH Director; Minkler, HSB Director;

Kayman, Acting PHN Director; Swartzberg,

JMP Director

CHHD Faculty: Abrams, Alter, Ames,

Auerswald, Azzam, Breckler, Burack,

Campbell, Catalano, Cherpitel, Corburn,

Constantine, Crawford, Dahl, Dan-Cohen,

Deardorff, Dorfman, Eyre, Eskenazi, Fernald,

Francis, Garlin, Garber, Gruber,

Guendelman, Halpern, Halpin, Harley,

Hartley, Herd, Hook, Hosang, Ivey, Jagust,

Jutte, Kaskutas, Kayman, Landau, Mack,

Micco, Miller, Minkler, Morello-Frosch,

Neuhauser, Nuru-Jeter, Olson, Oman, Ozer,

Perlman, Pies, Potts, Prata, Rutherford,

Satariano, Schindelman, Seward, Sokal-

Gutierrez, Stevens, Stover, Swartzberg,

Thornton, Tseng, Walsh

Emeritus: Block, Boyce, Duhl, Morgan,

Sabry, Steinbach, Syme

The mission of the Division of Community

Health and Human Development (CHHD) is

to train public health researchers, clinicians

and practitioners in the interdisciplinary and

community-based nature of public health.

The Division’s broad orientation is based

on developmental epigenesis: that is, how

biologically-based differences in individual

susceptibility and resistance work together

with social, physical, and cultural environments

to influence the emergence of disease

and the preservation of health over the human

life course.

CHHD is comprised of three programs of

study — the UC Berkeley-UCSF Joint Medical

Program, the Health and Social Behavior

Program, and the Maternal and Child Health

Program — that offer diverse perspectives on

the preservation of health and the origins of

disease. The Division’s broadly multidisciplinary

faculty represents, among others, the

fields of medicine, epidemiology, sociology,

health education, anthropology, health psychology,

human reproduction, nutrition, economics,

journalism, and moral philosophy.

With a collective emphasis on the prevention

of disease and the promotion of health, the

Division’s shared interests center upon five

scholarly and teaching themes:

• Biological factors, social environmental factors,

and biology-environment interactions in

human adaptation and the genesis of disease;

• Racial/ethnic and other sociocultural disparities

in population health;

• Place and health — i.e., the role of the built

environment in disease prevention and health


The role of time — e.g., historical, developmental

— in the life course epidemiology of

mental and physical disorders;

The translation of interdisciplinary research

into medical and public health practice.

For more information, go to

Health and Social Behavior

Health and Social Behavior is a two-year,

full-time, daytime master’s degree program.

M.P.H. graduate students are expected to

complete a minimum of 48 units of coursework

over four academic semesters and one

summer of field work.

The mission of the Health and Social Behavior

program is to train scholars and practitioners

to identify and analyze the major social,

cultural, and bio-behavioral determinants of

health and health behavior; and to design,

implement, and evaluate social and behavioral

interventions and social policies aimed at

improving community and population health.

The core curriculum includes course work

in the behavioral, bio-behavioral and social

sciences as these relate to public health and

required courses that cover theories of health

and social behavior, program planning and

evaluation, and a range of research and practice

methods. The role of race/ethnicity, culture,

class, and gender in influencing physical

and mental health status, interactions between

the individual and society, and ethical issues

in the design and implementation of community-based

interventions are also stressed.

In addition to required courses, students are

encouraged to create a cluster of elective

courses to enhance their knowledge and skills

in a particular area of interest.

A comprehensive examination or master’s thesis

completes the degree. The comprehensive

examination in the Health and Social Behavior

program occurs during the Spring Semester

of the second year and is designed to provide

students with an opportunity to synthesize and

apply academic and professional knowledge

gained through the program. Students electing

to complete a master’s thesis should meet with

their adviser and express their interest during

the first Fall Semester to begin putting this

process into motion.

Students and faculty in this concentration

work closely with the School’s Center for

Public Health Practice to ensure that each

student’s educational experience reflects the

commitment of the profession and the school

to integrate field experience with more traditional

forms of pedagogy.

Applicants to the Health and Social Behavior

program have academic background in the

behavioral, social, and/or biological science

course work.

Successful applicants normally have at least

a year, and typically two or more years of

work experience post-baccalaureate in an

area related to community, health promotion,

or health-related practice or research. We

have found that such professional experience

greatly enhances the student’s ability to make

optimal use of the theories and approaches

covered in the program, and therefore strongly

recommend that students obtain such experience

prior to applying for admission.

Opportunities exist for graduates to work

for community-based organizations, city

and county health departments, state health

departments, research institutes, and policy

advocacy organizations.

Master of Public Health


Health and Social Behavior is a two-year,

full-time, daytime master’s degree program.

M.P.H. graduate students are expected to

complete a minimum of 48 units of coursework

over four academic semesters and one

summer of field work. The minimum enrollment

is 12 units per academic semester.

The core curriculum includes course work in

the behavioral, bio-behavioral and social sci-

Areas of Concentration


ences as these relate to public health in theory,

research methods, and program planning and

evaluation. The role of race/ethnicity, culture,

class, and gender in influencing physical and

mental health status, interactions between the

individual and society, and ethical issues in

the design and implementation of communitybased

interventions, are also stressed. In addition

to required courses, students are encouraged

to create a cluster of elective courses

to enhance their knowledge and skills in a

particular area of interest. A comprehensive

examination, master’s thesis, or publishable

quality research paper completes the degree.

Students and faculty in this concentration

work closely with the School’s Center for

Public Health Practice to ensure that each

student’s educational experience reflects the

commitment of the profession and the School

to integrate field experience with more traditional

forms of pedagogy.

Applicants to HSB have academic background

in the behavioral, social, and/or

biological science course work. Successful

applicants normally have at least a year, and

typically two or more years of work experience

post-baccalaureate in an area related to

community, health promotion, or health-related

practice or research. We have found that

such professional experience greatly enhances

the student’s ability to make optimal use of

the theories and approaches covered in the

program, and therefore strongly recommend

that students obtain such experience prior to

applying for admission.


Medical Program

The UC Berkeley-UCSF Joint Medical

Program is a five-year graduate combined

M.S./M.D. degree program. Students spend

the first three years on the Berkeley campus

completing a case-based core medical curriculum

and a Master of Science degree. The

M.S. degree is offered in Health and Medical

Sciences (HMS). Students take HMS courses

specifically designed for the M.D. and M.S.

degrees and supplement these courses with

electives chosen campuswide relevant to their

research studies.

Upon satisfactory completion of the preclerkship

requirements for the M.D. curriculum,

the master’s degree, and passage of

the U.S. Medical Licensing Exam, Step 1,

students transition to the School of Medicine,

University of California, San Francisco. At

UCSF they continue the M.D. curriculum by

completing two years of clinical rotations.

Upon satisfactory completion of this phase of

the program, students are awarded the M.D.

degree from UCSF.

JMP students must have demonstrated the

ability to perform at a very high level in their

prior academic pursuits. Students apply to

the Joint Medical Program (JMP) through

the American Medical College Application

Service (AMCAS) by submitting the primary

to the UCSF School of Medicine. Applicants

who pass a preliminary review are sent a

secondary application that provides information

and application materials for the

Joint Medical Program. For further details

regarding the admissions process, please see

the AMCAS Medical School Admissions

Requirements, 2010-2011.

For more program information, go to the JMP

website at and pay particular

attention to the brochure at

about/jmp_brochure.pdf. You may also email or call (510) 642-5671.

Maternal and Child Health

The Maternal and Child Health (MCH)

program offers several academic options: an

11-month M.P.H. degree, a two-year M.P.H.

degree, and a specialty area (or minor). In

addition, students in the schoolwide Dr.P.H.

program with an interest in maternal and

child health may request an MCH faculty

member as an adviser.

The Maternal and Child Health M.P.H. program

is based on an interdisciplinary curriculum

that emphasizes the study of biological,

social, cultural, and environmental influences

on the health of women, children, adolescents,

and the family. Students are trained in

a variety of applied skills, including research

design, quantitative analysis, epidemiological

techniques, needs assessment, program planning

and evaluation, and grant writing.

The 11-month M.P.H. track (July-May)

trains health professionals with significant

experience in the MCH field. This intensive

program requires completion of a 42-unit

Capstone Research Project. It also requires

completion of a summer epidemiology

course, Public Health 250A and PH 141

Biostatistics (July-August), before the fall

semester. Graduates of the program are

employed in MCH leadership positions at

local, state, and national levels; as innovators

in MCH programs with local, state, and

national agencies, nongovernmental organizations,

and foundations; and as clinical service

managers for HMOs and other public health

care agencies.

The two-year M.P.H. track provides training

for postbaccalaureate students with demonstrated

quantitative and analytic abilities and

work or volunteer experience in the MCH

field. The two-year track emphasizes analytic

and research training, with a strong focus on

epidemiology and biostatistics, and requires

completion of a research thesis and a threemonth

summer field placement.

Graduates of the two-year track tend to secure

employment in research centers, public health

agencies, policy-making institutions, and

academic settings, and often go on to pursue

advanced degrees (Dr.P.H., Ph.D.).

We also offer an MCH specialty-area minor

for students enrolled in other School of Public

Health two-year M.P.H. or doctoral programs.

The specialty area requires nine units of

MCH coursework, including the MCH Core

Course. Please see the Specialty Areas section

of this announcement on page 23 for further


For more information about the MCH

program, go to or call

(510) 642-1512.


Health Sciences

Faculty: Hammond, Division Head; Balmes,

Bates, Eisen, Harrison, Holland, Jerrett,

Koshland, Kyle, McKone, Nicas, Rappaport,

Rempel, Seward, Skibola, K. Smith, M. Smith,

Spear, Wei, Zhang

Environmental factors are estimated to be

responsible for 25-40 percent of the burden of

human ill-health around the world and often

most seriously affect the most vulnerable

members of society, such as young children,

pregnant women, and the poor. The EHS curriculum

prepares students to assess the health

impacts of physical, chemical, and biological

agents in the environment and workplace and

to explore means for their measurement and

control. EHS integrates several disciplines

with emphasis in assessment of exposures to

environmental contaminants, toxicology, environmental

and occupational epidemiology, risk

assessment, and policy analysis. Students learn

to apply tools in these disciplines to problems

in both the U.S. and other parts of the world.

Graduate programs are offered for both professional

degrees (M.P.H.) and academic

degrees (M.S., Ph.D., and joint M.S./Ph.D.)

The EHS core courses (Public Health 220C,

254, 250A, 270A, and 292 or 293) and two

biostatistics courses (such as Public Health

142 and 145) are general requirements of all

students, regardless of the degree or program

being pursued.

Faculty in the EHS Division direct several

multidisciplinary centers for environmental

health teaching and reseach. The Center for

Occupational and Environmental Health

(COEH) links the EHS program to a network of

60 faculty from public health, medicine, nursing,

and the social sciences on the Berkeley,

Davis, and San Francisco campuses. It is one of

the 16 regional centers funded by the National

Institute for Occupational Safety and Health

(NIOSH) to provide financial support to students

and continuing education to practicing

professionals. COEH’s Labor Occupational

Health Program links the academic programs

to labor and community groups.

The Superfund Basic Research Program

is a cluster of interrelated research projects

dedicated to gaining an understanding of the

relationship between hazardous substances in

the environment and their impact on human

health. Its projects include investigations of

biomarkers of toxic exposures and susceptibility,

causes of childhood leukemia, quantification

of pesticide exposures, fate and transport

of chemicals in the environment, hazardous

waste remediations, and children’s health.

The Fogarty International Center for

Training and Research in Environmental

and Occupational Health focuses principally

on health problems caused by water and air

pollution in India.

Areas of study within EHS include the


• Toxicology: Measurement of dose-response

relationships for various environmental chemicals;

investigations on mechanisms of toxicity;

application of bioassays for evaluating

chemical toxicity; development of biological

markers of chemical exposure and effect.

• Exposure Assessment and Control in the

Community: Evaluation of exposures including

the design and development of measurement

techniques or strategies; air and water

pollution studies, including design of control

strategies; studies of sources of pollution and

their relationship to human health.

• Environmental Health Policy: Provides

opportunities for graduate work in risk assessment,

risk management, and air pollution


• Occupational and Environmental

Epidemiology: Involves human population

studies addressing the health effects caused

by exposure to chemical and physical agents.

Although Occupational and Environmental

Epidemiology is one of the core areas in EHS,

students whose primary interest is epidemiology

would usually apply for admission to the

area of epidemiology. While based in the division,

students can also enroll in EHS courses

and work with faculty in both divisions.

• Industrial Hygiene: Recognition and identification

of occupational and environmental

stress caused by exposure to toxic chemicals,

harmful physical or infectious biological

agents, and ergonomic factors; evaluation of

exposures by various measurement techniques

or strategies involving worksite air sampling

and biological monitoring, formulation of

controls for exposures by administrative,

engineering, or personal protective measures,

and development of related new techniques

and strategies.

Other areas of research include Ergonomics:

pathophysiology and work-related risk factors

of chronic musculosketal disorders, occupational

biomechanics, and anthropometry

applied to workstation design and seating.

Excellent career opportunities are available for

graduates, especially for specialists in industrial

hygiene and toxicology. Graduates of the

Ph.D. program enter positions in academia

and in public and private institutions where

research is performed. M.S. and M.P.H. graduates

usually work for industry or government.

Students who are uncertain about their qualifications

for admission are encouraged to

contact the division to discuss their possibilities.

For more information, call (510) 643-

5160 or contact the program coordinator via

e-mail at

For additional information, please visit the

Environmental Health Sciences website at

Master of Public Health

The M.P.H. program is recommended for students

who wish to work as environmental or

occupational health practitioners. The M.P.H.

is often the preferred degree for students

who wish to go on to a Ph.D. program in

Environmental Health Sciences. Applicants

should possess a baccalaureate or higher

degree in physical, chemical, or biological

science; engineering; or medicine. Applicants

with non-science majors who meet the undergraduate

coursework requirements may be

considered. Undergraduate coursework should

include calculus (one-year minimum), chemistry

(two years minimum, including organic

chemistry), and biology (one-year minimum).

Professional experience is beneficial although

not required. The M.P.H. degree requires four

semesters (two semesters for students with

prior doctoral degrees in the field) of academic



work for a minimum of 48 units, and a written

comprehensive exam. An internship is required

of students without prior relevant experience

and for students who specialize in industrial

hygiene. The EHS curriculum includes breadth

courses in the field of public health and core

courses in environmental health sciences.

Additional coursework allows specialization

in an area of environmental health sciences,

such as industrial hygiene or toxicology.

Graduate Group in

Environmental Health Sciences

(M.S., Ph.D., and

Joint M.S./Ph.D.)

Faculty: Hammond, Chair; Casida

(Environmental Science, Policy, and

Management), Eskenazi, Hunt (Civil and

Environmental Engineering), Koshland

(Energy and Resources), Nazaroff (Civil

and Environmental Engineering), Rempel

(Bioengineering), J. Robinson, A. Smith,

K. Smith, M. Smith, Spear, Tager

Academic degree programs in the Graduate

Group in Environmental Health Sciences are

recommended for individuals with clear

research orientations who wish to complete

work of an interdisciplinary nature. Applicants

may apply to the M.S. program, the Ph.D.

program, or to the joint M.S./Ph.D. program.

(Continuation into the Ph.D. program is contingent

upon successful completion of the M.S.

requirements.) EHS is administered within

the Division of Environmental Health and the

School of Public Health. Although students

receive their academic degrees from the

Graduate Group (under the jurisdiction of

the Graduate Division of the Berkeley campus),

students are also affiliated with — and

apply to — the School of Public Health.

The M.S. program requires a minimum of 24

semester units of coursework plus a thesis or

an original research project. Coursework is

designed to provide specialization in one area

and to develop skills required for the research

project. The M.S. generally takes two full years

to complete.

Students with M.S. or M.P.H. degrees may

apply to the Ph.D. program, provided they

have well-focused project goals and firm

knowledge of research techniques. Ph.D.

students typically spend one to two years

in coursework before taking the qualifying

examination. An additional one to three years

is required for completion of research and

submission of the dissertation.

Global Health and Environment

The Global Health and Environment

Program (GHE) is a unique, interdisciplinary,

campus-wide Master of Science program

to train students to undertake careers directed

toward improving the lives of people in

developing countries through understanding

the environmental risk factors that affect

their health and how to reduce the impact

of these factors. In addition to studying traditional

environmental risk factors, such as

water and air pollution, students will learn

about large-scale and emerging environmental

risks, such as climate change.

GHE takes advantage of the wide diversity of

teaching and research on the Berkeley campus

by encouraging students to take courses

across the range of disciplines that impinge

on its main objective: improving health in the

poorest societies and enhancing the sustainability

of global systems.

Most GHE students take advantage of the

many opportunities available within the UCB

School of Public Health to conduct fieldwork

during the summer between their two academic

years to investigate an environmental

health problem in a developing country. In

recent years, GHE students have gone to

Guatemala, Costa Rica, Dominican Republic,

Ecuador, Mexico, Nicaragua, India, Nepal,

Thailand, Mongolia, China, and Uganda.

GHE was established in 1999 under the name,

Health, Environment, and Development

(HED), but in 2008 was renamed to reflect its

position within the growing arena of Global

Health studies.


Faculty: Tager, Head; Abrams, Ahern,

Aragon, Barcellos, Bates, Bauer, Bernstein,

Bufffler, Carmichael, Chokkalingam, Colford,

Ekstrand, Eskenazi, Krishnan, Metayer,

Minnis, Mortimer, Mujahid, Nuru-Jeter,

Padian, Reingold, Riley, Selvin, A. Smith,

Steinmaus, Syme, Wang, Winkelstein

Epidemiology is concerned with the study

of factors that determine the distribution of

health and disease in human populations. The

purposes of epidemiological research are to

discover the causes of disease, to advance and

evaluate methods of disease prevention, and

to aid in planning and evaluating the effectiveness

of public health programs.

Epidemiologists are interested in the study

of infectious and noninfectious diseases. In

recent years they have turned their attention

increasingly toward the study of conditions

affected by forces in the social and physical


In addition to the facilities and laboratories in

the School of Public Health, students in the

division have available innumerable resources

on the Berkeley campus, at the University of

California, San Francisco (UCSF), and at a

wide array of collaborating research and public

health institutions in the Bay Area.

Degrees offered include both the professional

degree — Master of Public Health (M.P.H.)

— and academic degrees — Master of Science

(M.S.) and Doctor of Philosophy (Ph.D.).

Students who apply for admission to the

M.P.H. degree program have an M.D.,

D.V.M., D.D.S., or a Ph.D. degree in a

biological or social science and find a oneyear

program of professional training in

epidemiology and public health sufficient to

enter into a career in the practice of public

health. Applicants who have a bachelor’s or

master’s degree in one of the above sciences

but no doctoral degree should apply for the

two-year M.P.H. program in epidemiology/

biostatistics. Preference for admission to the

M.P.H. program in epidemiology is given to

applicants with experience in epidemiologic

research or other public health programs who

have clearly identified goals for a career that

uses epidemiological methods and knowledge.

Required courses include a two-semester

sequence in biostatistics, one semester of

epidemiologic methods courses, one semester

of the epidemiology seminar, and breadth

courses in public health.

Training in epidemiology provides a sound

basis for careers in several areas. People with

a prior doctoral degree who complete the

M.P.H. degree, or those who complete the

Ph.D. degree, are in demand for teaching and

research careers in schools of public health and

medical and health sciences. There are also

diverse opportunities for career development

in international, federal, state, and local health

agencies. The latter positions usually focus

on the use of epidemiological approaches and

knowledge to carry out research or program

evaluation directed at the control of infectious

or noninfectious diseases. Epidemiologists

are increasingly in demand to develop occupational

health programs in the private sector

and to do evaluative research in major medical

care organizations.


The resources of both Epidemiology and

Biostatistics are combined to offer a specialized

joint curricular track. The fundamental

goal of the joint program is to introduce

students with little or no background in these

fields to the disciplines of epidemiology and

biostatistics. This goal is achieved through

coursework and field placement experience.

The joint curriculum in Epidemiology/

Biostatistics offers an M.P.H. degree. It is

designed for students who have relatively

little specific background in the health field

but a strong desire for training. The two-year

curriculum in epidemiology and biostatistics

provides an entry point for top students with

less extensive backgrounds than those applying

for an 11-month M.P.H. program (e.g.,

physicians or individuals from government

health agencies). The admission requirements

are focused almost entirely on undergraduate

performance (grade point average, graduate

record examination, letters of recommendation,

and statement of purpose). Typically,

students enrolled in this curriculum track take

about one-third of their coursework in biostatistics

and one-third in epidemiology, leaving

about one-third for breadth requirements and

electives. The requirements for the M.P.H.

degree are purposely flexible so that students

new to issues in the health field can explore

a wide variety of possibilities, including the

option of a specialty area. Each student in the

program writes and presents a final paper in

a required seminar.

Many graduates go on to Ph.D. programs at

Berkeley or other universities. Others take

positions in government agencies, such as the

California State Department of Health and

the Birth Defects Monitoring Program.

Ph.D. Group in Epidemiology

Faculty: Reingold, Chair; Abrams, Ahern,

Aragon, Tager, Chair; Abrams, Ahern,

Aragon, Balmes (UCSF), Barcellos, Bates,

Bauer, Bernstein, Buffler, Catalano,

Chokkalingam, Colford, Dudoit, Eisen,

Ekstrand, Eskenazi, Fernald, Hubbard,

Hulley (UCSF), Jagust, Jewell, Kaskutas,

Krishnan, Metayer, Minnis, Mortimer,

Mujahid, Nuru-Jeter, Ozer, Padian, Petersen,

Reingold, Riley, Satariano, Selvin, A. Smith,

M. Smith, Steinmaus, Syme, Van der Laan,

Wang, Winkelstein

The graduate group in epidemiology is

interdisciplinary and includes faculty from a

number of departments at Berkeley, as well

as the University of California, San Francisco

(UCSF). Students receive either an M.S. or

Ph.D. degree from the Graduate Division of

the Berkeley campus. The group is within the

academic jurisdiction of the Graduate Council

and is administratively located in the Division

of Public Health Biology and Epidemiology.

The group brings together faculty with disciplinary

knowledge in epidemiology, biostatistics,

demography, sociology, anthropology,

behavioral science, molecular biology, genetics,

vector biology, and other fields relevant to the

study of human health and disease at a population

level. M.S. and Ph.D. students receive a

strong background in epidemiologic and biostatistical

methods and theory and, in addition,

must choose a third disciplinary area in which

to develop competence. Doctoral dissertation

research is generally focused on developing new

knowledge about the factors that influence the

distribution of health or given disease outcomes

within human populations.

Applicants for the M.S. program should have,

as a minimum, a bachelor’s degree and a

strong background in biological, social, or

mathematical science that provides a basis for

the application of epidemiological methods and

principles to the study of diseases. Because

M.S. applicants compete with Ph.D. applicants

for a very limited quota in the academic track,

it is sometimes advisable for postbaccalaureate

students interested in pursuing doctoral studies

to apply for the two-year M.P.H. program in

epidemiology/biostatistics. The M.S. program

requires two years to complete, and a thesis is

not required.

For admission to the Ph.D. degree program,

preference is given to applicants with a

prior master’s degree in epidemiology and

to those with experience in epidemiological

research. The doctoral program normally

requires at least one additional year (beyond

two years of coursework at the master’s level)

of advanced courses in biostatistics, epidemiology,

and other areas selected from the

biological, social, and physical science fields

applicable to the student’s research interests.

Courses may be taken within the School of

Public Health, from other departments on the

Berkeley campus, and at the University of

California, San Francisco (UCSF). There are

no foreign language requirements. Students

with an M.D. degree can satisfy the residence

requirements for special certification in preventive

medicine while in the Ph.D. program.

Graduates of the program who complete the

Ph.D. teach in schools of public health and

medical schools; conduct research for federal,

international, state, and local health agencies;

and work in various nonprofit organizations

and private sector companies. Most students

receiving the M.S. degree go on to doctoral

programs in epidemiology.

For more information about the degree programs

in epidemiology, call (510) 643-2731

or e-mail, or go


Health Policy

and Management

Faculty: Bloom, Head; Brown, Dow,

Ellwood, Gertler, Hu, Keller, MacPherson,

Oxendine, Penhoet, Robinson, Sabry,

Scheffler, Shortell, Snowden, Solomon

The mission of the Graduate Program in

Health Policy and Management (HPM) is to

promote the public’s health through the preparation

of graduates for positions of seniorlevel

leadership in health services policy and

management, and to conduct research and

disseminate knowledge that will advance the

organization, financing, and delivery of health

and medical services.

Graduates are employed in state, national, and

international health policy organizations, public

health departments, health insurance plans,

hospitals, physician organizations, biotechnology

and pharmaceutical firms, consulting

firms, and information technology firms.

Master of Public Health


The two-year M.P.H. curriculum includes a

three-month field placement that occurs in

the summer between the two years. Students

have the option of a six-month placement

that includes the fall semester of their second

year. A comprehensive examination completes

the degree.

The program’s length may be reduced to 11

months for applicants with clinical doctorallevel

degrees or those currently pursuing clinical

or doctoral-level degrees. The admissions

process and criteria are the same for the 11

months as for the two-year program, except

the GRE is not required.

Factors emphasized in the selection of students

include academic achievement and potential,

appropriateness of academic preparation, paid

or voluntary health-related work experience,

letters of support, and promise of professional


Professional achievement and promise are

evaluated on the basis of an applicant’s

demonstrated or potential administrative and

policy analysis skills, career interests and

goals, relevant work experience in the health

care or human services fields, initiative and

innovative ability, evidence of thoughtful

career planning and compatibility of those

plans with the graduate curriculum, and

commitment to a career in health.

Applicants to HPM are asked to address in

their Statements of Purpose their knowledge

of the health care field gained from paid or

voluntary experience; why they are interested

in health policy and/or management, including

past interest or involvement in management or

policy-relevant activities; and their career goals

as related to health policy and/or management.

Further information may be obtained on the

program website at

Health Management


This two-and-one-half-year concurrent degree

program is designed to provide proficiency

in both business and delivery aspects of the

health services and technology industries.

Students come to the program with an average

of five years of work experience. The

GMAT is required instead of the GRE.



Applications for this program are made

directly to the School of Business. Information

may be obtained from the Graduate Program

in Health Management, Haas School of

Business, F443, University of California,

Berkeley; Berkeley, CA 94720-1900; (510)

643-1399; and the program website at haas.

Ph.D. Group in Health Services

and Policy Analysis

Faculty Group: Dow, Director (Public

Health); Bloom (Public Health), Catalano

(Public Health), Fernald (Public Health),

Friedman (Public Policy), Gertler (Haas/

Public Health), Guendelman (Public Health),

Johnson (Public Policy), Keller (Public

Health), LaPorte (Political Science), Lee

(Demography/Economics), Levine (Haas

School of Business), Levy (Political Science),

Lincoln (Haas), Miguel (Economics), Moretti

(Economics), Raphael (Public Policy),

Robinson (Public Health), Scheffler (Public

Health), Shortell (Public Health), Snowden

(Public Health)

The Health Services and Policy Analysis doctoral

program is a full-time, four-year

curriculum of study that prepares students for

careers in academia and research. Students in

the HSPA program receive a Ph.D. degree from

the Graduate Division of the Berkeley campus.

The School of Public Health administers the

program, but the faculty group is composed

of members from departments across campus.

Students have access to all of the social science

disciplines and professional schools at Berkeley

in addition to the core resources provided by

the School of Public Health.

The mission of the interdisciplinary program

is to prepare students for careers in research,

teaching, and public service in university,

governmental, and public policy settings. We

expect that through their research, teaching,

and provision of expert advice, Berkeley

graduates will play a leadership role in

addressing the many challenges facing the

health care system.

HSPA students select a major area of concentration

from among health economics, organizations,

or politics/policy and take courses in

all three areas. Students also receive a thorough

grounding in research methods and the

applications of these methods to the analysis

of health policy issues. After completing the

required coursework, students take a written

comprehensive examination in their area of

specialization. To advance to candidacy for

the Ph.D. degree, students must pass an oral

qualifying examination that assesses the depth

of their knowledge in the field of health services

and policy analysis. Students must also

complete a dissertation that advances the state

of knowledge in the field.

Further information may be obtained at or via e-mail to hspa_

Infectious Diseases and


Faculty: Riley, Head; Buehring, Harris,

Liu, Lu, Portnoy, Sensabaugh, Stephens,

Swartzberg, Tempelis

Infectious Diseases is a multidisciplinary

program that focuses on interactions between

infectious organisms, their hosts, and their

environment. These organisms include bacteria,

fungi, helminths, protozoa, and viruses.

Infectious diseases continue to be leading

causes of morbidity and mortality in human

populations throughout the world, and their

control depends upon an in-depth knowledge

of the biology of the pathogen; the factors

that allow pathogens to infect, persist in the

host, and produce disease; and the host’s

defense mechanisms that bring about recovery.

Gaining this knowledge requires an integration

of the disciplines of molecular and cell

biology, genetics, immunology, microbiology,

and epidemiology. The curriculum is designed

to emphasize the biology and molecular biology

of host-pathogen interactions; the ecology,

evolution, and transmission of infectious

agents; the methods of surveillance of infectious

agents; and the epidemiology of infectious

diseases. Emphasis is on prevention strategies

that integrate molecular/cell biology and

immunology, e.g., development of diagnostic

methods, vaccines, and drugs.

The program offers both professional (M.P.H.)

and academic (Ph.D.) degrees. The M.P.H.

program is for individuals who wish to

further their professional careers related to

public health aspects of infectious diseases.

These students acquire in-depth knowledge

of infectious agent biology and epidemiology,

the molecular basis for disease, and

laboratory approaches for surveillance and

control. In addition, students gain a breadth

of knowledge in other areas of public health,

including environmental, biostatistical, and

community health sciences. Applicants should

have a background in biological, medical, or

public health sciences. Students without prior

professional experience also are encouraged

to apply and should expect to take at least

two years to complete an M.P.H. degree.

Graduates who obtain an M.P.H. professional

degree often find career opportunities in clinical

and public health laboratories; county,

state, or national public health microbiology

agencies; biotechnology companies; and hospital

infection control programs.

For additional information, please visit the

Infectious Diseases and Vaccinology website

at or contact, (510) 642-9189.

Ph.D. Group in Infectious

Diseases and Immunity

Faculty: Stephens, Chair; Bertozzi

(Chemistry), Barton (Molecular and Cell

Biology) Buehring, Coscoy (Molecular and

Cell Biology), Fleiszig (Optometry), Harris,

Lane (Environmental Science, Policy, and

Management), Liu, Lu, Machen (Molecular

and Cell Biology), Portnoy, Reingold,

Riley, Robey (Molecular and Cell Biology),

Sensabaugh, Shastri (Molecular and Cell

Biology), Taylor (Plant and Microbial

Biology), Vance (Molecular and Cell Biology)

Welch (Molecular and Cell Biology), Zhou

(Molecular and Cell Biology)

The graduate program in Infectious Diseases

and Immunity provides opportunity for study

on the biology of infectious agents, their

interaction with human and other hosts, and

their relationship with the environment. The

program is unique in its emphaisis on integrated

multidisciplinary training. Important

areas of inquiry include the biology of hostpathogen

interactions, molecular and cellular

aspects of pathogenesis, the ecology and

evolution of disease agents, environmental

factors in transmission, intermediate hosts

and vectors, the biology of surveillance and

epidemiological analysis, vaccine and drug

development, and public health practices

for disease prevention and control. Students

matriculating through this program will

acquire expertise in fundamental infectious

disease research and thus are well prepared

for careers in academia, governmental agencies,

and biotechnology.

For more information, please visit our website

at or contact, (510) 642-9819.

Interdisciplinary M.P.H.


Faculty: Hosang, Head; Buffler, Dandhu,

Gosselin, Pollack, Swartzberg, Young-Holt

The Interdisciplinary M.P.H. is an 11-month

program designed to meet the needs of mature

scholars who have specific public health

career goals and a demonstrated ability to

work independently.

Applicants are professionals holding a

master’s degree or its equivalent who have

significant health care experience or interest

in public health. In special cases, applicants

from other disciplines (journalism, business,

social work, anthropology, economics, and

law) will be considered if their future career

paths include public health activities and/

or significant interaction with public health

systems. The program is also appropriate for

select joint degree M.D./M.P.H. students or

post-qualifying-exam Ph.D. students. Its curricular

flexibility allows successful applicants,

in consultation with their faculty advisers,

to develop an individualized course of study

tailored to meet their needs. Courses may be

chosen from any of the academic offerings

across the Berkeley campus.

A minimum of 42 units are required for the

11-month Interdisci-plinary M.P.H. In order

to meet the 42-unit requirement, students

should plan on taking courses during the

summer before or after the academic year in

which they enroll. We advise students to take

the summer session Epidemiologic Methods

course, PH 250A, and/or the Introduction to

Biostatistics, PH 141, from July 6th-August

14th in the summer preceding fall enrollment.

This will reduce their course load to manageable

levels in the following fall and spring

semesters. Students with previous biostatistics

and epidemiology experience are encouraged

to take the exemption exams in epidemiology

and biostatistics in late August.

A maximum of four units may be credited for

previous graduate-level coursework taken at

a reputable institution subject to approval by

the UC Berkeley Graduate Division.

In the fall and spring semesters, students will

need to take a heavy course load (15-17 units

per semester) to satisfy the 42-unit degree

requirement. Consequently, students should

not plan on holding jobs during the fall and

spring semesters. They should also make

every effort to minimize work-related responsibilities

while at school.

The core requirements of the program are

the school-wide core courses (Breadth and

integrative courses — PH200C1, PH200C2

and PH200C3; Biostatistics, PH142; and

Epidemiology, PH250A); and a substantial

field project spanning November to April of

the academic year. Students also participate in

a two-semester seminar that focuses on leadership

development, communication skills, and

interdisciplinary approaches to contemporary

public health problems. This leaves 19-22

units available for electives. These electives

allow our students to build a customized curriculum

that fits their career building needs.

For more information, please call (510) 643-

2700 or go to


Specialty Areas

The following specialty areas are interdisciplinary,

drawing faculty and students across

areas of concentration. They provide a focus

for substantive topics, reflecting the changing

public health problems that must be addressed

by public health practitioners and researchers.

Students in two-year or doctoral programs

may elect to complete a specialty area in

addition to their area of concentration course

requirements. For those students, the specialty

area serves as a minor in their curricula.


Faculty: Satariano, Specialty Area Head;

Gertler, Hu, Minkler, Tager

Students in the School of Public Health have

the opportunity to designate a specialty in

aging. In addition to completing requirements

for a particular area of concentration, e.g.,

epidemiology, students may complete a course

of study designated by the faculty as representing

basic competence in the field of aging.

The specialty in aging consists of nine units.


• Completion of a three-unit course, Aging

and Public Health. This course provides an

overview of research, practice, and policy in

the field of aging and public health.

• Completion of the remaining six units in

other courses on aging. Ideally, these courses

should be from both inside and outside the

School of Public Health.

At the time of graduation, each student

receives a letter signed by the chair of the

faculty committee on aging and public health

certifying the student’s completion of requirements

in this area.

For further information, contact Professor

William Satariano at (510) 642-6641 or

Professor Meredith Minkler at (510) 642-4397,

School of Public Health, University of California,

Berkeley; Berkeley, CA 94720-7360.

Global Health

Faculty: Potts, Specialty Area Head; Dow,

Harris, Hosang, Prata, Reingold, Riley,

Scheffler, K. Smith, Walsh

The School of Public Health offers specialty

area study in Global Health for students

enrolled in any of the school’s areas of


The specialty area prepares students from

different disciplines to work in global health

programs. It enables graduates to apply their

discipline-based skills more effectively in

diverse international environments.

To fulfill the requirements of a Global Health

specialty area emphasis, students are required

to complete nine units of coursework from a

list of courses offered in the School of Public

Health and in other departments on campus.

A three-unit Global Health Core Course is

required. This core course examines health in

the context of development models and provides

a background for understanding health

care in developing countries. It focuses on

preparing graduates for entry-level professional

jobs in international agencies.

The remaining six units may be obtained

through other elective courses with global

content selected with the guidance of an global

health faculty adviser. A list of approved

international health elective courses may be

obtained from the Global Health Office.

A strong emphasis is placed upon acquiring

relevant international experience. The Global

Health Office assists students in this specialty


24 area by identifying internships with international

agencies and national organizations

which promote global health activities.

At the time of graduation, each student will

receive a letter signed by the chair of the faculty

committee on Global Health certifying

the student’s completion of requirements in

this area.

Domestic and international students who

wish to pursue an emphasis in Global Health

should declare that intent in their Statement

of Purpose when applying to the School of

Public Health. For further information,

contact the Global Health Office at

or by calling the School

of Public Health, University of California,

Berkeley, at (510) 642-6915.

Maternal and Child Health

Faculty: Guendelman, Specialty Area Head;

Abrams, Catalano, Deardorff, Eskenazi,

Harley, Hosang, Lahiff, Miller, Pies, Potts,

Prata, Tager, Walsh

Maternal and Child Health is both an area

of concentration and a specialty area. The

specialty area track is available to students

enrolled in any of the other areas of concentration

within the School of Public Health.

The Maternal and Child Health specialty area

track consists of nine units of courses.


• Completion of a three-unit course, PH 210,

Maternal and Child Health Core Course,

offered fall semester. This course provides

an overview of issues, programs, and policies

in Maternal and Child Health.

• Completion of an additional six units of

courses from the approved list of Maternal

and Child Health courses.

SPH students planning to complete a specialty

area in Maternal and Child Health should

contact the MCH program assistant director

at (510) 643-4991 or via e-mail at mchprog@ At the time of graduation, each

student receives a letter signed by the specialty

area head, certifying the student’s completion

of the specialty area degree requirements.

Multicultural Health

Faculty: Minkler, Specialty Area Head;

Guendelman, Herd, Morello-Frosch, Rincón

The School of Public Health offers a specialty

area in Multicultural Health. In addition to

completing requirements for a particular division

or area of concentration, students may

complete a course of study, designated by

the faculty as representing basic competence

in the field of multicultural health. The specialty

area consists of nine units. A list of

approved courses in Multicultural Health may

be obtained from the Student Services and

Admissions Office.


• Completion of a three-unit course, Ethnic

and Cultural Diversity in Health Status and

Behavior, or an appropriate alternative.

• Completion of the remaining six units in

other courses on multicultural health. Ideally,

these courses should be from both within and

outside the School of Public Health.

At the time of graduation, each student

receives a letter, signed by the dean certifying

the student’s completion of degree requirements

in this specialty area.

For further information, contact the

Multicultural Health Specialty Coordinator,

Abby Rincón, at

Public Health Nutrition

Faculty: Fernald, Specialty Area Head;

Abrams, Crawford, Garber, Kayman

Students in the School of Public Health can

designate a Specialty in Public Health

Nutrition. In addition to completing requirements

for a particular area of concentration

(Health and Social Behavior, Maternal and

Child Health, Health Policy and Management,

or Epidemiology), students who have completed

coursework in biology, physiology, biochemistry,

and nutrition science may elect to

specialize in Public Health Nutrition. Research

opportunities in childhood obesity exist for students

in the Public Health Nutrition Specialty

at the UC Berkeley Center for Weight and



(nine or more units in PHN courses)

• Completion of PH 206: Critical issues in

Public Health Nutrition. This course provides

an overview of issues, programs, and policy

in the field of Public Health Nutrition. (2


• Completion of seven additional units in the

other Public Health Nutrition courses.

• Summer Internship in an area related to

nutrition, nutrition policy, and/or physical


At the time of graduation, each student will

receive a letter signed by the dean and the

Public Health Nutrition area head certifying

the student’s completion of the Public Health

Nutrition specialty area degree requirements.

For further information, go to the PHN

Specialty website at

students/degrees/areas/nut1.php or email

Susan Kayman at

Administration and Faculty,


Officers of Administration

and Faculty

President of the University

Mark G. Yudof

Chancellor, Berkeley

Robert J. Birgeneau, Ph.D.

Executive Vice Chancellor and Provost

George W. Breslauer, Ph.D.

Dean of the Graduate Division, Berkeley

Andrew J. Szeri, Ph.D.

School of Public Health


Stephen M. Shortell, M.P.H., Ph.D.

Associate Dean for Academic Affairs

Gertrude Buehring, Ph.D.

Associate Dean for Research

Arthur Reingold, M.D.

Associate Dean for Student Affairs

George Sensabaugh, D.Crim.

Associate Dean for Public Health Practice

Jeff Oxendine, M.B.A., M.P.H.



Barbara Abrams, Dr.P.H., R.D.

Berkeley, 1985.

Nutritional epidemiology, dietary methodology,

maternal and child nutrition

Genevieve Ames, Ph.D.

Anthropology of health and healing, occupational

cultures and drinking behavior, family

systems and substance use, integration of

qualitative and quantitative methods

Michael Bates, Ph.D.

Research on health risks of long-term exposure

to hydrogen sulfide, exposure to indoor cooking

smoke in developing countries, and exposure

of automotive repair workers to n-hexane


Joan R. Bloom, Ph.D.

Stanford, 1973.

Design and evaluation of community health


Gertrude Buehring, Ph.D.

Bovine leukemia virus and its possible role in

causing breast cancer; early detection of breast

cancer using breast fluid cytology

† Recipient of Distinguished Teaching Award

Patricia A. Buffler, Ph.D., M.P.H.

(The Kenneth Howard Kaiser and Marjorie

Witherspoon Kaiser Chair in Cancer


Berkeley, 1973.

Cancer epidemiology

Ralph A. Catalano, Ph.D., Dr.P.H., M.R.P.

Syracuse, 1972.

Economic and social stresses on the health

of populations

Cheryl Cherpitel, Ph.D, Dr.P.H., M.P.H.

Epidemiology of alcohol-related injuries,

drinking patterns and problems among primary

care populations

John (Jack) Colford, M.D., Ph.D., M.P.H.

Berkeley, 1996.

Water borne infectious diseases (domestic,

developing countries, and recreational water

settings) Clinical trial design (individual and

community-level) HIV/AIDS Epidemiology

Norman Constantine, Ph.D.

Adolescent health policy, sex education and

sexual health interventions, policy use and

misuse of research evidence, measurement and

research design

Patricia Crawford, Dr.P.H.

Epidemiology of obesity focusing on disparities,

nutrition assessment

Ron Dahl. M.D.

University of Pittsburgh, 1984.

Emotional health in adolescents

William Dow

(The Henry J. Kaiser Chair in Organized

Health Systems)

Ellen Eisen, Sc.D.

Epidemiologic studies of cancer, respiratory

effects and heart disease in autoworkers and

other occupationally exposed groups, and statistical

methods for dose-response modeling of

health effects and environmental exposures

Brenda Eskenazi, Ph.D., M.A.

(The Brian and Jennifer Maxwell Endowed

Chair in Public Health)

CUNY, 1979.

Environmental hazards to children, perinatal

and reproductive epidemiology

Richard G.A. Feachem, Ph.D.

University of New South Wales, 1974.

International health policy and public health

Paul J. Gertler, Ph.D.

Wisconsin, 1985.

Economics and finance of health and health

care markets, both domestic and international

Joel W. Grube, Ph.D.

Washington State University, 1979.

Social-psychological and environmental factors

influencing underage drinking.

Sylvia Guendelman, Ph.D., M.S.W.

Berkeley, 1979.

Reproductive health of immigrant women,

the relationship between stress, pregnancy

outcomes and maternity leave

Helen A. Halpin, Ph.D., Sc.M.

Brandeis, 1989.

Health-insurance and medical-care policy

and politics

S. Katherine Hammond, Ph.D., C.I.H.

Brandeis, 1976.

Exposure assessment for occupational and

environmental health studies

Eva Harris, Ph.D.

Berkeley, 1993.

Molecular virology, pathogenesis, and

epidemiology of dengue and influenza and

scientific building in developing countries

Robert Hiatt, M.D., Ph.D., M.P.H.

Berkeley, 1980.

Cancer epidemiology with focus in breast cancer,

cancer prevention and screening and social

determinants of cancer.

Nina Titenko Holland, Ph.D.

Children’s environmental health, molecular

epidemiology, human cytogenetics

Ernest B. Hook, M.D.

(The Genealogical Endowed Chair)

New York University, 1962.

Epidemiology of birth defects, and history

of medicine

John Hsu, M.D., M.B.A., M.S.C.E.

William Jagust, M.D.

(The Geriatrics Endowed Chair)

State University of New York, 1978. Brain

aging, dementia, imaging with PET and MRI

Nicholas P. Jewell, Ph.D.

Edinburgh, 1976.

Biostatistics and applications of statistical


Catherine P. Koshland, Ph.D.

(The Wood-Calvert Chair, Engineering)

Stanford, 1985.

Investigations in combustion of organic species

and metals; development of in situ diagnostics

for detection of trace organics and metals

Fenyong Liu, Ph.D.

University of Chicago, 1992.

Biology of human viruses; biochemistry of

nucleic acids and RNA enzymes

Thomas E. McKone, Ph.D.

Risk assessment methods, health tracking, and

the health and environmental impacts of new

technologies and chemicals

Gaetan Micco, M.D.

Aging, medicine and the humanities

Meredith A. Minkler, Dr.P.H.

Berkeley, 1975.

Community-based participatory research;

disparities in disability in older adults

Linda Neuhauser, Dr.P.H.

Translational and transdisciplinary research,

interventions theory, research and practice,



Administration and Faculty, Courses

26 Mark Nicas, Ph.D., M.P.H., C.I.H.

Mathematical modeling of exposure to indoor

air pollutants, risk modeling of infection by

airborne pathogens

Kent Olson, M.D.

Diagnosis and management of acute poisoning,

case development in the JMP case-based


Nancy Padian, Ph.D., M.P.H., M.S.

Daniel Portnoy, Ph.D.

University of Washington, 1983.

Microbial pathogenesis, cell biology, Listeria


D. Malcom Potts, Ph.D., M.B., B.Chir.

(The Fred H. Bixby Chair in Population and

Family Planning)

Cambridge (England), 1965.

International family planning and AIDS


David Ragland, Ph.D., M.P.H.

Transportation and driving health and safety

Arthur L. Reingold, M.D.

(Edward E. Penhoet Distinguished Chair

in Global Public Health and Infectious


Chicago, 1976.

Epidemiology of infectious diseases, control of

diseases in foreign countries

Lee W. Riley, M.D.

UC San Francisco, 1978.

Tuberculosis, enteric infections, bacterial


James C. Robinson, Ph.D., M.P.H.

(The Kaiser Permanente Endowed Chair in

Health Policy and Management)

Berkeley, 1984.

Occupational/environmental health policy,

organization and economics of the health

care system

George W. Rutherford, M.D.

Epidemiology and prevention of HIV in

developing world, sexually transmitted


William A. Satariano, Ph.D., M.P.H.

Purdue, 1973.

Aging, social epidemiology

Richard M. Scheffler, Ph.D.

(The Nicholas C. Petris Distinguished Chair

in Health Economics and Public Policy)

New York University, 1971.

Health economics, the impact of financing

on health-care delivery

Steve Selvin, Ph.D.

Berkeley, 1970.

Application of data analysis to environmental

and epidemiological problems

George F. Sensabaugh, D.Crim.

Berkeley, 1969.

Investigation of genetic variation in human and

microbial populations; forensic science

James P. Seward, M.D., M.P.P., M.M.M.

Occupational and environmental medicine,

general preventive medicine

Gary Shaw, Dr.P.H., M.P.H.

Epidemiology of birth defects, nutrition and

reproductive outcomes

Stephen M. Shortell, Ph.D.

(The Blue Cross of California Distinguished

Professorship of Health Policy and


University of Chicago, 1972.

Organization behavior, evaluation of strategic

change in health care

Allan H. Smith, M.D., Ph.D.

Otago (New Zealand), 1970.

Occupational and environmental epidemiology

Kirk R. Smith, Ph.D., M.P.H.

Berkeley, 1977.

Application of risk assessment techniques to

energy and chemical production and use in

developing countries

Martyn T. Smith, Ph.D.

St. Bartholomew’s Hospital Medical College

(London), 1980.

Occupational health toxicology

Lonnie Snowden, Jr., Ph.D.

Wayne State Univ., 1975.

Mental health services

Alan B. Steinbach, M.D., Ph.D.

Richard S. Stephens, Ph.D.

Washington (Seattle), 1983.

Molecular and epidemiology studies of

Chlamydia trachomatis; the role of surface

antigens in host-parasite interaction

Ann E. Stevens, M.D.

Women’s health issues, physician/patient

relationship, Medical student Clinical Skills

curriculum development

Eric Stover, B.A.

Medical and social consequences of war,

justice and reconstruction in aftermath of mass


John E. Swartzberg, M.D., F.A.C.P.

Infectious diseases

Ira B. Tager, M.D., Ph.D

Rochester, 1969.

Pulmonary epidemiology, infectious diseases,

and aging

Michael E. Tarter, Ph.D.

UCLA, 1963.

Computer-intensive model-free statistic

Mark van der Laan, Ph.D.

(The Jiann-Ping Hsu and Karl E. Peace

Endowed Chair in Biostatistics)

Utrecht (The Netherlands), 1993.

Semiparametric methods, computational

biology, and survival analysis,

computational biology

Julia Walsh, M.D., M.Sc.

Financing health and family planning in

poor communities, cost-effectiveness analysis

in health

Professors Emeriti

Richard M. Bailey, D.B.A.

Gladys Block, Ph.D.

W. Thomas Boyce, M.D.

Chin Long Chiang, Ph.D.

Robert C. Cooper, Ph.D.

Carol N. D’Onofrio, Dr.P.H.

Leonard J. Duhl, M.D.

Sanford S. Elberg, Ph.D.

Jeffrey B. Gould, M.D., M.P.H.

Donald Heyneman, Ph.D.

Nell F. Hollinger, Ph.D.

Teh-wei Hu, Ph.D.

Mary C. King, Ph.D.

Joyce C. Lashof, M.D.

Patricia Morgan, Ph.D.

Alberta Parker. M.D., M.P.H.

Edward E. Penhoet, Ph.D.

Thomas G. Rundall, Ph.D.

Zak I. Sabry, Ph.D.

Robert Spear, Ph.D.

David B. Starkweather, Dr.P.H.

Alan Steinbach, M.D.

Ruth Stimson, M.H.A.

S. Leonard Syme, Ph.D.

Irving R. Tabershaw, M.D.

Constantine Tempelis, Ph.D.

John I. Thornton, D. Crim.

David B. Troxel, M.D.

William A. Vega, Ph.D.

Neylan A. Vedros, Ph.D.

Lawrence Wallack, Dr.P.H.

Edward T. F. Wei, Ph.D.

Warren Winkelstein Jr., M.D., M.P.H.

Associate Professors

Lisa Barcellos, Ph.D.

Jeffery Burack, M.D.

Mario Corona, M.D.

William H. Dow, Ph.D. (The Henry J. Kaiser

Chair in Organized Health Systems)

Sandrine Dudoit, Ph.D.

Maria Eskrand, Ph.D.

John Eyre, Ph.D.

Lia C. Fernald, Ph.D., M.B.A.

(The Martin Sisters Chair in Medical

Research and Public Health)

Howard Gurber, M.D.

Jodi Halpern, M.D., Ph.D.

Denise A. Herd, Ph.D.

Susan Ivey, M.D.

Michael Jerrett, Ph.D.

Lee Kaskutas, Dr.P.H.

Amy Kyle, Ph.D., M.P.H.

Claudia Landau, Ph.D., M.D.

Sangwei Lu, Ph.D.

Suellen Miller, Ph.D.

Rachel Morello-Frosch, Ph.D., M.P.H.

Emily Ozer, Ph.D.

Balaram Puligandla, M.D.

Christine Skibola, Ph.D.

Karen Sokal-Gutierrez, M.D.

Deryk Van Brunt, Dr.P.H.

Luoping Zhang, Ph.D.

Assistant Professors

Jennifer Ahern, Ph.D.

Tomás Aragon, M.D.

Colette Auerswald, M.D.

Amin Azzam, M.D., M.A.

Heidi Bauer, M.D., M.P.H.

Timothy T. Brown, Ph.D.

Anand Chokkalingham, Ph.D.

Juliana Deardorff, Ph.D. (The King Sweesy

and Robert Womack Chair in Medical

Research and Public Health)

Darlene Francis, Ph.D.

Robert Freedman, M.D.

Andrea Garber, Ph.D., R.D.

Kenneth Gjeltema, M.D.

Alan Hubbard, Ph.D.

Douglas Jutte, M.D., M.P.H.

Ann Keller, Ph.D.

Suneeta Krishnan, Ph.D.

Barry Latner, M.D.

Catherine Metayer, Ph.D, M.D.

Suellen Miller, Ph.D.

Alexandra Minnis, Ph.D., M.P.H.

Kathleen Mortimer, Ph.D.

Mahasin Mujahid, Ph.D. (The Martin Sisters

Chair in Medical Research and

Public Health)

Amani Nuru-Jeter, Ph.D., M.P.H. (The King

Sweesy and Robert Womack Chair in

Medical Research and Public Health)

Maya Petersen, Ph.D.

Ndola Prata, M.D., MSc.

Craig Steinmaus, M.D., M.P.H.

Dorothy Thornton, Ph.D.

Constance Wang, Ph.D.

Bowen Y. Wong, M.D.


John Balmes, Ph.D.

Stephen Rappaport, Ph.D

Affiliated Professors

Eugene Bardach, Ph.D. (Public Policy)

Frederick C. Collignon, Ph.D. (City and

Regional Planning)

Jason Corburn, Ph.D. (City and Regional


John Ellwood, Ph.D. (Public Policy)

Harold S. Luft, Ph.D. (UC San Francisco)

Lorraine Midanik, Ph.D. (Social Welfare)

Steven Segal, Ph.D. (Social Welfare)

Frances Van Loo, Ph.D. (Business



Vincent Atchity, Ph.D.

Jennifer Breckler, Ph.D.

Wendel Brunner, M.D., Ph.D., M.P.H.

Martha Campbell, Ph.D.

Hana Dan Cohen, M.S.

Allan Creighton, Ph.D.

Richard Danielson, Ph.D.

Lori Dorfman, Dr.P.H., M.P.H.

Sandra Dratler, Dr.P.H.

Wayne Enanoria, Ph.D.

Sarah Gamble

Bernard Greigo, M.P.H

Kim Harley, Ph.D.. M.P.H.

Sara Hartley, M.D.

Nap Hosang, M.D., M.P.H., M.B.B.

Anthony B. Iton, M.D., J.D., M.P.H.

Susna Kayman, Dr.P.H., R.D.

Cathy Kodama

Maureen Lahiff, Ph.D.

David Lein, M.S.

Steve Lipton, J.D., M.P.H.

Kathleen Loretz, M.S.

Kimberly MacPherson, M.B.A., M.P.H.

Iman Nazeeri-Simmons, M.P.H.

Jeffrey Oxendine, M.P.H., M.B.A.

Thomas Piazza, M.A.

Cheri Pies, Dr.P.H.

Travis Porco, Ph.D.

Juliet Rothman, Ph.D., M.S.W.

Linda Rudolph, M.D., M.P.H.

Ellie Schindelman, M.P.H.

Edmund Seto, Ph.D.

Harry Snyder, M.P.H.

Winston Tseng, Ph.D.

Field Program Supervisors

Sandra Dratler, Dr.P.H.

Kimberly MacPherson, M.B.A., M.P.H.

Jeff Oxendine, M.B.A., M.P.H.

Associate Field Program Supervisors

Bernard Griego, M.P.H.

Ellie Schindelman, M.P.H.

Guenet Sebsibe, M.D., M.P.H.

Academic Coordinators

Jill Cooper, M.S.W.

Sandra Dratler, Dr.P.H.

Marion Gillen, Ph.D.

Maureen Lahiff, Ph.D.

Kevin Mack, M.D.

Kimberly MacPherson, M.B.A., M.P.H.

Desiree Owens, M.S.W.

Abby Rincon, M.P.H.


28 Courses

Course Numbers and Sections

Lower division courses are numbered 1-99;

upper division courses, 100-199; graduate

courses, 200-299. The number in parentheses

indicates the course unit value. The semester

in which the course will be offered is indicated

by F for a course offered in the fall semester;

Sp, for the spring; and Su, for Summer

Sessions. Not all of the courses listed below

are offered every year. Please check with

Student Services for current information.

Students are expected to furnish their own

transportation in courses with field studies.

Sections are established each semester for

courses 97, 98, 197, 198, 199, 290, 292,

293, 295, 296, 297, 298, 299, and 300. The

courses may be repeated for credit, but some

sections may not be given every semester.

For the online Schedule of Classes, which

lists when and where most courses are given,


Note: Graduate students cannot earn

credit in lower division courses (i.e.,

those numbered 99 or below). Courses

in the 300 series or higher do not count

in the unit requirements for either

Plan I or Plan II.

Public Health Courses

Lower Division Courses

14. Healthy People: Introduction to Health

Promotion. (4) Three hours of lecture and

one hour of discussion per week. Introduction

to personal and community health, drawing

on physical and social sciences. Specific areas

include: stress, alcohol and drugs, nutrition,

exercise, the environment, communication, and

sexuality. Readings, lectures, and discussions

explore key issues for students and examine

those issues in the context of contemporary

American society. Public health approaches to

disease prevention and health promotion are

explored for each topic. Gamble (F)

24. Freshman Seminar in Public Health. (1)

Course may be repeated for credit. One hour

of lecture/discussion per week. Sections 1-2

to be graded on a letter-graded basis. Sections

3-4 to be graded on a passed/not passed basis.

Seminar limited to 15 freshmen led by senior

faculty on broad topics in public health, such

as financing health care; promoting preventive

behavior; and controlling major public health

problems, such as world hunger, AIDS, drugs,

and the population explosion. Staff (F, Sp)

39A-39Z. Freshman/Sophomore Seminar.

(2-4) Course may be repeated for credit as

topic varies. Priority given to freshmen and

sophomores. Seminar format. One hour of

seminar per week per unit. Sections 1-2 to be

graded on a letter-graded basis. Sections 3-4

to be graded on a passed/not passed basis.

Freshman and sophomore seminars offer

lower division students the opportunity to

explore an intellectual topic with a faculty

member and a group of peers in a smallseminar

setting. These seminars are offered

in all campus departments; topics vary from

department to department and from semester

to semester. Staff (F, Sp)

97. Field Study. (1-4) Course may be repeated

for credit. Variable format. Must be taken

on a passed/not passed basis. Prerequisites:

Lower division standing. Supervised experience

relevant to specific aspects of public

health in off-campus organizations. Regular

individual meetings with faculty sponsor and

written reports required. Staff (F, Sp)

98. Directed Group Study. (1-4) Course

may be repeated for credit. Enrollment is

restricted; see the “Introduction to Courses

and Curricula” section of the General Catalog.

Variable format. Must be taken on a passed/

not passed basis. Staff (F, Sp)

Upper Division Courses

C102. Bacterial Pathogenesis. (3) Three

one-hour lectures per week. Prerequisites:

Molecular and Cell Biology 100 or 102 or

consent of instructor. This course for upper

division and graduate students will explore

the molecular and cellular basis of microbial

pathogenesis. The course will focus on

model microbial systems which illustrate

mechanisms of pathogenesis. Most of the

emphasis will be on bacterial pathogens of

mammals, but there will be some discussion

of viral and protozoan pathogens. There will

be an emphasis on experimental approaches.

The course will also include some aspects of

bacterial genetics and physiology, immune

response to infection, and the cell biology

of host-parasite interactions. Also listed as

Molecular and Cell Biology C103 and Plant

and Microbial Biology C103. Portnoy (Sp)

103. Drugs, Health, and Society. (2) Two

hours of lecture and one hour of discussion

per week. Introduces undergraduates to concepts

basic to understanding and analyzing

relationships between drugs, health, and society.

Using broad multidisciplinary perspectives,

examines legal and illegal drugs and their

effects on personal and community health.

Prevention of drug problems at the policy,

community, organization, and individual

levels will be examined. Kodama (Sp)

104A-104B. Health Promotion in a College

Setting. (2;2) One one-and-one-half-hour

lecture per week and one one-hour seminar

every other week. Credit and grade to be

awarded on completion of sequence. Must

be taken on a passed/not passed basis.

Prerequisite: Consent of instructor. Topics

include: health promotion, medical self care

and delivery of health care service. Through a

combined theory and practice approach, topics

are covered as they apply to the campus

community. The course is divided into three

sections corresponding to particular campus

health field experiences in which students

may be involved. Kodama (F)

105. Policy, Planning, and Evaluation of

Health Promotion in a College Setting.

(3) Course may be repeated for credit. One

three-hour lecture/discussion per week.

Prerequisites: 14, 104A-104B, and consent

of instructor. Theory and practice of policy,

planning, implementation, and evaluation of

health promotion programs in a college setting.

Comparison of different methodologies

(peer education, teaching, problem-posing,

organizational change), content areas (stress,

nutrition, alcohol and drugs, AIDS, sexuality,

women’s health, self-care, health services),

and settings (clinical, classroom, living room,

campus). Kodama (F, Sp)

107. Violence, Social Justice, and Public

Health. (2) Two hours of lecture per week.

This course addresses violence as a public

health issue, using an interdisciplinary public

health approach to enable undergraduate students

to explore and analyze violence from

personal, social, community, and political

perspectives. Beginning with individual experiences

of violence and its impact, the course

will go on to focus on gender- and race-based

violence, firearms, poverty, youth, and collective

violence. Students will learn to apply

public health strategies to identify causes of

violence and develop practical communitybased

plans to prevent violence and promote

safety. Creighton, Kodama (F)

112 Global Health: A Multidisciplinary

Examination. (4) This course examines

health at the individual and community/global

level by examining the interplay of many

factors, including: the legal, social, political,

and physical environments; economic forces;

access to food, safe water, sanitation, and

affordable preventive/medical care; nutrition;

cultural beliefs and human behaviors;

and religion; among others. Students will

be expected to read, understand, and use

advanced materials from diverse disciplines.

Class accompanied by case-based discussions.

Krishnan, Reingold (SP)

113. Campus Community Health Impact

Program (CHIP). (3) Three hours of lecture

per week. The primary goal of this course

will be to challenge students to begin the process

of understanding the interconnectedness

between personal health and the larger context

of society and the impact on community.

Classes will cover: the principles of public

health and social justice, health promotion

philosophy, social consciousness, current

public health issues, community health issues,

diversity, and oppression theories. Students

are expected to participate in a communityoriented

project of their own choosing. The

goal of the community project is to translate

community action through service learning

activities, which will further reinforce the

connections between personal health and

public health issues. Staff (F)

114. Issues in Personal and Community

Health Promotion. (3) Three hours of lecture

and one hour of discussion per week.

Introduction to trends and issues in the educational

approach to health promotion at the

individual and community levels. Presentation

of information on selected health topics (i.e.,

stress, sexuality, fitness, alcohol and drugs,

environmental health), with emphasis on the

social and political factors that influence both

the definition of health and actual health status.

Griego (Sp)

116. Seminar on Social, Political, and

Ethical Issues in Health and Medicine. (2)

Formerly Interdepartmental Studies 130. Two

hours of lecture and one hour of discussion

per week. Must be taken on a passed/not

passed basis. An interdisciplinary approach to

health and medicine administered through the

Health and Medical Apprenticeship Program

(HMAP). Guest lecturers will speak on the

social, political, and ethical aspects of health

and medicine; students will then discuss and

present analyses of the reading materials as

well as issues raised by the speakers. Potts

(F, Sp)

126. Health Economics and Public Policy.

(3) Three hours of lecture/discussion per

week. Prerequisites: Public Health major

or consent of instructor. This course focuses

on a selected set of the major health policy

issues and uses economics to uncover and

better understand the issues. The course

examines the scope for government intervention

in health markets. Scheffler (Sp)

C129.The Aging Human Brain. (3) Two

hours of lecture and one hour of discussion

per week. Prerequisites: Any of the following:

Psychology 100A or 110, Public Health

150A, 150B, Cog Sci C1, Biology 1A or 1B,

MCB 61 or 64. The course will survey the

field of aging of the human brain, with introductory

lectures on the concepts of aging, and

brief surveys of normal neuroanatomy, neurophysiology,

neurochemistry, and neuropsychology,

as well as methods such as imaging,

epidemiology, and pathology. The neurobiological

changes associated with aging

will be covered from the same perspectives:

neuropsychology, anatomy, biochemistry, and

physiology. Major neurological diseases of

aging including Alzheimer’s and Parkinson’s

disease will be covered, as will compensatory

mechanisms, neuroendocrine changes with

aging, depression and aging, epidemiology

of aging, and risk factors for decline. Also

listed as Neuroscience C129. Offered oddnumbered

years. Jagust (F)

130AC. Aging, Health, and Diversity. (3)

Three hours of lecture per week. The goal of

this seminar is to provide a critical examination

of aging and health from a broad, multicultural

perspective. Political economy and

life course perspectives will be among the

key theoretical frameworks used to examine

how race, class, culture, gender, and sexual

orientation interact to help shape and determine

the health and well-being of the elderly

and their access to and use of health care.

Key programs and policies for the elderly will

be examined in socio-historical perspective

with attention to their salience in a multicultural

society. The course will be offered

at the undergraduate (upper division) level

to meet the American Cultures requirement,

but is also open to graduate students and will

serve as an elective for the new Multicultural

Health specialty area in the School of Public

Health. This course satisfies the American

Cultures requirement. Minkler (Sp)

131AC. Race, Ethnicity, and Health in

America. (3) Three hours of lecture per

week. This course will attempt to integrate

public health theory, values, and practices

into a curriculum that acknowledges and

values the health practices and philosophies

of African American, Chicano/Latino, Asian,

and Native American communities. By

examining the historical and cultural prerequisities

to health for each ethnic community,

this course will allow students to appreciate

fully the distinct contritutions of each

group. Griego (Sp) This course satisfies the

American Cultures requirement.

140. Introduction to Risk and

Demographic Statistics. (4) Three one-hour

lectures and one one-hour discussion section

per week. Prerequisite: One year of calculus.

Statistical and evaluation methods in studies

of human mortality, morbidity, and natality.

History of statistical terminology and notation,

critical appraisal of registry and census

data, measurement of risk and introduction to

life tables. Tarter (F)

141. Introduction to Biostatistics. (5)

Twelve and one-half hours of lecture and

seven and one-half hours of laboratory per

week. An intensive introductory course in

statistical methods used in applied research.

Emphasis on principles of statistical reasoning,

underlying assumptions, and careful

interpretation of results. Topics covered:

descriptive statistics, graphical displays of

data, introduction to probability, expectations

and variance of random variables, confidence

intervals and tests for means, difference of

means, proportions, difference of proportions,

chi-square tests for categorical variables,

regression and multiple regression, an introduction

to analysis of variance. Statistical

software will be used to supplement hand calculation.

Students who successfully complete

141 are prepared to continue their biostatistics

coursework in 200-level courses. Lahiff (Su)

142. Introduction to Probability and

Statistics in Biology and Public Health.

(4) Formerly 142A, Three one-hour lectures

and one two-hour discussion section per

week. Prerequisite: High school algebra.

Descriptive statistics, probability, probability

distributions, point and interval estimation,

hypothesis testing, chi-square, correlation

and regression with biomedical applications.

Selvin (F)

144A. Introduction to SAS Programming.

(2) Two hours of lecture, three hours of laboratory,

and two hours of work outside class per

week for eight weeks. Prerequisities: 142 or

consent of instructor. This course (or equivalent)

is required for students who plan to enroll

in 251A, Practicum in Epidemiological

Methods. Enrollment is limited to School of

Public Health students. If space permits, others

may enroll with consent of instructor. This

course is intended to serve as an introduction

to the SAS programming language for

Windows in an applied, workshop environment.

Emphasis is on data management and

programming in a public health research setting.

Topics include: using the SAS language

to compute, recode, label, and format variables,

as well as sort, subset, concatenate, and merge

data sets. SAS statistical procedures will be

used to compute univariate and bivariate summary

statistics and tests, simple linear models,

graphical plots, and statistical output data sets.

Lein (Sp)

144B. Intermediate SAS Programming. (2)

Two hours of lecture, three hours of laboratory,

and two hours of work outside class per

week for eight weeks. Prerequisites: 144A or

equivalent. Enrollment is limited to School of

Public Health students. If space permits, others

may enroll with consent of instructor. Topics

include: data step flow control, looping and

automated processing, implicit and explicit

arrays, data simulation strategies, data set

reconfiguration, use of SAS macro variables,

and writing simple SAS macro programs. Lein


145. Statistical Analysis of Continuous-

Outcome Data. (4) Formerly 142B. Three

hours of lecture and two hours of laboratory/

discussion per week. Prerequisites: 142 or

equivalent. Regression models for continuousoutcome

data: least-squares estimates and

their properties, interpreting coefficients,

prediction, comparing models, checking

model assumptions, transformations, outliers,

and influential points. Categorical explanatory

variables: interaction and analysis of

covariance, correlation and partial correlation.

Appropriate graphical methods and statistical

computing. Analysis of variance for one- and

two-factor models: F tests, assumption checking,

multiple comparisons. Random-effects

models and variance components. Introduction

to repeated-measures models. Lahiff (Sp)

150A. Introduction to Epidemiology and

Human Disease. (3) Three hours of lecture

and one hour of discussion per week. Prerequisites:

Upper division standing or consent of

instructor. This course introduces epidemiological

methods with the goal of teaching students

to read critically and interpret published

epidemiological studies in humans. The course

also exposes students to the epidemiology

of diseases and conditions of current public

health importance in the United States and

internationally. Abrams (Sp)


30 150B. Introduction to Environmental

Health Sciences. (3) Three hours of lecture

and one hour of discussion per week. Prerequisites:

142 and 150A recommended. The

course will present the major human and natural

activities that lead to release of hazardous

materials into the environment, as well as the

causal links between chemical, physical and

biological hazards in the environment and their

impact on human health. The basic principles

of toxicology will be presented, including

dose-response relationships, absorption, distribution,

metabolism, and excretion of chemicals.

The overall role of environmental risks in

the pattern of human disease, both nationally

and internationally, will be covered. The engineering

and policy strategies, including risk

assessment, used to evaluate and control

these risks will be introduced. K. Smith,

S. Rappaport, C. Skibola (Sp)

150D. Introduction to Health Policy and

Management. (3) Three hours of lecture/

discussion per week. This course is intended

to introduce students to health policy making

and health care organizations in the United

States. Students will be introduced to concepts

from public policy, economics, organizational

behavior, and political science. Students will

also be introduced to current issues in U.S.

health policy and the present organization of

the U.S. health care system. Dratler (F)

150E. Introduction to Community Health

and Human Development. (3) Three hoursof

lecture and one hour of discussion per week.

Prerequisites: Third or fourth undergraduate

standing or consent of instructor. This

course will consist of asurvey of the major

social, cultural, and bio-behavioral patterns

of healthand well-being among individuals,

families, neighborhoods, and communities.

The course also will address the design,

implementation, and evaluation of leading

social and behavioral interventions and social

policies designed to improve community and

population health. This course satisfies the

American Cultures requirements, as well as

one of the core requirements for the undergraduate

major in public health. Satariano


C155. Sociology of Illness and Medicine (4)

Students will receive no credit for C155 after

taking Sociology 155. Three hours of lecture

per week. Prerequisites: Sociology 1, 3, 3AC

or consent of instructor. This course covers

several topics, including distributive justice

in health care, the organization and politics

of the health system, the correlates of health

(by race, sex, class, income), pandemics (e.g.,

AIDS, Avian Flu and other influenzas, etc.),

and the experience of illness and interactions

with doctors and the medical system. Also

listed as Sociology C155. (F,Sp)

C160. Environmental Health and

Development. (4) Three hours of lecture and

one hour of discussion per week. The health

effects of environmental alterations caused

by development programs and other human

activities in both developing and developed

areas. Case studies will contextualize methodological

information and incorporate a global

perspective on environmentally mediated diseases

in diverse populations. Topics include:

water management; population change; toxics;

energy development; air pollution; climate

change; chemical use, etc. Also listed as

Environ Sci, Policy, and Management C167.

Morello-Frosch (Sp)

162A. Public Health Microbiology. (3) Two

one-and-one-half-hour lectures per week.

Prerequisites: One year each of college-level

biology and chemistry. Introduction to properties

of micro-organisms; their relationships

with humans in causing infectious diseases,

and in maintenance of health. May be taken

without 162L. Buehring, Danielson (F, Su)

162L. Public Health Microbiology

Laboratory. (1) One two-hour laboratory per

week. Prerequisites: One year each of college-level

biology and chemistry. Laboratory

to accompany 162A. Students must take

PH162A concurrently or have taken it previously.

Loretz (F, Su)

C170B. Advanced Toxicology (3) Three

hours of lecture and one hour of discussion

per week. Prerequisites: Graduate standing

or consent of instructor. Introduction to

toxicology covering basic principles, doseresponse,

toxicity testing, chemical metabolism,

mechanisms of toxicity, carcinogenesis,

interpretation of toxicological data for risk

assessment, and target organ toxicity. Also

listed as Public Health 270B and Nutritional

Science C219. M. Smith (F)

180. Evolution of Human Sexuality. (2)

Two hours of seminar per week. This course

is built around an evolutionary perspective

on the basis of human mating behavior and

explores a variety of topics in human sexuality

with the goal of helping us to understand

ourselves and to understand and accept the

behavior of others. The course takes examples

from art, sociology, anatomy, anthropology,

physiology, contemporary politics, and history

to explore the richness of human sexual

behavior and reproduction and the interaction

between our biology and our culture. Potts (F)

181. Poverty and Population. (3) Two hours

of lecture per week. One hour of discussion.

Globally, one million more birth than deaths

occur every 112 hours, 90% in the poorest

countries. Between 1960 and 1980 considerable

attention was focused on rapid population

growth. Afterwards, the attention has faded

and investment in family planning evaporated.

Family size among some of the poorest

women is increasing. This course seeks to

provide an understanding of the relationship

between population growth, poverty, women’s

autonomy and health. It explores the political

“fashions” underlying changing paradigms

among demographers, economists and development

specialists. Potts, Prata, Campbell (F)

183. The History of Medicine, Public

Health, and the Allied Health Sciences.

(3) Three hours of lecture per week.

Prerequisites: Knowledge of (and preferably

a college-level course that covered) basic

aspects of (mammalian) physiology and

anatomy. Graduate or upper division undergraduate

status. This course will examine the

historical developments of social and scientific

responses to human disease from their

beginnings to their current roles as major

forces in modern society. It will consider the

evolution of diagnoses, treatment, and prevention

of human morbidity and death from

both a humanistic and scientific perspective.

It invites pre-medical, pre-dental, and

other students preparing for careers in public

health, nursing, optometry, or the other health

sciences; students interested in public policy

and health-related law; and students of history

or the other humanities who wish an overview

of medicine and health from a broad

historical perspective. Hook (F, Sp)

H195A. Special Study for Honors

Candidates in Public Health. (3) Credit

and grade to be awarded on completion

of sequence. Prerequisite: Senior status;

3.3 overall GPA. Regular individual meetings

with a faculty adviser culminating

in a thesis at completion of Public Health

H195B. H195A will concentrate primarily on

researching a topic in public health. H195B

will concentrate on developing and writing up

results in the form of a thesis. Students must

enroll for both semesters of the sequence.

Staff (F, Sp)

H195B. Special Study for Honors

Candidates in Public Health. (3) Credit

and grade to be awarded on completion of

sequence. Prerequisite: Senior status; 3.3

overall GPA. Regular individual meetings

with a faculty adviser culminating in a thesis

at completion of H195B. H195A will concentrate

primarily on researching a topic in

public health. H195B will concentrate on

developing and writing up results in the form

of a thesis. Students must enroll for both

semesters of the sequence. Staff (Sp)

197. Field Study in Public Health. (1-4)

Course may be repeated for credit. Must

be taken on a passed/not passed basis.

Prerequisites: Upper division standing.

Supervised experience relevant to specific

aspects of public health in off-campus organizations.

Regular individual meetings with

faculty sponsor and written reports required.

Staff (F, Sp, Su)

198. Directed Group Study. (1-4) Course

may be repeated for credit. Must be taken

on a passed/not passed basis. Prerequisites:

Upper division standing. Staff (F, Sp, Su)

199. Supervised Independent Study and

Research. (1-4) Course may be repeated for

credit. Enrollment is restricted by regulations

listed in the General Catalog. Must be taken

on a passed/not passed basis. Staff (F, Sp, Su)

Graduate Courses

200A. Public Health Ethics. (3) Two hours

of lecture per week. This course seeks to

examine the ethical challenges inherent in

public health practice, research, and policy.

It covers a range of topics in ethics through

cases representative of different public health

dilemmas. The cases considered include:

treating homeless people with TB, rationing

medical care in the United States, conducting

HIV studies of maternal-fetal transmission in

Africa, managed care policies and setting

priorities, the deaf community and cochlear

implants, and the societal implications of

genetic information. The goal is to enable students

to develop an analytical methodology

that has practical application for their future

work. Halpern (Sp)

200C1. Health Policy and Management

Breadth Course (2) Four hours of lecture per

week for a half-semester. Health policy and

management applies concepts from economics,

organizational behavior, and political science

to the structure, financing, and regulation

of the public health and health care delivery

systems. This breadth course is designed to

give MPH students a basic set of competencies

in the domains central to the field. These

include: policymaking and the respective roles

of government and markets; the functions of

health insurance and the structure of public and

private health insurance plans; the organization

and payment methods for health care and public

health services delivery; methods of quality and

performance measurement and improvement;

socio-economic and other disparities in access

to health insurance and health care; and innovation

in biomedical and health information technologies.

Robinson (F)

200C2. Environmental Health Sciences

Breadth Course (2) Four hours of lecture per

week for a half-semester. This survey course

covers the breadth of hazards to chemical,

biological, and physical agents of concern to

environmental health professionals. Lectures are

presented by experts on particular topics that

emphasize the activities involved in professional

practice. Bates (F)

200C3. Health and Social Behavior Breadth

Course (2) Two hours of lecture per week.

Health and social behavior uses theory and

research from the behavioral sciences to explain

the causes and health effects of salutary and

risky behavior. This breadth course is designed

to give MPH students a basic set of competencies

in the domains central to the field. Catalano


201E. Public Health Interventions: Theory,

Practice, and Research. (2-3) One two-hour

seminar per week. Prerequisites: For Dr.P.H.

students (others with approval of instructor);

previous experience with health interventions.

This course focuses on the primary factors

that affect health and the interventions that

can promote health. Students examine the

determinants of health and the theory, history,

types, ethics, and approaches of public health

interventions. Community-level interventions

and multidisciplinary approaches receive special

emphasis. The course stresses a rigorous

critique of the outcomes of interventions and

practical ways to improve them. Students take

an active role in the design and conduct of the

course. Neuhauser, Syme (Sp)

201F. Community-Based Research and

Interventions to Promote Health. (3) Three

hours of lecture per week. Prerequisites:

Graduate standing. This course will delve

into theoretical, methodological, and practical

considerations in conducting physical and

mental health interventions in diverse communities.

Course emphases are: (1) conceptualization

and implementation of community

interventions within ecological model and

principles; (2) logic models of intervention

process and outcomes; (3) comparing and

integrating prevention science and community-based

participatory approaches to

intervention; (4) strategies and challenges in

replicating and diffusing community-based

interventions across diverse settings; and (5)

cultural competency in community intervention

development. Not offered 2010–2011.

Ozer (F)

C202B. Ethnic and Cultural Diversity in

Health Status and Behavior. (3) Three hours

of lecture per week. Prerequisites: Graduate

standing or consent of instructor. Focus on

ethnic and cultural diversity in health behavior

as a basis for public health programs.

Consideration of U.S. ethnic minority groups

and cultural groups in non-Western societies.

Health status and behavior examined in

context of relevant social and anthropological

theory (social class, acculturation, political

economy). Influence of sociocultural background

on concepts of health, illness, and

health-seeking behavior. Implications for

planning public health programs and policies.

Also listed as Environmental Science, Policy,

and Management C254. Morello-Frosch (Sp)

202G. Advanced Alcohol Research. (1)

Course may be repeated for credit. Two

hours of seminar per week. Prerequisites:

None. This course is an advanced alcohol

research seminar in which presentations are

made by alcohol research scientists nationally

and internationally, as well as pre- and postdoctoral

fellows, and focus on special topical

areas related to psychosocial research in the

field each semester. Areas covered include:

the epidemiology of drinking patterns and

alcohol-related problems, issues related to

treatment of alcohol-related problems, and

health services research. Guest presentations

are also provided related to topics outside

psychosocial research to provide a breadth of

understanding in the field. The seminar also

includes sessions focused on methodological

issues in alcohol-related research and grant

writing, and has a research ethics component

covering a number of sessions. Cherpitel,

Kaskutas (F, Sp)

203A. Theories of Health and Social

Behavior. (3) One three-hour lecture per

week. Prerequisites: Background in social

and behavioral sciences or consent of

instructor. This course provides a survey of

theoretical perspectives and their application

in analyzing the behavioral, social, and

cultural dimensions of community health

problems. An emphasis is place on critically

examining the strengths and weaknesses of

particular theories for addressing complex

health problems and mounting effective

community-based intervention programs.

Staff (F)

204A. Mass Communications in Public

Health. (3) Prerequisite: Graduate standing

or consent of instructor. One three-hour lecture/discussion

per week. Examines the role

of mass communication in advancing public

health goals. Reviews mass media theories

in general, and theories of the news media in

particular. Provides an in-depth understanding

of media advocacy as a strategy for using

news media and paid advertising to support

policy initiatives at the local, state and federal

level. Examples are drawn from a wide

range of public health issues. Dorfman (F)

204D. Community Organizing and

Community Building for Health. (3,4) One

three-hour lecture per week. Prerequisites:

Consent of instructor. This course emphasizes

community organization and community

building as major approaches to creating

healthy communities and fostering broader

social change. It further examines the role of

public health practitioners as change agents,

stressing in particular those values and ethical

issues which arise within the context of

diverse and multicultural communities. Both

advancement of theoretical knowledge and

the development of skills in applying such

knowledge in the areas of community organization

and community building will be

stressed. This is a Service Learning course,

and students wishing to undertake a concurrent

field project can earn an additional

optional unit of credit. Minkler (F)

204F. Culture, Public Health Practice,

and Eliminating Health Disparities: From

Ideas to Action in the 21st Century. (3)

Three hours of lecture/discussion per week.

Prerequisites: Graduate students in Public

Health or by consent of instructor. Public

health literature and practice make frequent

reference to the terms culture, cultural competence,

race, racism, ethnicity, and health

disparities. Understanding these terms, their

complex meanings and current application in

public health practice is the subject matter of

this course. By the end of the course students

will be able to: (1) describe the concepts

of culture, race, racism, ethnicity, cultural

competence, cultural humility, health disparities

and their use in public health theory and

practice; (2) identify and describe the application

of these concepts in local public health

practice; and (3) demonstrate an understanding

of these concepts and their application in


32 public health practice through the completion

of a group project. Nazeeri-Simmons (Sp)

205. Program Planning, Development, and

Evaluation. (3) Two one-and-one-half-hour

lecture/discussions per week. Prerequisites:

Public health students. Basic elements and

considerations in planning health programs;

case material will be drawn from health settings,

with emphasis on multidisciplinary

planning. Assessment of problems, setting

goals and objectives, designing activities,

implementation and evaluation. Bloom,

Guendelman (Sp)

206. Critical Issues in Public Health

Nutrition. (2) This course will introduce

first-year Public Health Nutrition and other

MPH students to critical issues in Public

Health Nutrition and provide them with a

critical thinking skills to analyze these issues

using scientific literature. Students will build

group facilitation skills, library research

skills, and professional advocacy skills.

Second-year Public Health Nutrition students

and a panel of PHN graduates will speak to

the students about valuable skills and competencies

needed for work in Public Health

Nutrition. Kayman (F)

206A. Measuring Dietary Intake and

Nutritional Status. (2) One two-hour lecture/

discussion per week. Concepts, methods,

and limitations in the determination of nutritional

status: applications of methodologies

for determining and interpreting data; technical,

social, and political implications of nutritional

assessments and related community

needs. Garber (F)

206B. Food and Nutrition Policies and

Programs. (3) Three hours of lecture per

week. Prerequisites: Graduate standing or

consent of instructor. This course examines

the historical origins of food and nutrition

improvement programs in the United States,

including the political and administrative conditions

that led to the development of these

programs. It also examines the goals, design,

operations, and effectiveness of some of these

programs: Food Stamp Program; the Special

Supplemental Nutrition Program for Women,

Infants and Children (WIC); the National

School Lunch Program; the School Breakfast

Program; Head Start; the Child Care Food

Program; and the Elderly Nutrition Program.

Fernald (Sp)

206C. Nutritional Epidemiology. (3) Four

hours of lecture/discussion per week. This

course develops the ability to read published

nutritional epidemiology research critically.

Basic research methods in nutritional epidemiology

will be reviewed, and issues in

design, analysis, and interpretation unique to

nutritional epidemiology will be addressed.

Abrams (F)

206D. Food and Nutrition Programs

and Policies in Developing Countries. (2)

Two hours of lecture/discussion per week.

Prerequisites: Graduate standing or consent

of instructor. This course examines the ways

in which governments in developing countries

design and implement policies and programs

that affect food production and access to safe,

affordable, and nutritionally adequate diets.

This course will teach students how to analyze,

assess, and take action to ameliorate the

major nutritional problems facing people in

developing countries. We will cover nutritional

deficiencies (macro-and micronutrients),

the role of nutrition in infectious diseases, and

the impact of nutrition throughout the lifespan

(pregnancy, infancy, childhood, and adulthood).

It will also address how stakeholders

in the food system—consumer, health, industry,

government, and other groups—interact

with each other to affect: (1) policy design

and implementation; (2) the historical, social,

economic, environmental, and political factors

that determine stakeholder positions on

policy issues; and (3) the ways in which these

factors promote or act as barriers to achieving

a functional and sustainable food system that

promotes optimal food, nutrition, and health.

Offered next in 2012. Fernald (Sp)

207A. Public Health Aspects of Maternal

and Child Nutrition. (2,3) Two hours of

lecture/discussion per week. Prerequisites:

Course in epidemiology required; previous

coursework in biology and nutritional science

highly recommended. Nutrition plays a vital

role in human reproduction and child growth

and development. This course provides an

overview of the major nutritional issues faced

by women of childbearing age, infants, children,

and adolescents in the United States

and around the world, with selected topics

explored in greater depth. Nutritional problems

are multi-factorial and occur at multiple

levels and we will study them from a variety

of viewpoints (biological, psychological,

socio-cultural, economic, political, and behavioral),

as well as from individual and population

perspectives. Participants in the course

will become acquainted with nutritional

research, policies, and interventions designed

to enhance reproduction, growth, and development.

This course will also explore health

disparities in maternal and child nutrition in

both a domestic and international context.

Fernald (Sp)

210. Maternal and Child Health Specialty

Area Core Course. (3) Three hours of

lecture per week. Prerequisites: Consent

of instructor. The core course in maternal

and child health will provide an integrated

approach to issues, programs and policies in

the field of maternal and child health. The

following concepts will be explored and

addressed in depth: (1) the foundations of

maternal and child health, including an overview

of the field, history and foundation of

MCH practice and programs, and attention to

financing of these programs; (2) MCH data

sources, uses of data, and related issues; and

(3) policies and practice in MCH (including

discussions with community professionals

to address practical problems, public policy

concerns, current issues in MCH, and current

research in MCH). In addition, major

health problems facing women, children and

adolscents will be explored, including how

and why these are distributed in these populations.

Pies (F)

210B. Adolescent Health. (3) Three hours

of lecture per week. Prerequisites: Graduate

standing. This course is designed to provide

an understanding of the epidemiology

and etiology of critical health issues among

adolescents, including complex contextual

influences and individual processes related to

this dynamic period of life. Each adolescent

health outcome will be considered in light of

developmental issues related to the pubertal

transition and multilevel influences that contribute

to adolescent health and well-being,

including: (1) biological, (2) cognitive, (3)

behavioral, and (4) social–cultural factors.

The course will emphasize: empirical evidence

for the etiology of adolescent health

problems, documented risk and protective

factors, and content and timing of preventive

intervention efforts to ameliorate risk.

Deardorff (F)

210C. Needs Assessment in Maternal and

Child Health. (3) Prerequisite: Graduate student

in Public Health. Two hours of seminar

per week. Prerequisites: Graduate student in

Public Health. The purpose of this course

is to provide a conceptual and practical understanding

of health needs and the strategies that

can be used for conducting needs assessments

in Maternal and Child Health. The course

is aimed at students who anticipate working

in situations that involve measuring health

problems in communities, planning for health

services, advocating or making decisions about

the distribution of community health resources.

Guendelman (F)

210D. Reproductive and Perinatal

Epidemiology. (2) Course may be repeated

for credit. Two hours of lecture per week.

Prerequisites: Graduate course in epidemiology

or consent of instructor. Research methods and

issues in perinatal and reproductive epidemiology,

with emphasis on methods of study.

Specific adverse reproductive outcomes, risk

factors and prevalence will be discussed. Will

include critiques of published studies and

techniques of proposal writing. Eskenazi (Sp)

212A. International Maternal and Child

Health. (2) One two-hour lecture/discussion

per week. Assessment of health status of

mothers, infants, and children on worldwide

basis; special emphasis on problems, policies,

and programs affecting MCH and family planning

in developing countries. Miller (F)

212C. Health and Social Policy in Mexico

and Latin America. (2,3) One two-hour

lecture and one hour of discussion per week.

Critical issues in health and social welfare

policies and structures in Latin America.

Various theories of development are considered

and related to health and social well

being. Themes are examined from a multidisciplinary

perspective including demography,

epidemiology, family structure, environmental

influences, occupational health, and migration.

Guendelman (Sp)

212D. Global Health Core Course. (3)

Prerequisites: Qualified seniors may enroll

with prior consent of instructor. This is a

graduate-level survey course on selected topics

in international health designed to introduce

students to key areas of the specialty. The

course will review the main contributors to

the global burden of disease and discuss current

interventions and possible approaches for

the future. The primary goal of the course is

to transfer knowledge and experiences that

will prepare public health students to evaluate

international health projects and better prepare

themselves for international health work. The

focus is on developing countries with the most

challenging large-scale health problems, where

physical and systems infrastructure, as well as

human resources are poorly developed. The

course provides students with the tools to make

their own assessments. Complex ethical and

political issues pervading this field will also

be addressed throughout the course. Campbell,

Hosang, Potts, Prata, Walsh (Sp)

212E. Private Sector Health Services in

Developing Countries. (2) One two-hour

lecture per week. Prerequisites: Graduate

standing. This course will serve students

intending to conduct research, policy work,

or program implementation in health services

in developing countries. Topics covered will

include: definition and typology of private

sector in various countries, theories of private

sector regulation, motivation, and research.

Methodological and practical issues in measuring

provider importance, quality, and in

influencing the activities of actors in private

health delivery will be explored from viewpoints

of both research and programmatic

intervention. Montagu, Prata (Sp)

213A. Family Planning, Population Change

and Health. (3) Two one-and-one-half-hour

lecture/discussion per week. Prerequisites:

Graduate standing or consent of instructor.

Course examines the determinants of family

size, and the role played by contraception,

voluntary sterilization, and induced abortion

in the transition to small families. It looks at

the factors controlling access to fertility regulation

in developed and developing countries

and discusses the factors that have made for

successful family programs as well as those

that have generated controversy. The course

looks at the relationship between family planning

and the health of women and children,

and at the role of family size in economic

development and environmental problems. It

looks at advances in family planning, organization

and promotion of services and discussess

ethical issues facing providers. Potts,

Prata, Campbell (F)

216A. Biological Embedding of Social

Factors. (2) Two hours of lecture per week.

This is an interdisciplinary course which will

adopt a broad-based ecological perspective of

health and behavior. This class will emphasize

the interconnected and multidirectional

relationships between biology, behavior, and

the social environment. This course will be

conducted as a seminar series (with a focus

on biological processes). We will investigate

the assertion that biological, psychological,

and social processes interact over a lifetime to

influence health and vulnerability to disease

(a developmental epigenetic perspective).

Rather than focusing on “if ” social factors

can influence health and disease we will

focus on “how” social factors may regulate/

change biological measures. Three very general

themes will be addressed: development,

“social” neuroscience and gene-environment

interactions as they relate to behavior. Topics

such as constraints/plasticity and behavior,

genetic determinism, vulnerability versus

resilience, gene-environment interactions,

fetal/developmental programming, and stress

will all be touched upon. Francis (F)

217C. Aging and Public Health. (3) Three

hours of lecture per week. Prerequisites:

Graduate standing or consent of the instructor.

The purpose of this course is to provide

an overview of research, practice, and policy

in the area of aging and public health. Topics

include: the epidemiology of aging; race,

class, gender, and aging; nutrition and the

elderly; and current health policy surrounding

aging. The topics covered will include:

(1) the diversity of the elderly; (2) the important

of co-morbidity and functional health

status in this population group; (3) the family

and broader environmental contexts in

which aging takes place; and (4) the influence

of public and private sector policies

on health and health-related behavior in the

elderly. Weekly lectures by the faculty will be

complemented by presentations by prominent

Bay Area researchers in the areas of geriatrics

and gerontology. This is the core course for

the School of Public Health specialty in aging

and public health. Satariano (F)

C217D. Biological and Public Health

Aspects of Alzheimer’s Disease. (3)

Two hours of seminar/discussion per week.

Prerequisites: Graduate standing or consent

of instructor. Background in biological sciences

is expected. This course will survey the

field of Alzheimer’s Disease (AD) from a

biological and public health perspective by

assigned readings of original research papers

in the fields of medicine, neuroscience, and

epidemiology. The course will begin with a

historical survey of the concept of AD, followed

by a description of clinical and neuropathological

features. Subsequent classes will

cover the genetics and molecular biology of

the disease, as well as biomarkers, epidemiology,

risk factors, treatment, development of

new diagnostic approaches, and ethical issues.

The course will also serve as a model for the

analysis of complex diseases with multiple

genetic and environmental causes, and lateonset

neurodegenerative diseases. Also listed

as Neuroscience C217D. Jagust (Sp)

218B. Evaluation of Health and Social

Programs. (3) Three hours of lecture/discussion

per week. The study of concepts, methods,

rationale, and uses of evaluation research

as they apply to public health and social programs.

Deardorff (Sp)

218C. Advanced Program and Policy

Evaluation (3) One three-hour lecture/discussion

per week. Prerequisites: Introductory

course on program evaluation such as 218B.

This is an advanced course on evaluation

research. It is intended for those who have

already completed an introductory course on

program evaluation (such as 218B), and it

will be especially useful to doctoral students

intending to pursue careers as policy analysts or

teachers of evaluation. By the completion of this

course, students will be able to: (1) identify the

stages of development of evaluation theory and

describe the important differences in the theories

that were developed in each stage; (2) describe

the evaluation theories of at least eight leading

evaluation theorists and discuss the strengths

and weaknesses of each approach; (3) identify

the theoretical perspectives that have influenced

the implementation of published evaluation

studies; (4) distinguish among the following

types of meta-evaluations: an evaluation audit,

a critical review and re-analysis, a research synthesis,

and a meta-analysis; (5) conduct a metaevaluation;

and (6) present a meta-evaluation to

peers in a professional setting. Not offered in

2010–11. Rundall (Sp)

219A. Advanced Methods: Qualitative

Research. (3) Three hours of lecture/discussion

per week. Prerequisite: Doctoral student

in public health or a related discipline, or

consent of instructor. An overview of the

theoretical and methodological components

involved in various aspects of qualitative

research. Not offered in 2010–11. Staff (Sp)

219C. Community-Based Participatory

Research in Public Health. (3-4) One threehour

lecture/discussion per week. The goal

of this seminar is to provide doctoral and

advanced master’s degree students with an

understanding of theories, principles, and

strategies of community-based participatory

research (CBPR) and related traditions. The

advantages and limitations of this approach,

skills necessary for effective application, and

theory-driven case studies will be explored.

The class will meet once weekly for three

hours. Students undertaking a service-learning

project applying CBPR may receive four

units. Minkler (Sp)

219D. Social and Behavioral Health

Research: Introduction to Survey Methods.

(3) Three hours of lecture per week. This

course provides students with a thorough toolkit

for designing survey questionnaires and for

implementing telephone, face-to-face, and mail

surveys. The three-hour weekly class sessions

are designed to convey practical knowledge,

with a case study approach used to complement

each topical lecture. An SPSS lab is also

given each semester. The course is an elective

for Health and Social Behavior students, and


34 many from the multidisciplinary program and 220D. Health Policy Advocacy. (3) Three problems and be able to critically assess the

other tracks in the school (including UCSF,

e.g., nurses in their Ph.D. program) have often

enrolled as well. By the end of the semester,

students will have designed, as their class project,

a research project including a study design

rationale, aims and hypotheses, data collection

methods and measures, human subjects

consent form, code book, and analysis plan.

Satariano (F)

219E. Introduction to Qualitative Methods

in Public Health Research. (3) Two hours

of seminar per week. This course is designed

to introduce students who have little or no

experience in conducting qualitative research

to the perspectives, methods, and techniques

of a vast and contentious tradition of research.

The course will cover some of the methods

of data collections used in the conduct of

qualitative inquiries, the analysis of textural

data, the write-up of findings from qualitative

studies, and the development of a qualitative

research proposal. While learning about

qualitative methods, students will also gain

an understanding of the qualitative research

literature on a topic of their choice, as well

as how to integrate findings from a variety

of qualitative studies on a research question

related to their topic. Miller (Sp)

220. Health Policy Decision Making. (3)

Three hours of lecture/discussion per week.

Introduction to federal-level health policy and

analysis of government capacity in addressing

major issues in health policy. The course

explores structural impediments to reform in

the U.S., regulatory decision-making (particularly

under conditions of uncertainty), and

basic tools of policy analysis. Students will

apply these tools in a seminar paper that analyzes

a proposed or existing health policy or

program. Keller (F)

220C. Health Risk Assessment, Regulation,

and Policy. (4) Four hours of lecture per

week. Prerequisites: Graduate standing or

consent of instructor. PH 250A, PH 270A,

and PH C270B or equivalent courses recommended.

This course introduces the basic

scientific components of environmental and

occupational health risk assessment and

describes the policy context in which decisions

to manage environmental health risks

are made. The course presents the quantitative

methods used to assess the human health risks

associated with exposure to toxic chemicals,

focusing on the four major components of

risk assessment: (1) hazard identification,

(2) dose-response assessment, (3) exposure

assessment, and (4) risk characterization.

Students use these tools to develop their own

risk assessment for an environmental health

problem. The course also provides a broad

overview of occupational and environmental

health regulations with consideration of how

hazard, risk, cost, and benefits are considered.

Current political controversies about environmental

policy will be examined. Hammond,

McKone (F)

hours of lecture/discussion per week.

Prerequisites: Graduate standing or consent

of instructor. A graduate seminar in practicebased

means to advocate for health policy.

This course focuses on data based strategies

using persuasive written and oral communication

skills necessary to preserve and/

or improve the health status of populations.

Students will develop research, organization,

and coalition-building skills necessary to

produce an effective advocacy campaign. The

course identifies the roles of those involved

in the making of policy and demonstrates the

use of appropriate channels and technologies

to influence health policy change. Offered

odd-numbered years. Snyder (F)

220E. Global Health Policy. (3) Three hours

of lecture/discussion per week. Prerequisites:

Graduate standing. This course will provide

an intensive introduction to current topics in

international health policy. Students in the

course will become familiar with the major

actors, institutions, and regimes that shape

international health policy. The course will

also introduce students to theories of governance

as they apply to international settings

and evaluate the relative roles of state actors,

NGOs, and international regimes in producing

key health policy outcomes. The course will

cover several current issues in international

health and will require students to critically

assess the state of policy with respect to these

issues. Using Bardach’s method for policy

analysis, students will analyze current policies

and propose policy alternatives with an

assessment of the tradeoffs implied in choosing

a given policy option over its competitors.

(Sp) Keller

220F. Health Workforce and Public Policy.

(2) Two hours of lecture/discussion per week.

Prerequisites: Graduate standing. This course

focuses on three interrelated issues: How do

we determine when we have too many or too

few health care workers to provide high quality

and cost effective care? What are the factors

that determine the supply and distribution

of health care workers? What are the methods

that can be used to increase the performance

and productivity of health care workers? We

will review recent evidence on the supply,

quality, and cost of the health workforce in

California, the U.S., and globally. Approaches

to the public and private financing of medical

education will also be analyzed. This course

is taught in a seminar format with lectures,

visiting speakers, and student presentations.

Offered odd-numbered years. (F) Scheffler

220G. Issues in Environmental Health

Policy. (3) Three hours of lecture/discussion

per week. Prerequistes: Graduate standing or

consent of instructor. This course provides

an intensive introduction to environmental

health policy in the United States and emphasizes

the respective roles of science, policy,

and politics in shaping environmental health

protection. Students who complete this course

will understand the basic tools for gaining

policy leverage over environmental health

capacity of public institutions to address key

environmental health issues. (F) Keller

221. Mental Health Policies, Programs, and

Services. (2) Two hours of lecture/discussion

per week. Prerequisites: Graduate standing

or consent of instructor. This course provides

a foundation for understanding mental illness

and mental health services and the evolution

and current state of our thinking about them.

It presents the most frequent varieties of mental

illness and addresses their frequency of

occurrence, and addresses the social disability

from mental illness and the societal response

to mental illness. It also considers treatments,

services, effectiveness, quality of care, and

financing, as well as considering financing,

legal issues, and special concerns and services

for children and youth. In addition, the course

provides a forum to critically examine the

knowledge base on mental illness, epidemiology,

policies, programs, and services as it

presents major controversies and highlights

the best available evidence. Snowden (Sp)

222A. Health Care Technology Policy. (2)

Two hours of lecture per week. The course

examines the public policy institutions and

processes influencing innovation, regulation,

and payment for biotechnology, pharmaceuticals,

and medical devices. Topics include:

(1) technology transfer and patent law; (2) the

Food and Drug Administration (FDA) review

for safety and efficacy, (3) insurance coverage

policy at the Center for Medicare and

Medicaid Services (CMS); and (4) coverage,

payment, and benefit by private insurers for

new technology, and cost-effectiveness analysis.

Special topics vary from year to year.

Examples and case studies are drawn from all

three of the technology sectors. Robinson (F)

223A. Health Care in the 21st Century.

(3) Three hours of lecture/discussion per

week. An intensive introduction that will

provide students with an understanding of the

structure, financing and special properties of

health services delivery. The course will analyze

the larger management and policy issues

that drive reform efforts. Raube (F)

223C. Strategic Management and the

Organization of Health Services. (3) Three

hours of lecture per week. Prerequisites: 223A

and 224A or Business Administration 205 or

consent of instructor. Students are required to

have a general background knowledge of the

health services system. The overall purpose of

this course is to assist the student in managing

health care organizations from a strategic

perspective. This is accomplished by systematically

addressing systemwide, organizationwide,

group- and individual-level issues in

strategy formulation, content, implementation,

and performance. Emphasis is placed upon the

manager’s role in simultaneously taking into

account a wide variety of internal and external

factors to improve organization and system

performance in meeting the health needs of

individuals and communities. Emphasis is also

placed on the development and implementa-

tion of strategies to meet multiple stakeholder

demands, with particular attention given to

continuous quality improvement/total quality

management approches. The course will

cover a wide variety of health care organizations

including physician group practices,

health systems, hospitals, HMOs, suppliers,

pharmaceutical and biotech companies. The

course builds on Business Administration

205, Organizational Behavior, and 223A,

Introduction to the Health Care System.

Shortell, Oxendine (Sp)

223D. Foundations of Health Policy and

Management. (2) Two hours of lecture/

discussion per week. Prerequisites: Graduate

standing in Health Policy and Management

or consent of instructor. This course is

designed as a first semester seminar for master’s

students in the Division of Health Policy

and Management. The purposes of this course

are fourfold: (1) to provide an overview of

the U.S. medical and health care systems;

(2) to provide an introduction to basic concepts

and competencies in health policy analysis

and health management; (3) to provide

internship preparation and career development

activities; and (4) to provide opportunities

to develop relationships with first- and

second-year HPM students and with faculty,

alumni, and healthcare leaders. Oxendine,

MacPherson (F)

223E. Capstone Seminar in Health Policy

Management. (2) Two-hour seminar per

week. Prerequisites: Graduate standing in

HPM and completion of internship (PH 297).

This course is an integrative seminar that

builds on the core curriculum requirements of

the School and HPM specialty. Participants

are masters students advancing to candidacy.

After sharing their internship experiences and

the impact on career decisions, the students

are required to draw on situations from their

internship to demonstrate what they have

learned by leading fellow seminar participants

in facilitated discussions, culminating in a

specific management recommendation or policy

position. Students will gain exposure to a

range of HPM issues based on the experiences

of their peers. Each student is also required

to produce a 20-page paper and prepare and

deliver a formal presentation to seminar participants

and invited faculty. The paper will

address an HPM topic of interest that has

been selected by the student and approved by

the course faculty and the student’s academic

adviser. Suggested formats for the paper are a

policy or strategic management analysis, but

other options may be proposed and approved

by the instructor. The student’s oral presentation

will constitute the comprehensive

examination required for the MPH degree.

MacPherson (Sp)

224A. Health Care Organizations and

Management. (3) Two one-and-one-half-hour

lecture/discussions per week. Prerequisites:

Graduate standing or consent of instructor.

Introduction to health administration, focusing

on theories of management, organizations,

and environments as they relate to the administration

of health services. Cases, simulation,

and structured experiences will be used to tie

theory to practice. Bloom (Sp)

224C. Advanced Health Care Organizations

and Environments. (3) Three hours of

seminar per week. Prerequisites: Consent of

instructor. This course examines major theories

and frameworks for analyzing health care

organizations. Emphasis is given to the application

and testing of theories in the health

care sector. Theories to be examined include

bureaucracy, contingency theory, culture and

climate, resource dependence, institutional

theory, and theories of change and innovation.

The seminar will rely on extensive student

participation. Bloom (F)

224D. Doctoral Seminar: Organizational

Analysis of the Health Care Sector. (3) Three

hours of seminar per week. Prerequisites:

Consent of instructor. This course examines

major theories and frameworks for analyzing

health care organizations. Emphasis is given

to the application and testing of theories in

the health sector. Population ecology, transaction

cost economics, strategic management,

and network theories are examined. The seminar

will rely on extensive student participation.

Offered even-numbered years. Shortell (Sp)

225. Legal Basis for Health Care Delivery.

(3) Three hours of lecture per week.

Prerequisites: Graduate standing or consent

of instructor. No legal experience or training

required. This is a course for nonlawyers

in legal issues in the organization and

delivery of health care, including regulation,

fraud and abuse, physician arrange-

ments, Medicare, managed care, privacy,

malpractice, patient dumping, health care

organization, contracts, etc. Students will

gain an appreciation of the interaction of law,

policy, and health care delivery. Case studies,

including an extended contract negotiation

and medical-legal cases, will focus on the

application and communication of legal principles

in complex but common health care

decision-making situations. Lipton (Sp)

226A. Health Economics. (3) Two one-andone-half-hour

lectures and one one-and-onehalf-hour

discussion per week. Prerequisites:

Graduate standing or consent of instructor.

This course introduces students to the economics

of health and healthcare. In addition

to familiarizing students with the language

and tools of health economics, the course

will provide an overview of key institutional

features of the health economy, as well as

important research findings in the field.

These will be used to evaluate the economics

logic and incentives in competing proposals

for health care reform. Offered evennumbered

years. Robinson (F)

226B. Microeconomics of Health Care

Policy. (3) Two one-and-one-half-hour lectures

and one one-half-hour discussion per week.

Prerequisites: A recent graduate course in

microeconomics, a second-level undergraduate

course in microeconomics, or consent of

instructor. An economic and policy analysis

of the health care system. It examines integration

of the health care delivery system and

the impact of competition and regulation on

providers and patients. Alternative models of

health care system reform are presented and

analyzed. Offered odd-numbered years.

Dow (F)

226C. Public Health and the Economy. (3)

Two one-and-one-half-hour lectures per week.

Prerequisites: Graduate standing or consent

of instructor. An introduction to the literature

that suggests that the performance of a regional

economy affects the health of the population

it supports. Controversies in the theoretical

and empirical literature are discussed.

The implications of the work for public health

practice are dicussed. Catalano, Dow (Sp)

226D. Global Health Economics. (3) Three

hours of lecture per week. Prerequisites:

Graduate standing, knowledge of health policy,

and consent of instructor. This class is a survey

of different health care systems in western

and eastern Europe, the former Soviet Union,

Canada, Japan, Taiwan, and China. Other

countries will be added to meet the interests of

students. This course examines the structure

and financing of the health system in each

country and assesses the effectiveness, efficacy,

and equity of each system. Students will

make a presentation on a country’s health system

and write a paper. Offered even-numbered

years. Scheffler (F)

226E. Advanced Health Economics. (3)

Three hours of lecture/discussion per week.

Prerequisites: Doctoral standing or consent



of instructor. This course analyzes the health

care system through the lens of institutional

economics and organization theory. It interprets

alternative forms of market contacting

and organizational structures as methods of

governance and examines the role they play in

the evolving health insurance and health care

systems. Theoretical topics include: vertical

integration, relational contracting and network

forms of organization, principal-agent relations,

the dynamic capabilities of firms, reputation

as a guarantee of quality, and the implications

of nonprofit, for-profit, and public ownership.

Applied topics include managed integrated

delivery systems, organizational chains

and franchising, multi-speciality medical

groups, and health maintenance organizations

(HMOs). Dow (Sp)

227A. Health Care Finance. (2) Two hours

of lecture/discussion per week. Prerequisites:

Graduate standing. This course covers

finance and strategic financial management

in the health services and products industry,

including provider organizations, insurance

firms, and biopharmaceutical and medical

device companies. Cases are used to apply the

financial analysis and planning skills learned

in the course. Topics include: financial statement

analysis, pricing and service decisions,

debt financing, venture capital, and private

equity, IPO and public equity markets, risk

and return, capital budgeting and project risk

assessment, mergers and acquisitions, vertical

and horizontal integration. Robinson,

MacPherson (F)

227B. Advanced Health Care Finance. (2)

Two hours of lecture/discussion per week.

Prerequisites: 227A or a master’s level

course in finance. This course covers finance

and strategic financial management in the

health services and products industry, including

provider organizations (e.g., hospitals,

physician groups), insurance firms, and biopharmaceutical

and medical device companies.

Cases are used to apply the financial analysis

and planning skills learned in the course.

Topics include: financial statement analysis,

cost behavior, pricing and service decisions,

planning and budgeting, management control,

debt and equity financing, risk and return,

capital budgeting and project risk assessment,

for-profit and nonprofit organization, mergers

and acquisitions. Staff (F)

229. Public Health and the Law. (3) Three

hours of lecture per week. Prerequisites:

Graduate standing or consent of instructor.

No previous legal experience or training

necessary. This is an introductory course for

nonlawyers in selected aspects of the law

relating to public health. Major attention is

paid to fundamental legal principles and legal

reasoning, recurring legal issues confronted

by health professionals, and the use of law to

advance a public health agenda. Emphasis is

placed on giving students tools to use when

they encounter law-related problems in their

professional careers. The course is intended

for students in all areas of concentration of the

School of Public Health. Staff (F)

230. Advanced Health Politics. (3) Three

hours of lecture/discussion per week.

Prerequisites: 220A or consent of instructor.

Critical analysis of selected issues in health

policy. Topics include: political ideology, and

health policy, interest group politics in health,

Marxist and materialist interpretation of

health policy, and the politics of health care

technology, implementation, bureaucracy, and

health professions. Halpin (Sp)

231A. Analytic Methods for Health Policy

and Management. (3) Three hours of lecture

per week. Prerequisites: 142 or equivalent

(basic probability and statistics). This course

provides an overview of analytic methods

that master’s students in health policy and

management should be familiar with. Topics

include: linear regression, limited dependent

variable models such as logit, design, and

analysis of complex surveys (with weighted

and clustered sampling), and quasi-experimental

causal analysis. The course complements

245, with an emphasis on enabling

nonstatisticians to interpret and critique applications

in the HPM literature. (Sp) Brown

233. Seminar on Place and Health. (3)

One three-hour seminar/discussion per week.

Prerequisites: MPH students need consent of

instructor. The purpose of this course is to help

doctoral and advanced MPH students explore

and understand the literature that describes

and attempts to explain spatial variation in

illness. The implications of the literature for

public health practice also will be discussed.

The course is organized as a seminar. The

instructor will present a taxonomy of the

literature and review the controversies in the

field. Students will then present literature of

special interest to them. The presentations will

locate the piece in the taxonomy and explore

the implications of the work for public health

practice. Catalano (Sp)

C240A. Biostatistical Methods: Advanced

Categorical Data Analysis. (4) Three hours

of lecture and two hours of laboratory per

week. Prerequisites: Statistics 200A (may be

taken concurrently). This course focuses on

statistical methods for discrete data collected

in public health, clinical, and biological studies.

Lecture topics include proportions and

counts, contingency tables, logistic regression

models, Poisson regression and log-linear

models, models for polytomous data, and generalized

linear models. Computing techniques,

numerical methods, simulation, and general

implementation of biostatistical analysis techniques

with emphasis on data applications.

Also listed as Statistics C245A. Offered oddnumbered

years. Staff (F)

C240B. Biostatistical Methods: Survival

Analysis and Causality. (4) Three hours of

lecture and two hours of laboratory per week.

Prerequisites: Statistics 200B (may be taken

concurrently). Analysis of survival time data

using parametric and nonparametric models,

hypothesis testing, and methods for analyzing

censored (partially observed) data with covariates.

Topics include: marginal estimation of

a survival function, estimation of a generalized

multivariate linear regression model

(allowing missing covariates and/or outcomes),

estimation of a multiplicative intensity model

(such as the Cox proportional hazards model),

and estimation of causal parameters assuming

marginal structural models. General theory

for developing locally efficient estimators of

the parameters of interest in censored data

models. Computing techniques, numerical

methods, simulation and general implementation

of biostatistical analysis techniques with

emphasis on data applications. Also listed as

Statistics C245B. Not offered 2010–11. van

der Laan (Sp)

C240C. Biostatistical Methods:

Computational Statistics with Applications

in Biology and Medicine. (4) Three hours of

lecture and two hours of laboratory per week.

Prerequisites: Statistics 200A-200B (may be

taken concurrently) or consent of instructor.

This course provides an introduction to computational

statistics, with emphasis on statistical

methods and software for addressing

high-dimensional inference problems in biology

and medicine. Topics include: numerical

and graphical data summaries, loss-based

estimation (regression, classification, density

estimation), smoothing, EM algorithm,

Markov chain Monte-Carlo, clustering,

multiple testing, resampling, hidden Markov

models, in silico experiments. Also listed as

Statistics C245C. Offered even-numbered

years. Dudoit (F)

C240E-F. Statistical Genomics. (4)

Genomics is one of the fundamental areas

of research in the biological sciences and is

rapidly becoming one of the most important

application areas in statistics. The first course

in this two-semester sequence is Statistics

C245D/Public Health C240D. This is the

second course, which focuses on sequence

analysis, phylogenetics, and high-throughput

microarray and sequencing gene expression

experiments. The courses are primarily

intended for graduate students and advanced

undergraduate students from the mathematical

sciences. Not offered 2010–11. Dudoit,

Huang, Nielsen, Song (F, Sp)

241. Statistical Analysis of Categorical

Data. (4) Three hours of lecture and one twohour

discussion/laboratory section per week.

Prerequisites: 142 or consent of instructor.

Biostatistical concepts and modeling relevant

to the design and analysis of multifactor

population-based cohort and case-control

studies, including matching. Measures of

association, causal inference, confounding

interaction. Introduction to binary regression,

including logistic regression. Jewell (Sp)

242A. Biometrical Data Analysis: Pathological

Incomplete Data and Pattern Recognition. (4)

Three one-hour lectures and one two-hour

discussion section per week. Prerequisites:

142, 145 or equivalent, or consent of instructor.

Survey of classical methods: mixture,

clustered, grouped, incomplete, Cox-model,

and truncated data simulation and analysis.

Tarter (Sp)

C242C. Longitudinal Data Analysis. (4)

Three hours of lecture and two hours of discussion

per week. Prerequisites: 142, 145,

241, or equivalent courses in basic statistics,

linear and logistic regression. The course

covers the statistical issues surrounding estimation

of effects using data on subjects followed

through time. The course emphasizes a

regression model approach and discusses disease

incidence modeling and both continuous

outcome data/linear models and longitudinal

extensions to nonlinear models (e.g., logistic

and Poisson). The primary focus is from

the analysis side, but mathematical intuition

behind the procedures will also be discussed.

The statistical/mathematical material includes

some survival analysis, linear models, logistic

and Poisson regression, and matrix algebra

for statistics. The course will conclude with

an introduction to recently developed causal

regression techniques (e.g., marginal structural

models). Time permitting, serially correlated

data on ecological units will also be discussed.

Also listed as Statistics C247C. Hubbard (Sp)

243A. Special Topics in Biostatistics. (1-3)

One to three hours of lecture/discussion per

week. Current issues in biostatistics research.

May be repeated for credit. Topics will vary

from term to term depending on student

demand and faculty availability. Possible

topics are bioassay, meta-analysis, compartmental

models, biostatistical consulting,

covariance structure models, bootstrap and

jackknife methods, artificial intelligence techniques

in biostatistics. Offered odd-numbered

years. Van der Laan (F)

243C. Information Systems in Public

Health. (2) One two-hour lecture/discussion

per week. An introduction to new information

systems, such as the Internet and interactive

television, and how they may be used to

improve human health. The course has three

objectives: (1) to familiarize students with

new information technologies; (2) to review

how these technologies will be used by public

health professionals, consumers, health care

providers, and others; and (3) to study related

ethical and legal issues, such as privacy,

access, and liability. The course is designed

for people with minimal understanding of

interactive technologies. Offered even-numbered

years. Van Brunt (Sp)

243D. Special Topics in Biostatistics:

Adaptive Designs. (3) Three hours of lecture

per week. Prerequisites: Prior biostatistics

or statistics course or consent of instructor.

This course examines the theory and statistical

methods for analyzing data generated by adaptive

group sequential designs. It also considers

the construction of targeted adaptive group

sequential designs that adapt in a way that is

optimal for the estimation of a particular target

feature of the data generating experiment (i.e.,

causal effect of the treatment). Topics to be

covered include: sequential testing, adaptive

samplesize, martingale estimating functions

to construct estimators, targeted maximum

likelihood estimation for adaptive designs, targeted

Bayesian learning for adaptive designs,

martingale theory for the analysis of estimators

for adaptive designs. Offered even-numbered

years. van der Laan (F)

244A. Stochastic Processes in Biology and

Health. (3) Three hours lectures per week.

Prerequisites: A course in linear algebra or

consent of instructor. Discrete time processes.

Topics include: probability generating functions;

branching process, random walk, and

ruin problem; Markov chains, renewal processes

and applications in biology and health.

Chiang (F)

245. Introduction to Multivariate Statistics.

(4) Three one-hour lectures and one two-hour

lab session per week. Prerequisites: 145 or

equivalent or consent of instructor. The following

topics are discussed in the context of

biomedical and biological applications: multiple

regression, loglinear models, discriminant

analysis, principal components. Instruction in

statistical computing is given in the laboratory

session. Lahiff (F)

248. Statistical/Computer Analysis Using R.

(3) Two hours of lecture/discussion per week.

Prerequisites: Statistics 200A (may be taken

concurrently) or 142, 145, and PH 245. The

material presented will focus on learning

the programming language R, which will be

taught in the context of reviewing and introducing

a number of statistical methods. Four

topic areas will be presented focusing on

implementation: descriptive methods, simulation

techniques, linear models, and estimation.

The goal of the course is to provide a package

of statistical techniques along with new and

advanced computer tools for implementation.

Selvin (F)

250A. Epidemiologic Methods I. (3) Three

one-hour lectures and one one-hour discussion

per week. Prerequisites: 142 (may be

taken concurrently) or consent of instructor.

Principles and methods of epidemiology:

study design, selection, and definition of cases

and controls; sampling, data collection, analysis,

and inference. Discussion sessions provide

an opportunity to apply methods to problem

sets and to discuss issues presented in lectures.

Reingold, Bates (F, Su)

250B. Epidemiologic Methods II. (4) Two

two-hour lectures and one two-hour discussion

per week. Prerequisites: 250A or an

equivalent introductory course in epidemiology

or advanced degree (M.D., Ph.D., D.V.M.)

in a biomedical field. This course is intended

as an intermediate level course in the field of

epidemiology. Topics include: causal inference;

measurement of disease rates; inferential

reasoning; and research study designs

including ecologic, case-control, cohort,

intervention trials, and meta-analytic designs

(potential sources of bias, confounding, and

effect modification in each research design

are explored in depth); topics in clinical epidemiology

including the use of likelihood

ratios, receiver operator curves and the sensitivity,

specificity, predictive value of a test;

and a brief introduction to logistic regression,

survival analysis, and decision analysis. The

readings from this course are drawn primarily

from advanced epidemiology textbooks

(Kleinbaum, Rothman, and Miettinen). The

course is intended to provide a firm foundation

for students who will subsequently enroll

in Public Health 250C. Colford (F)

250C. Epidemiologic Theory. (4) Two twohour

lectures and one two-hour practicum

per week. Prerequisites: 250B, 245, 241 or

permission of instructor. This course is a continuation

of 250B. The course covers many of

the same topics as 250B but explores them in

greater breadth and depth. Topics that follow

from 250B will include: causal inference; the

interrelationship between measure of disease

frequency; the theory that underlies case-control

studies and the practical issues that relate

to implementation of case-control studies; and

further exploration of the quantitative aspects

of bias, confounding, propensity scores, and

measurement error. An introduction to the

theory of ecological studies and mixed model

analysis also are provided. Readings are primarily

from the epidemiologic methods literature

and problems are based on the evaluation

of published data. The course is divided into

a series of modules that range in length from

1-4 weeks: causal inference/models of causality;

epidemiologic measures of disease occurrence

and their inter-relations; standardization

of rates; bias and validity — general consideration;

misclassification/measurement error;

confounding; matching; case-control studies;

ecological studies. Student are evaluated on

the basis of homework (10%), a midterm, and

a final exam. In the case of the later two, 60%

of the remaining grade is awarded to the highest

of the two. Tager (Sp)

251A. Practicum in Epidemiologic Methods

I. (4) Three hours of lecture and one hour of

laboratory per week. Prerequisites: 250A;

145 or 241 concurrently; consent of instructor.

A two-semester sequence intended for

students in the Epidemiology/Biostatistics

MPH program and other qualified graduate

students. This is a practicum course in



research design data analysis. Students select

a research question and learn practical skills

to analyze a large database in order to answer

the research question. Course teaches use of

CMS and SAS in performing univariate analyses;

students also learn critically to review

scientific literature. Students are required to

complete computer assignments, oral presentation

of a literature review with handouts

for class, final presentation (as would be

presented at a scientific meeting), and a final

report in a style for a publishable manuscript.

Eskenazi (F)

251C. Causal Inference and Meta-Analysis

in Epidemiology. (2) One two-hour lecture

per week. Prerequisites: Students in

the first semester of the second year of the

Epidemiology/Biostatistics M.P.H. Program,

but students from other programs are welcome.

This course will review the theoretical

aspects of causal inference literature review,

and meta-analysis, but its focus will be more

on the practical aspects of these topics that

are not commonly found in textbooks or presented

in classes on epidemiological theory. It

is hoped that the student develops the day-today

skills necessary to complete and present

a well-documented, accurate, and thorough

review of epidemiologic literature. A. Smith,

Steinmaus (F)

251D. Applied Epidemiology Using R. (2)

Two hours of lecture per week. This is an

intensive, one-semester introduction to the R

programming language for applied epidemiology.

R is a freely available, multi-platform

(Mac OS, Linux, and Windows, etc.), versatile,

and powerful program for statistical

computing and graphics ( This

course will focus on core basics of organizing,

managing, and manipulating epidemiologic

data; basicepidemiologic applications;

introduction to R programming; and basic R

graphics. Aragon (F)

252. Epidemiological Analysis. (3) Three

hours of lecture per week. Prerequisites:

245, 250A, or consent of instructor. This

course consists of two distinct components:

(1) advanced treatment of epidemiologic

methods; matched data, spatial analysis,

logistic and Poisson regression models; and

(2) survival analysis; Kaplan-Meier estimation,

survival distributions, parametric and

semi-parametric survival analysis models.

Students are encouraged to concurrently enroll

in Public Health 248L (2 units) which carries

the prerequisite of a working knowledge of

the statistical computing language R. Offered

even-numbered years. Selvin (Sp)

252A. Applied Sampling and Survey Design

and Analysis. (3) One two-hour lecture and

one two-hour computer laboratory per week.

This course will cover the basic principles and

methods of sampling and survey design. The

weekly lecture will cover the principles of

sampling and include a discussion of the case

studies contained in the class reader. The computer

laboratory will consist of exercises that

develop skills for using computers to draw

samples and to solve sampling problems. The

material covered in the computer laboratory

will generally correspond to the topics covered

in the class meetings. Offered even-numbered

years. Piazza (F)

252B. Modeling the Dynamics of Infectious

Disease Processes. (2-4) One two-hour lecture

and one three-hour laboratory per week.

Prerequisites: Calculus (e.g., Math 1A and

1B, statistical programming packages or

equivalent). This course will cover the basic

tools required to both critically read modeling

papers and to develop and use models as

research tools. Emphasis will be placed on

using models to understand infectious disease

processes and to evaluate potential control

strategies. The class meeting will consist of

both lecture material covering conceptual

issues and a computer lab to apply these concepts

using standard infectious disease models.

Porco (Sp)

252C. Intervention Trial Design. (3) One

three-hour lecture per week. Students learn

(through lectures and graded student presentations

and projects) to design clinical and

population-level field trials. Topics include:

formulation of a testable hypothesis; identification

of appropriate populations; blinding

(including indices for assessment); randomization

(including traditional and adaptive

randomization algorithms); sample size estimation;

recruitment strategies; data collection

systems; quality control and human subjects

responsibilities; adverse effects monitoring;

improving participant adherence; use of

surrogate outcomes. Colford (F)

252D. Introduction to Causal Inference.

(4) Two hours of lecture and two hours of

discussion per week. Prerequisites: PH241

or PH241A (can be taken concurrently);

PH245 or similar course covering multivariable

linear and logistic regression analysis;

for epidemiology students, PH250C, or

consent of instructor. This course presents a

general framework for causal inference using

directed acyclic graphs, non-parametric structural

equation models, and counterfactuals.

Marginal structural models and causal effect

estimation using inverse probability of treatment

weighting, G-computation, and targeted

maximum likelihood are introduced. In twopart

presentations, students will define and

implement research equations. Petersen (F)

253A. Topics in Disease Surveillance. (2)

One two-hour session per week. Prerequisites:

Graduate standing or consent of instructor.

The course will focus on various ways of

doing surveillance for infectious and noninfectious

diseases; how the reasons for doing

surveillance determine the system selected;

and how to evaluate whether or not a given

surveillance system is providing the data

needed to meet various goals. The course will

also explore the impact of various biases on

the conclusions derived from surveillance

data. Rutherford (Sp)

253B. Epidemiology and Control of

Infectious Diseases. (3) One three-hour

lecture/discussion per week. Prerequisites:

Prior degree or courses in biomedical sciences

and consent of instructor. A discussion

of major infectious diseases with emphasis on

disease surveillance, investigative procedures,

and prevention programs. Emphasis is on

current problems in health agencies at a state,

national, and international level. Reingold (Sp)

253C. An Overview of the AIDS Epidemic.

(3) Three hours of lecture per week.

Prerequisites: Consent of instructor. The aim

is to understand the origin, transmission, and

natural history of AIDS and the opportunities

which exist to slow the spread of HIV, especially

the dynamics and the timing of possible

preventive measures. The course compares

the cost of care and prevention and analyzes

the social and political barriers that influence

the allotment of resources. The course will

use examples of government and private sector

responses to the care of people with AIDS

and to preventive measures from the U.S. and

around the world. Potts (F)

253D. Behavior and Policy Science in

HIV Treatment and Prevention. (3) One

three-hour lecture per week. This course will

integrate various social science discipline

and apply these perspectives to problems of

HIV treatment and prevention, particularly

in the developing world. Throughout the academic

term, students will apply knowledge of

behavioral science, epidemiology, quantitative

and qualitative methods in the analysis of

developing and evaluating HIV-related treatment

and prevention interventions, including

policy interventions. Course requirements

will include the preparation of a major paper

recommending interventions, country level

budgets and evaluation designs for a specific

developing country. Specific requirements for

this paper will be distributed during the third

class session. Ekstrand, Morin (F)

253E. Ethics and Public Health in an Age

of Catastrophe. (2) Two hours of lecture per

week. Catastrophe, whether biological, chemical,

or nuclear, presents special challenges to

caregivers, health-care institutions, community

organizations, and government agencies.

Finding one’s way ethically is particularly

problematic. Issues of professional conduct

and responsibility, of civil rights and civil liberties,

and of conscience are bound to appear.

Preparation for facing these is necessary

particularly since if and when a terror event

occurs, decisions will have to be made rapidly

under anxiety filled and emergency conditions.

The goal of this course is to enhance

course participants’ knowledge of ethical

issues surrounding public health responses to

catastrophe to enable better management of

the moral and logistical challenges inherent in

catastrophes. Aragon, Kayman (Sp)

254. Occupational and Environmental

Epidemiology. (3) Two one-and-one-halfhour

lectures per week. Prerequisites: 250A.

Epidemiological methods for designing,

conducting, and interpreting epidemiological

studies of persons occupationally or environmentally

exposed to chemical and physical

agents. A. Smith (Sp)

255A. Social Epidemiology. (3) Three hours

of lecture/discussion per week. Prerequisites:

Consent of instructor. 142, 145, and

250A-250B recommended. This course is

designed to introduce students to the field

of social epidemiology and its role in understanding

the social determinants of population

health and health disparities. This course will

provide a systematic and selected overview

of literature in the field covering the history

and development of the field of social epidemiology,

theoretical perspectives, major

topical areas, conceptual approaches, and current

controversies related to theory, research

methods, and research findings. Three

principles will be emphasized throughout

the course: (1) the ecological model, (2) the

lifecourse approach, and (3) causality. These

principles will provide a framework for the

critical analysis of scholarly journal articles

and the synthesis of information across content

areas. This is a breadth course intended

to provide an overview of the field of social

epidemiology; and expose students to relevant

areas of study. This is not a Methods

course. Nuru-Jeter (Sp)

255C. Mental Health and Psychopathology.

(3) Three hours of seminar per week. Prerequisites:

Open only to graduate students. This

graduate seminar is designed to provide

an understanding of the complex (and often

interactive) individual and environmental

conditions that increase the risk of psychopathology

in individual across the life span.

We will start by learning about general

concepts important to and understanding of

psychopathology and prevention of psychopathology,

including the “biopsychosocial

model,” “psychological resilience,” and different

levels of preventive interventions. For

each different area of psychopathology, we

will consider: (1) the core features of the disorder;

(2) key theory and empirical evidence

regarding etiology and course, with a particular

emphasis on understanding the range of

risk and protective factors on the individual,

family, and community level; and (3) the

implications of etiological understanding for

public health efforts to prevent the particular

disorder. Ozer (F)

255D. Methods in Social Epidemiology. (2)

This course is designed to review, evaluate

and apply methods currently used in the field

of social epidemiology. The course aims to

teach approaches to forming clear research

questions, and selecting the best method(s)

to answer the questions posed. Initially we

will discuss approaches to defining clear and

specific research questions. We will then discuss

recent controversies around the meaning

of questions posed in social epidemiology,

and the ability of currently used methods to

answer questions in social epidemiology.

Finally, we will review, evaluate and apply

a range of different methods that are or

could be used to answer questions in social

epidemiology, again emphasizing the types

of questions answered by these methods,

and their ability to address the challenges to

effectively answering questions in social epidemiology.

There will be a mixture of discussion

and lecture depending on the topic, with

student participation and questions strongly

encouraged. Ahern, Hubbard (Sp)

255E. Structural Inequalities and

Reproductive Health. (2) This course will

address the role that structural inequalities

assume in shaping reproductive health disparities.

We will examine relevant epidemiological

research, review and critique public

health interventions, and discuss how research

in this area can inform policy. The course

will be organized around three modules,

each linked to reproductive health: poverty;

gender-based violence; and migration. Within

each module, students will examine measurement,

research design and ethical challenges.

Krishnan, Minnis, Dunbar (Sp)

256. Molecular and Genetic Epidemiology.

(4) One two-hour lecture and one one-hour

labo-ratory per week. This course will cover

designs and methods for genetic epidemiology

studies of unrelated individuals and families.

Concepts in population genetics relevant

to understanding approaches in genetic epidemiology

are introduced, including Hardy-

Weinberg equilibrium and linkage disequilibrium,

genetic risk models, admixture, and

methods for haplotype estimation. Evaluation

of single and multiple loci in the context of

direct and indirect associations with human

disease is also addressed. Linkage analysis

to identify disease genes in different family

structures will be introduced. Methods for

gene-gene and gene-environment interaction

assessment are also presented. The lecture

material will be supplemented with examples

using real and simulated data and currently

available software in a computer laboratory

setting. Molecular epidemiology and the use

of biological markers will be explored with

the goal of illustrating both the power and

limitations of biomarkers currently available for

epidemiological research. Laboratory work and

Internet demonstrations will provide hands-on

experience with modern methods of molecular

epidemiology. Holland (F)

257. Outbreak Investigation. (1,3) One onehour

seminar per week and field work outside

class time. Prerequisites: Consent of instructor.

This course will teach students why and

how clusters of illnesses/epidemics are investigated.

Methods and approaches required for

such investigations will be discussed in detail,

using published articles from the scientific

literature to provide examples. Field work, to

be conducted outside regular class hours, will

involve the investigation of actual outbreaks

and clusters in conjunction with nearby county

health departments and under the supervision

of the instructor. Students may opt to take the

seminar component without the field work for

one unit. Reingold (F, Sp)

257A. Disaster Epidemiology: Methods and

Applications. (2) Two hours of lecture per

week. This course is an introduction to disaster

epidemiology. Epidemiologists play an

important role in assessing the health effects

of natural and man-made disasters and in

identifying the factors that contribute to these

effects. The emphasis of this course will be

on the application of epidemiologic methods

to the study of the public health consequences

of disasters with the purpose of identifying

lessons learned from previous disasters,

highlighting key skills that an epidemiologist

would need to be a part of a response, identifying

methodological issues for future work.

Enanoria, Aragon (Sp)



257B. Public Health Preparedness and

Emergency Response. (3) Two hours lecture/

discussion per week. Prerequisites: Completion

of one semester of graduate public health

curriculum or in public health practice. This

one semester course is an intensive introduction

to public health emergency preparedness

and response, and covers the following topic

areas: the role of public health in disasters,

natural disasters and severe weather, intentional

mass threats (CBRNE), detecting and

monitoring public health threats, post-disaster

sampling, surveys, rapid needs assessments,

public health emergency incident management

system, emergency operations planning

and exercises, infectious disease emergency

readiness, environmental health emergency

readiness, mental health emergency readiness,

special needs and vulnerable populations,

essentials of public health leadership during a

disaster, essentials of crisis risk communication,

essentials of investigating outbreaks,

disaster medicine and mass casualty care, and

personal and community disaster preparedness.

Aragon (F)

258. Epidemiology of Neoplastic Diseases.

(3) Two one-and-one-half-hour lectures per

week. Prerequisite: 150A or 250A. This

course is intended for students who have

already acquired a basic understanding of

epidemiology and biostatistics. An introduction

to the biologic basis of cancer, to major

etiologic factors, to the epidemiology of

some major cancers, and to epidemiological

approaches to the study of their causation,

including research design, surveillance and

control. Buffler (F)

258B. Ethical Issues in Epidemiology

Research. (3) Ethical issues are as important

for the field of epidemiology as they are

for all human endeavors. Of special concern

to epidemiologists: informed consent,

privacy and confidentiality, academic freedom,

contractual obligations, beneficence

and non-maleficence, scientific misconduct

and fraud. These are but a few of the issues

being addressed currently by epidemiologists

and which will be considered in this course.

Offered even-numbered years. Buffler (Sp)

259A. History of Epidemiology. (3) This

course traces the development of epidemiological

methodology and theory from the

“Golden Age” of Greece in the sixth century

B.C. to modern practice at the turn of the 21st

century. Consideration will also be given to

historical events such as major epidemics

and important research activities. The course

provides students preparing for academic

careers in epidemiology the background to

teach and research the field. Case studies

will be a major vehicle for accomplishing

the course objectives. Original readings will

be discussed. Offered odd-numbered years.

Winkelstein (Sp)

259B. Practical Applications of

Epidemiologic Methods in Developing

Countries. (3) Two one-and-one-half-hour

lectures per week. Practical application of

epidemiologic methods in developing country

setting, including surveillance, surveys,

case-control studies, and intervention trials.

The applications of these methods to the

study of infectious and non-infectious disease

problems common in developing countries

will be presented. Reingold (Sp)

260A-260B. Principles of Infectious

Diseases. (4;4) Four hours of lecture per

week. Prerequisites: Upper division course

preparation in biology. This course presents

general principles of microbial interactions

with humans that result in infection and disease.

Common themes are developed using

examples of viral, bacterial, and parasitological

pathogens that exemplify mechanisms of

infectious disease. The epidemiology, pathogenesis,

host-immune response, diagnosis,

treatment, and control will be presented for

each infectious disease discussed. Not to be

given in 2010–11. Riley, Swartzberg (F, Sp)

260C. Infectious Disease Laboratory. (2, 4)

Two seven-and-one-half-week modules, each

with two two-hour lectures and two threehour

laboratories per week. Prerequisites:

260A or consent of instructor. Students may

take a single module for two units of credit.

Module 1: Practice in standard techniques

for the isolation, identification, and characterization

of infectious agents; laboratory

safety. Module 2: Application of molecular

methods to the identification and characterization

of infectious agents, vectors, and

hosts. Sensabaugh, Loretz (Sp)

260E. Molecular Epidemiology of Infectious

Diseases. (2-3) Three hours of lecture

and one half-hour of discussion per

week. Prerequisites: PH 150A. The course

will cover general principles and practical

approaches in the use of molecular laboratory

techniques to address infectious disease

epidemiologic problems. It is designed for

students with experience in the laboratory

or in epidemiology but not both. The principles

to be discussed will include the use

of molecular techniques in outbreak investigations,

characterizations of dynamics of

disease transmission, identifying vehicles

and quantifying attributable risks in sporadic

infections, refining data stratification to

assist case-control studies, distinguishing

pathovars from non-pathogenic variants of

organisms, doing surveillance, and identifying

genetic determinants of disease transmission.

Offered even-numbered years. Riley (F)

260F. Infectious Disease Research in

Developing Countries. (2) Two hours of lecture

per week. The objective of this course is

to provide M.P.H. and Ph.D. students with an

appreciation and understanding of the complex

issues involved in conducting scientific,

laboratory-based investigation in developing

countries. We will discuss the many obstacles

to establishing and sustaining research

projects, such as poor infrastructure, insufficient

financial and material resources, and

lack of scientific information and interaction.

More importantly, we will identify innovative

solutions to overcoming these obstacles.

The first half of the course will consist of

presentations by investigators in U.S. and

developing countries who have long-term

research experience in Latin American,

Asia, and Africa. We will also discuss

related issues such as ethical considerations,

equitable collaborations, research capacity

strengthening. During the second half of the

course, students will give presentations on

topics of their choice. Harris (Sp)

261. Advanced Medical Virology. (3, 4)

Two two-hour lecture/discussion sections

per week. Prerequisite: Consent of instructor.

Analysis of viral and host factors that play

a role in viral diseases of medical importance.

Four units of credit given to doctoral

students who write a research proposal on a

topic other than that proposed for their dissertations.

Offered odd-numbered years.

Liu (Sp)

262. Molecular and Cellular Basis of

Bacterial Pathogenesis. (3) Three hours

of lecture and one hour of literature review

per week. Prerequisites: 260A 260B, or

consent of instructor. This course for graduate

students will explore the the molecular

and cellular basis of bacterial pathogenesis.

The emphasis will be on model bacterial

pathogens of mammals. The course will also

include some aspects of bacterial genetics

and physiology, immune response to infection,

and the cell biology of host-parasite

interactions. Public Health courses 102

and 262 are taught concurrently. Students

enrolled in Public Health 262 will also be

required to attend a weekly discussion of the

primary literature, both current and classic.

Each student will be required to present one

paper. Portnoy (Sp)

263. Public Health Immunology. (3) Three

hours of lecture per week. This course will be

the principal immunology course for students

in the field of public health. It is designed to

teach both the basic biology of the human

immune system and its response in health and

disease, especially the specific response of

the human immune system to major human

pathogens. Four areas will be explored: (1)

components of the immune system (spectrum

of cell types and cell products); (2) different

arms of the immune system including humoral,

fungal, cell-mediated, innate and mucosal

immunity; (3) specific immune response to

infection caused by viral, bacterial, fungal,

and parasitic pathogens; and (4) disorders

of the immune system unrelated to infectious

disease. Through this course, students

should not only gain a basic understanding

of the human immune system, but also learn

the functions and responses of the human

immune system to diseases of infectious and

non-infectious nature, and the relevance of

these interactions in the context of public

health problems. Staff (F)

264. Current Issues in Infectious Diseases.

(2) One one-hour lecture and one one-hour

discussion per week. Formerly 264A and

264B. Prerequisites: Second year Infectious

Diseases M.P.H. students only. Examination

of scientific, social, and policy dimensions of

issues involving infectious diseases. Students

select one topic for in-depth analysis and

present findings in a public debate. Topics

vary from year to year. Sensabaugh (F)

265. Molecular Parasitology. (3) Course

may be repeated for credit. Two one-andone-half-hour

lectures and one two-hour

discussion per week for 10 weeks plus term

paper. Prerequisites: Upper division courses

in molecular biology, parasitology, biochemistry,

immunology, microbiology, or consent

of instructor. Familiarity with reading primary

research is recommended. Advanced

course in molecular aspects of parasitic

immunology, biochemistry, genetics, genomics,

and molecular biology. The lectures will

focus on state-of-the-art research in relation

to molecular mechanisms of pathogenesis,

parasite adaptations for survival within the

host, and strategies for drug and vaccine

development and disease control and prevention.

Course content will rely heavily on

current literature. Offered odd-numbered

years. Harris (F)

266. Viruses and Human Cancer. (3) One

hour of lecture and one hour of discussion of

assigned readings per week. Prerequisites:

Course in basic virology or microbiology.

Topics include the molecular biology of

tumor viruses; mechanisms of viral carcinogenesis;

in vitro vs. in vivo characteristics of

virally transformed cells; the epidemiology,

pathology, diagnosis, treatment and prevention

of virally caused cancers; problems

of proving the etiology of virally caused

cancers. A term paper or grant proposal

is required. Offered even-numbered years.

Buehring (Sp)

266A. Foodborne Diseases. (2) One

and one-half hours of lecture per week.

Prerequisites: Basic knowledge of microbiology.

This course will cover the public health,

microbiological, social, and economical

issues related to foodborne diseases. Three

areas will be explored: (1) categories, clinical

manifestations, and disease processes of

foodborne illnesses; (2) etiological agents

causing foodborne illnesses; and (3) investigation

and prevention of foodborne illnesses.

The course will discuss different types of

foodborne diseases, their clinical manifestations,

and the interactions between etiological

agents (pathogens and non-pathogens)

and human hosts. We will cover pathogens

that are most frequently associated with

foodborne illnesses, including bacterial and

viral pathogens, such as Salmonella, E. coli,

hepatitis viruses and Norwalk-like gastroenteritis

viruses. We will also study non-pathogen

agents, such as heavy metal, pesticide,

and toxic chemicals. Furthermore, the course

will discuss how to identify the etiological

agents in outbreaks and to develop measures

to minimize the risk to the public, such vaccines

and education. Students will design

a bioterrorism attack scheme through the

food supply system, and develop measures to

detect and prevent such attacks. Finally, we

will explore the social and economic issues

involved in the food production, distribution,

and consumption that contribute to foodborne

diseases. Lu (F)

267B. Characterization of Airborne

Chemicals. (3) Three hours of lecture per

week. Prerequisites: Graduate standing in

environmental health sciences or consent of

instructor. Principles underlying the use of air

monitoring methods in industry and the environment.

Topics include: behavior of gases,

vapors, and aerosols; mechanisms of absorption

and elimination of inhaled toxicants; and

methods for measuring airborne chemicals.

Intended primarily for students specializing

in industrial hygiene. Offered even-numbered

years. Hammond (Sp)

267D. Health Impact Assessment. (3) Three

hours of lecture per week. Health Impact

Assessment (HIA) refers to a diverse set of

analytic and communicative practices that

aim to inform and improve social decisions in

order to improve the environmental, economic,

and social conditions re quired for optimal

population health. This course provides an

introduction to HIA with a focus on the need

for and application of HIA to land use and

transportation planning and development. The

objectives of the course include: (1) understanding

and comparing the range of practices

used to conduct Health Impact Assessments

in the U.S. and internationally; (2) identifying

the opportunities and obstacles for using the

environmental impact assessment as vehicles

for health analysis; and (3) development and

application of environmental health assessment

tools to inform a decision-making as

part of a class project. Seto (F)

C269C. Occupational Biomechanics. (4)

Three hours of lecture/discussion per week.

Overview of ergonomics and occupational

biomechanics. Course covers pathophysiology

and risk factors of upper extremity and

back loading at work, measurement of force

and posture, models for risk assessment,

anthropometry applied to task and workstation

design, tool design, and structure of successful

ergonomics programs. Students will

conduct a detailed job analysis and design

a workplace intervention. Cross-listed with

Bioengineering C279. Rempel (Sp)

269D. Ergonomics Seminar. (2) Two hours

of lecture per week. Prerequisites: 269C

or consent of instructor. Reading and lectures

in occupations biomechanics. Topics

to be covered are muscle, tendon, and joint

biomechanics, material handling models,

mechanism of injury, hand tool design, and

instrumentation issues. Students will prepare

critical reviews of recent publications and

design an engineering intervention to reduce

work-related risk factors. Offered alternate

years. Rempel (F)

269E. Current Topics in Environmental

Medicine. (2) Two hours of lecture per

week. This course will provide students with

an overview of the health impacts, disease

mechanisms, and public health controversies

related to selected environmental exposures.

The course will cover established environmental

diseases, as well as impacts of some

emerging exposures of concern. The focus

will be primarily on disease pathophysiology,

issues related to exposure pathways, and

the susceptibilities of specific human populations.

No prior medical knowledge required.

Seward, Harrison (F)

270A. Exposure Assessment and Control.

(3) Two one-and-one-half-hour lectures per

week. Prerequisites: Graduate standing in

the School of Public Health or consent of

instructor. Direct and indirect methods and

procedures for the estimation and control of

human exposure to chemical, physical, and

biological agents of concern to health in the

community and in occupational settings.

Includes review of measurement technologies,

exposure assessment strategies, and

multipathway analyses used by regulatory

agencies. Also covers exposure control

options and strategies, including administrative

procedures, personal protective

equipment, and various engineering control

approaches. Nicas (F)

C270B. Advanced Toxicology. (3 or 4)

Three or four hours of lecture per week.

Prerequisites: NST 110 for three unit class,

none for four unit class. The application of toxicology

to answer questions about safety and

risk. Using a case-study approach, participants

will learn how to interpret toxicological data

and apply their knowledge to evaluating the

risk presented by exposures to toxic chemicals,

including drugs and environmental contaminants.

Discussion of current topics of controversy

in the field of toxicology. M. Smith (Sp)

270C. Practical Toxicology. (2) Two hours

of lecture per week. Prerequisites: 270B or

NS 110 or equivalent class in toxicology.

This course will focus on cutting-edge issues

involving real-world toxicology in drug discovery,

pesticide regulation, and stem cell

research etc. Many well-known toxicologists,

regulators and consultants from pharmaceutical

companies, petroleum industry, private

consulting firms, nonprofit institutes, federal

and state regulatory agencies in Bay Area

will be invited to talk to our participating students.

Some of the speakers are our school’s



alumni who understand exactly what our

students need to know before entering the

real world. Learning outside the classroom

will be another major focus and different to

other existing toxicology courses offered at

the School of Public Health. This course will

provide students a chance to visit some of

the real-world sites allowing students to see

and feel what they really need to know and to

learn. To better prepare our students for the

real world, we’ll use combined teaching/learning

styles including lecture with discussion

sections, site-visits, hands-on experience in a

toxicology lab, and student group assignments

or projects. Zhang (Sp)

271B. Reproductive Hazards of Industrial

Chemicals. (3) Two one-and-one-half-hour

lecture/discussions per week. Prerequisites:

Graduate standing or consent of instructor.

The scientific knowledge necessary to assess

hazards of chemical exposure to human male

and female reproduction. Includes the effects

of exposures in the environment. Nonchemical

hazards to reproduction, e.g., radiation, are

not discussed. Eskenazi (Sp)

271D. Global Burden of Disease and

Comparative Risk Assessment. (3)

Prerequisites: Graduate standing or consent of

instructor; introductory epidemiology (250A or

equivalent) recommended. The Global Burden

of Disease (GBD) database utilized by WHO

provides estimates of illness, injury, and death

by disease type, age, sex, and world region in

a consistent and coherent manner. The course

will explore the ways such a detailed database

makes possible a wide range of new types of

analysis of health priorities and the relationship

of database will also be introduced. This seminar

will also provide an opportunity for reading

and discussion of the basic assumptions,

data limitations, critiques, and methodological

difficulties of the GBD. It is intended to be

a true seminar relying heavily on class participation.

The homework assignments will be

greatly facilitated by use of computer spreadsheets.

K. Smith (Sp)

271E. Science and Policy for Environment

and Health. (3) Three hours of lecture per

week. Prerequisites: Graduate standing or

consent of instructor. The course introduces

students to technical, legal, administrative,

and political elements that contribute to environmental

health policy in the U.S. and how

their interplay shapes policy decisions. The

course covers major approaches to making

policy decisions for environmental contaminants;

technical methods used in policy analysis

including risk assessment, cost-benefit

analysis, and technology-related review; the

role of legislative and administrative institutions;

and the role of interests and political

actors in policy debates, particularly those

with technical components. The course will

also examine emerging approaches to assessment

of environmental and health problems

including use of a precautionary principle and

environmental justice, comparing these to the

currently predominant environmental management

paradigm. Kyle (Sp)

271G. Global Environmental Change for

Health Scientists. (1,2) Two hours of lecture

and one hour of discussion per week.

Prerequisites: An introductory course in

epidemiology is strongly suggested. The

course will first provide a basic foundation

in the physical and societal basis of climate

change, including atmospheric structure and

feedbacks, carbon cycling, and the sources

and trends of human and natural greenhouse

pollutant emissions. Forecasts of future

climate, and their uncertainties, will be discussed,

emphasizing parameters of potential

relevance to human health. We will explore

epidemiologic, risk assessment, and statistical

methods appropriate for understanding the

impact of climate on health in different popu-

lations, including reviews of current burden

of disease estimates of avoidable and attributable

risk. The public health implications,

positive and negative, of society’s efforts to

mitigate and adapt to climate change will be

elaborated, including discussions of ethical,

political, and economic aspects. The one-unit

version ends before the spring break. Students

in the two-unit version will continue and be

responsible for formal class presentations

summarizing and critiquing the evidence

based on a health outcome related to climate

change. Jerrett, Smith (Sp)

272A. Geographic Information Science

for Public and Environmental Health. (4)

Two hours of lecture and two hours of laboratory

per week. Prerequisites: Introductory

statistics course or equivalent. Geographic

information systems (GIS) have emerged as

an important tool for performing health and

environmental analyses. GIS is generally

seen as a spatial analysis system for the organization,

storage, retrieval, and analysis of

data for which the location and other spatial

attributes are considered important (e.g., incidence

of a specific disease condition in relation

to a pollution source). GIS also encompasses

the organizational structure, personnel,

software, and hardware needed to support

spatial analysis. For many health and social

scientists, GIS has evolved into a new lens for

viewing their work. The course will provide

students with an introduction to this exciting

and expanding field of inquiry. On successful

completion of the course you should possess

the following skills and knowledge: (1) a

basic understanding of the fundamental geographic

and cartographic concepts that underlie

GIS; (2) working knowledge of ArcGIS,

a powerful “desktop” GIS software package

that runs in a Windows environment; and (3)

introductory knowledge of past, present, and

possible future applications of GIS for health

and environmental studies. Jerrett (Sp)

272B. Case Studies in Environmental and

Occupational Epidemiology. (3) Three hours

of lecture per week. Prerequisites: 250C and

241. Using published studies as examples,

we will focus on key epidemiologic methods

as they arise in the study of environmental

hazards in the community and workplace.

Selected topics include: the validity of exposure

assessment for both community-based

and workplace-based studies, specific forms

of selection bias (e.g., healthy worker survivor

effect), measurement error (e.g., exposure

misclassification), time varying confounding,

and analytical methods to model exposurereponse

(e.g., person-years, causal models,

spatial anaylsis, and nonlinear models) in

environmental and occupational epidemiology.

Grades will be based on class participation,

homework, and final project. Buffler,

Eisen, Hammond (Sp)

275. Current Topics in Vaccinology. (2)

Two hours of lecture per week. Prerequisites:

250A, 260A, and 264 or consent of instructor.

This is an advanced level course designed to

cover current issues related to the] biological

and analytical aspects of vaccine development

and utilization. Latest developments in recombinant

vaccine technology, vaccine delivery

systems, “naked DNA” vaccines, “designer”

vaccines, new adjuvants, anti-tumor vaccines,

epidemiological approaches to assess vaccine

efficacy effectiveness, and safety will be

discussed and covered. Offered odd-numbered

years. Riley, Enanoria (Sp)

276. Integrity in the Conduct of Research.

(2) Two one-hour lectures per week.

Prerequisites: Graduate student in good standing.

This course presents an analysis of the

core issues for the responsible and ethical conduct

of research in biomedical sciences. Issues

pertinent to standards and responsibilities of

research, conduct, authorship, and publication

practices, peer review and privileged information,

conflicts of interest, collaboration, and

use of animals and humans in research will

be defined and explored. The legal and regulatory

structures, definitions of misconduct,

and process of misconduct investigations will

be presented. Offered odd-numbered years.

Stephens (F)

281. Public Health and Spirituality. (1)

Two hours of seminar per week for eight

weeks. Prerequisites: Completion or concurrent

enrollment in at least one other course

in public health, or consent of instructor.

This course presents a brief introduction to

the emerging field of spirituality and health.

We examine scholarly and scientific views

of links between spirituality, religion, and

health. Topics include: highlights and overviews

of the rapidly emerging scientific evidence

base, public health relevance, collaborations

with faith-based organizations, and

other practical applications. Oman (Sp)

282. Topics in the History of Medicine and

Public Health. (2, 3) Two hours of seminar

per week. Prerequisites: Consent of instructor.

A series of lectures and seminars providing

detailed scrutiny of selected topics in the

history of medicine, public health, and the

allied health sciences. The precise content

will vary from year to year and may reflect,

in part, topics of class interest. Themes in the

medical and selected ancillary sciences will

also be addressed. Students electing to take

the course for three units will be assigned a

research topic. Hook (F, Sp)

C285. Traffic Safety and Injury Control. (3)

Students will receive no credit for C285 after

taking Civil and Environmental Engineering

C291A. Three hours of lecture per week.

Prerequisites: Civil and Environ-mental

Engineering 262 or equivalent. This course

applies principles of engineering, behavioral

science, and vision science to preventing

traffic collisions and subsequent injury. A

systematic approach to traffic safety will be

presented in the course, and will include: (1)

human behavior, vehicle design, and roadway

design as interacting approaches to preventing

traffic crashes, and (2) vehicle and roadway

designs as approaches to preventing injury

once a collision has occurred. Implications of

intelligent transportation system concepts for

traffic safety will be discussed throughout the

course. Also listed as Civil and Environmental

Engineering C265. Ragland (Sp)

285A. Public Health Injury Prevention and

Control. (2) One two-hour lecture per week.

Prerequisites: Consent of instructor. Injuries

are a major and often neglected health problem

with substantial human and economic

costs. Injuries are the leading cause of death

from the first year of life to age 45, and the

leading cause of lost potential years of life.

This course provides an historical and conceptual

framework within which to consider

injuries (both intentional and unintentional)

as social and public health problems. Through

review of epidemiology and intervention studies,

coursework will consider the causes and

consequences of traumatic injury within

developmental, social, and economic contexts.

Particular emphasis in placed on alternative

strategies for injury prevention, and on the

relative benefits of intervention at different

levels. Ragland (F)

288. Preventive Medicine Residency

Seminar. (1) One two-hour seminar per

week. These seminars are required for preventive

medicine residents but are also open

to other physicians and medical students

interested in preventive medicine and public

health practice. It provides an overview

of preventive medicine practice, especially

those areas covered by the American Board

of Preventive Medicine examination in public

health and general preventive medicine.

288A. Public Health Practice. The objectives

of this seminar are to review the basic

organization, principles and practices of

public health as they relate to public health

practice in governmental public health agencies

and to describe the role of the preventive

medicine physician in several subdisciplines

within public health practice. Rutherford,

Seward (F)

288C. Managed Care and Preventive

Medicine. The objectives of this seminar are

to review the basic organization, principles

and practices of of health care organization

and financing, quality assurance, clinical

practice guidlines, clinical preventive services

and health care delivery for the underserved

and to describe the role of the preventive

medicine physician in health care organizations.

Rutherford, Seward (F)

288D. Public Administration. The objectives

of this seminar are to review the basic principles

and practices of public administration

as they relate to the management of a governmental

public health agency and to describe

the role of the preventive medicine physician

as a leader and administrator in those agencies.

Rutherford, Seward (F)

290. Health Issues Seminar. (1-4) One to

four hours of seminar per week. May be

repeated for credit. A discussion of current

developments and issues in public health of

interest to Public Health faculty and students.

Content varies from year to year, depending

upon current issues and interests. Staff (F, Sp)

291A. Public Health Professional

Development Series. (1) Two hours of workshop

every week. A series of skills-based

workshops designed to introduce students to

specialized skills needed in the public health

workplace. These workshops are designed

to complement the core curriculum of the

School of Public Health and are selected on

the basis of regular feedback from faculty,

public health practitioners, and students.

Workshop facilitators include consultants,

CPHP field supervisors, and public health

practitioners with expertise in the subject.

This course or series of workshops is open

to all M.P.H. and Dr.Ph. students. Students

select from a list of two-hour workshops to

total one unit equal to 15 hours of class time,

plus readings that are assigned for many of

the workshops. Workshop topics have included:

writing for publication, moderating focus

groups, human resources management, legislative

policy and advocacy, negotiation, evaluation,

tools for financial planning, scientific

grant writing, leadership, oral presentations,

strategic planning, cultural competency, time

management, and budgeting. Field Studies

Program Staff (F, Sp)

291B. Public Health Internship Preparation

Seminar. (1) Two hours of workshop every

other week. Seminar providing area of

concentration-specific preparation for M.P.H.

internship. Emphasis on integrative activities

with second-year students. Field Studies

Program Staff (F)

292. Seminars for M.P.H. Students. (1-4)

One to four hours of seminar per week.

Current topics and special issues in the health

field. Staff (F, Sp)

293. Doctoral Seminar. (1-4) One to four

hours of seminar per week. May be repeated

for credit. Discussion and analysis of dissertation

research projects, as well as of conceptual

and methodological problems in planning and

conducting health research. Staff (F, Sp)

294. Post-Residency Seminar. (2, 3) One

hour of seminar per week. Prerequisite:

Supervised residency in public health practice.

Comparative analysis of field residency

experiences as related to academic work, theoretical

and practical issues in public health,

and professional practice in the student’s

chosen public health discipline. Emphasis

upon integration of concepts and skills as this

furthers each student’s professional development.

Staff (F, Sp)

295. Seminars. (1-4) One to four hours of

seminar per week. Course may be repeated

for credit. Staff (F, Sp)


44 296. Special Study. (1-10) Independent study.

Course may be repeated for credit. Designed

to permit any qualified graduate student to

pursue special study under the direction of a

faculty member. Staff (F, Sp, Su)

297. Field Study in Public Health. (1-12)

Field study. Must be taken on a satisfactory/

unsatisfactory basis. Supervised experience

relevant to specific aspects of public health

in off-campus organizations for graduate

students. Regular individual meetings with

faculty sponsor and written reports required.

Staff (F, Sp, Su)

298. Group Study. (1-8) Course may be

repeated for credit. Independent study. Staff

(F, Sp, Su)

299. Individual Research. (1-12) Course

may be repeated for credit. Independent

study. Staff (F, Sp, Su)

300. Instructional Techniques in

Biostatistics. (2) Two hours of lecture per

week. Discussion and practice of techniques

in teaching biostatistics as applied to public

health topics. Must be taken on a satisfactory/

unsatisfactory basis. May be repeated for

credit. Lahiff (F, Sp)

333. SPH Schoolwide GSI Pedagogy

Course. (2) One two-hour session per

week. Skill development and professional

preparation for GSIs in public health courses.

Preparing for and leading discussion sections.

Designing writing prompts. Preparing examples

and creating problem sets. Working with

students one-on-one. Grading student writing

and exams. Self-assessment. Developing a

course syllabus. Use of technology in public

health classes. Required for first-time public

health GSIs who are not participating in an

SPH divisional pedagogy course. (Course

does not count in the unit requirement for

either Plan I or Plan II.) Schindelman (F, Sp)


Studies Courses

IDS 114A-114B. Advances in Aging. (2;2)

May be repeated for credit. Two hours of

lecture per week. Prerequisites: High school

biology and chemistry. This interdisciplinary

course will single out specific topics in

aging of great current interest and present

lectures on several aspects of each topic

(biomedical, health, socio-economic, legal,

and ethical). Each semester a different topic

will be presented. Invited speakers with special

expertise in these areas will participate.

Sponsoring departments: Molecular and

Cell Biology, Optometry, Public Health, and

Social Welfare. Timiras (Sp, F)

Schools of Public Health

The accredited schools of public health in

the U.S., Puerto Rico, and Mexico are listed

below. For information, write directly to the



University of Alabama at Birmingham

School of Public Health

120 Ryals Building

1665 University Boulevard

Birmingham, AL 35294-0022


University of Arizona Health Sciences Center

Mel and Enid Zuckerman College of

Public Health

1295 North Martin Avenue, Building 202

P.O. Box 245163

Tucson, AZ 85724-5163


University of Arkansas for Medical Sciences

College of Public Health

Fay W. Boozman

4301 West Markham #820

Little Rock, AR 72205-7199


Loma Linda University

School of Public Health

24951 North Circle Drive

Loma Linda, CA 92350

San Diego State University

Graduate School of Public Health

5500 Campanille Drive

San Diego, CA 92182-4162

University of California, Berkeley

School of Public Health

50 University Hall

MC 7360

Berkeley, CA 94720-7360

University of California, Los Angeles

School of Public Health

16-035 Center for Health Sciences

Box 951772

Los Angeles, CA 90095-1772


Yale University

School of Public Health

P.O. Box 208034

60 College Street

New Haven, CT 06510


University of South Florida

College of Public Health

13201 Bruce B. Downs Boulevard (MDC-56)

Tampa, FL 33612-3805


Emory University

Rollins School of Public Health

1518 Clifton Road NE, 1st Floor

Atlanta, GA 30322


University of Illinois at Chicago

School of Public Health

1603 W. Taylor Street, SPH-PI

Chicago, IL 60680


University of Iowa

College of Public Health

200 Hawkins Drive, E173 6H

Iowa City, IA 52242


University of Kentucky

College of Public Health

CPH Building, Room 120

121 Washington Street

Lexington, KY 40536


Tulane University Health Sciences Center

School of Public Health and Tropical


1440 Canal Street, Suite 2430

New Orleans, LA 70112-2715


Johns Hopkins Bloomberg

School of Public Health

615 North Wolfe Street, Suite E1002

Baltimore, MD 21205-2179


Boston University

School of Public Health

Talbot Building

715 Albany Street

Boston, MA 02118-2394

Harvard University

School of Public Health

677 Huntington Avenue

Boston, MA 02115

University of Massachusetts Amherst

School of Public Health and Health Sciences

715 North Pleasant Street

108 Arnold House

Amherst, MA 01003-0037


National Institute for Public Health

Avenida Universidad 655

Col Santa Maria Ahuacatitian

C.P. 62508

Cuernavaca, Mor. MX


University of Michigan

School of Public Health

109 South Observatory Street

Ann Arbor, MI 48109-2029


University of Minnesota

School of Public Health

Mayo Mailcode 197

420 Delaware Street SE

Minneapolis, MN 55455-0381


St. Louis University

School of Public Health

3545 Lafayette Avenue, Suite 300

St. Louis, MO 63104-1314

New Jersey

University of Medicine and Dentistry

of New Jersey

School of Public Health

683 Hoes Lane West, Room 135

P.O. Box 9

Picataway, NJ 08854

New York

Columbia University

Mailman School of Public Health

722 West 168th Street

New York, NY 10032

New York Medical College

School of Public Health

School of Public Health Bldg., Room 316

Learning Center

Valhalla, NY 10595

University at Albany, SUNY

School of Public Health

1400 Washington Ave.

Albany, NY 12222

North Carolina

University of North Carolina, Chapel Hill

School of Public Health

4115 McGavran-Greenberg Hall CB #7400

Chapel Hill, NC 27599-7400


Ohio State University

School of Public Health

College of Medicine

M-116 Starling Loving Hall

320 W. 10th Avenue

Columbus, OH 73190


University of Oklahoma

College of Public Health

P.O. Box 26901

801 NE 13th Street

Oklahoma City, OK 73104-5072


Drexel University

School of Public Health

1505 Race Street

Bellet Building, 11th Floor

Philadelphia, PA 19102-1192

University of Pittsburgh

Graduate School of Public Health

114 Parran Hall, 130 DeSoto Street

Pittsburgh, PA 15261

Puerto Rico

University of Puerto Rico

School of Public Health

Medical Sciences Campus

P.O. Box 365067

San Juan, PR 00936

South Carolina

University of South Carolina

Arnold School of Public Health

800 Sumter Street

Columbia, SC 29208


Texas A&M University

School of Rural Public Health

SRPH Administration Building, Room 282

College Station, TX 77843-1266

University of North Texas

Health Science Center

School of Public Health

3500 Camp Bowie Blvd.

Fort Worth, TX 76107-2699

University of Texas School of Public Health

Health Science Center at Houston

P.O. Box 20186

Houston, TX 77225


University of Washington

School of Public Health and

Community Medicine

Box 357230

Seattle, WA 98195-7230

Washington, D.C.

George Washington University

School of Public Health and Health Services

2300 Eye Street, NW, Suite 106

Washington, D.C. 20037



The University of California, in accordance

with applicable Federal and State law and the

University’s nondiscrimination policies, does

not discriminate on the basis of race, color,

national origin, religion, sex (including sexual

harassment), gender identity, pregnancy/

childbirth and medical conditions related

thereto, disability, age, medical condition

(cancer-related), ancestry, marital status,

citizenship, sexual orientation, or status as

a Vietnam-era veteran or special disabled

veteran. This nondiscrimination statement

covers admission, access, and treatment in

University programs and activities. It also

covers faculty (Senate and non-Senate) and

staff in their employment.

The Campus Climate and Compliance

(CCAC) office may be contacted regarding

discrimination issues. Sexual or racial

harassment, hostile environment, LGBT,

hate or bias issues may be directed to Nancy

Chu, Director and Title IX/VI Compliance

Officer, at or (510) 643-

7985. Disability issues may be directed to

Disability Resolution Officer Derek Coates

at or (510) 642-2795.

More information may also be found at

The Jeanne Clery Act

The University of California Police

Department at Berkeley maintains an annual

campus safety report in compliance with the

Jeanne Clery Act. It includes the year’s campus

crime statistics, information about safety

services, crime prevention strategies, emergency

preparedness guidelines, and more.

For a copy of this report, Safety Counts,

please contact the University of California

Police Department, Berkeley, by phone at

(510) 642-6760 or by e-mail at police@ You can also download a PDF

of Safety Counts at



Text compiled by Celeste Freitas;

photographs by Jim Block, Michael Hayes,

Sharon Harper-Moore, and Peg Skorpinski.






11 2 3 4 5 6 7

Francisco St.

Genetics & Plant

Biology Greenhouse

To Graduate

Theological Union




Delaware St.



McEnerney Hall

(1750 Arch)


Research Unit

Natural Resources




Library Ridge Rd.


Casa Zimbabwe/

Ridge House

Lower Hearst


Parking Structure



Cloyne Court

Upper Hearst

Parking Structure

Foothill Student



Warren Hall

Hearst Ave.

North Gate Hall Sutardja Dai GSPP Founders’ Rock

Foothill Student



Hearst Ave.

Helios Energy

Research Facility

(under construction)

Berkeley Way



UC Press

UC Berkeley Extension

1995 University Ave.

University Ave.


University Relations Hall

Relations 2080 Addison

Addison St.

University Hall

Parking Structure

2120 Oxford

Center St.


BART Station

Allston Way


Barker Koshland



To Lawrence

North Gate



Berkeley Lab

(under construction)







Animal Facility


Morgan Tolman


Genetics Garage





Li Ka Shing Genetics



Hearst Memorial Mining

Transit Center and Plant





Services (under construction) Biology

Haviland C. V. Starr


East Asian Library






Greek Theatre


Evans Circle






Access to:




North Fork of

Strawberry Canyon



Strawberry Creek

Recreational Area







Witter Field



David Gardner Stacks



Levine-Fricke Field


Botanical Garden

Life Sciences Valley Life Sciences

Lawrence Hall of Science



Silver Space Sciences






Gilman Giauque

Mathematical Sciences

Doe Library



Women’s Girton Kleeberger

Research Institute


Faculty Club




Natural Area



South Faculty

Cheit Haas School


Heating South Fork of



Senior Hall

of Business Family


Plant Strawberry


Faculty Club


Construction) Wheeler Moses


Stephens Minor Addition

Minor Hall




Optometry Lot




Sather Gate




Materials Facility


Art Gallery Anthony

Calvin Laboratory









Evans Diamond


Ticket Office




Kittredge St.


Kleeberger Pavilion


Field House

2223 Fulton



Parking &



Transportation Epsteen




RSR Garage

Bancroft Way


2111 Bancroft Founder‘s Building


Sports Facility






F Buses to

To Parking Structure C


San Francisco

To Jones

Tang Center

Child Study (University Health



Durant Ave.


A & E

North Field Hargrove


Music Library Wurster






César Chávez




Hearst Field

Student Plaza
















2401 Eshleman King Jr.



Structure Hearst


Visitor UC

PFA Hearst


Union Services Police


Boalt Hall


Student Union Garage (underground)

Bancroft Way Class of 1914 Fountain South Addition Simon

(under construction)

Stiles Hall


2440 Bancroft

To Underhill


Parking Facility

& Playing Field



To Residence Halls

To Case

To Residence Halls

Parking Lot

Units 1 and 2


Unit 3 Pacific Film Archive


To Housing & Dining Services (RSSP)









To Smyth/


and Clark Kerr






1 2


Produced by Public A�airs, UC Berkeley

Channing Way Key Manville Hall

Student Housing


Alumni House, D-3



Andersen Auditorium


(Haas School of Business), C-6

Haste St.

Anthony Hall, D-4


Architects & Engineers (A&E), D-4

Art Museum, Communications E-5&

Network Services

Athletic 2484 Ticket Shattuck Office, D-1

Bancroft Physical Library, Plant— C-4

Campus Services,

Banway Mail Services Bldg., E-1

2000 Carleton

Barker Hall, B-2

1 2

Barrow Lane, D-4

Produced Barrows by Public Hall, Affairs, D-4UC


BART Station, C-1

Bechtel Engineering Center, B-5

Berkeley Art Museum, E-5

Birge Hall, C-5

Boalt Hall, D-6

Botanical Garden, C-7

C.V. Starr East Asian Library, B-4

California Hall, C-4

California Memorial Stadium, D-7

Calvin Laboratory, D-6

Campanile (Sather Tower), C-5

Campbell Hall, C-5

Career Center (Banway Bldg.), E-1

César Chávez Student Center, D-3

Chan Shun Auditorium

(Valley Life Sciences Bldg.), C-3

Cheit Hall, C-6

Clark Kerr Campus (2601 Warring St.), E-7

Class of 1914 Fountain, E-6


Cory Hall, B-5

Cyclotron Rd., B-6

Davis Hall, B-5

Disabled Students’ Program

(César Chávez Student Center), D-3

Doe (Main) Library, C-4

Donner Lab, B-5

Durant Hall, C-4

Durham Studio Theatre (Dwinelle Hall), D-3

Dwinelle Annex, D-3

Dwinelle Hall, D-3

East Gate, B-6

Edwards Stadium, D-2

Eshleman Hall, E-3

Etcheverry Hall, A-4

Evans Diamond, D-2

Evans Hall, B-5

Eye Center, D-6



3 4 Apartments 2334 Unit 1 5


Parking Lot


Fox Cottage Residence Halls


Shorb House

Unit 1




Slottman Putnam

Faculty Club, C-5 Ida Sproul Priestley Public Parking Latin Anna Head American Anna HeadStudies,

Center of

Faculty Ellsworth Glade, C-5

(2334 West Parking Bowditch Lot Street)

Parking Structure

Parking 2536-38

Residential &

Founders’ Rock, B-5

2510 Lawrence Lot Berkeley National Laboratory, Student Underhill B-6

Cleary Hall

Fox Cottage, E-3

Lawrence 2536A


Hall of Science, C-7Services

Parking Lot

(under construction)



Frank Schlessinger Way, C-2

Area Assoc. LeConte Hall, C-5 2420


Gayley Rd., C-6 Rochdale Village

2537 Bowditch

Levine-Fricke Field, C-7

Towle Davidson

Genetics and Plant Biology Bldg., B-2

Lewis Hall, C-6

Unit 2

Giannini Hall, B-3

Li Ka Shing Center, B-2 Parking Residence Halls

Fenwick 2427


Unit 2

Giauque Hall, C-5

Weavers Village

Library, C-3, C-4

Gilman Dwight Hall, Way C-5

Life Sciences Addition, C-3 Wada Griffiths


Girton Hall, C-6

Lower Dwight Sproul Way Plaza, D-4

House 2606

Golden Bear Recreation Center, G-1

Martin Luther King Jr. Student Union, D-4

Goldman Field, D-2 3 4 5

Mathematical Sciences Research Institute, C-7

Goldman School of Public Policy (GSPP), A-5 Maxwell Family Field, C-7

Graduate Theological Union (2400 Ridge Rd.), A-3 McCone Hall, B-4

Greenhouse, A-1

McEnerney Hall (1750 Arch St.), A-2

Grinnell Natural Area, C-2

McLaughlin Hall, B-4

Haas Pavilion, D-3

Memorial Glade and Pool, B-4

Haas School of Business, C-6

Minor Hall and Addition, D-6

Hargrove Music Library, D-5

Moffitt Undergraduate Library, C-3

Haste Street Child Development Center, E-2 Morgan Hall, B-2

Haviland Hall, B-3

Morrison Hall, D-5

Hazardous Materials Facility, D-2

Moses Hall, D-4

Hearst Field Annex, D-4

Mulford Hall, B-2

Hearst Greek Theatre, B-6

Natural Resources Laboratory, A-1

Hearst Gymnasium, D-5

Naval Architecture Restoration and Addition, B-4

Hearst Memorial Mining Bldg., B-5

North Field, D-5

Hearst Mining Circle, B-5

North Gate, B-4

Hearst Museum of Anthropology, D-5

North Gate Hall, B-4

Heating Plant, D-2

Northwest Animal Facility, B-2

Helios Energy Research Facility, B-1

O’Brien Hall, B-4

Hellman Tennis Complex, D-2

Observatory Hill, B-4

Hertz Hall, D-5

Old Art Gallery, D-4

Hesse Hall, B-4

Optometry Clinic (Eye Center), D-6

Hewlett-Packard Auditorium (Soda Hall), A-3 Oxford Research Unit, A-1

Hildebrand Hall, C-5

Pacific Film Archive, E-5

Hilgard Hall, B-3

Pacific Film Archive Theater, E-4

Housing and Dining Services

Parking Office, D-1

(2610 Channing Way), E-5

Parking Structures, A-3, A-5, C-1, D-5, E-2,

Human Resources (2150 Shattuck Ave.), C-1

E-3, E-6

Insectary, A-1

Pimentel Hall, B-5

Institute for Research on Labor and Employment Pitzer Auditorium (Latimer Hall), C-2/3

(2521 Channing Way), E-4

Police, UC (Sproul Hall), D-4

International House, E-7

Recreational Sports Facility, D-2

Ishi Court, C/D-4/5

Residence Halls

Jones Child Study Center (2425 Atherton St.), E-1 Bowles Hall, C-7

Kleeberger Field House, D-2

Clark Kerr Campus (2601 Warring St.), E-7

Kleeberger Lot, C-2

Cleary Hall (2424 Channing Way)

Koshland Hall, B-2

Foothill Student Housing, A-5, A-6, B-6

Kroeber Hall, D-5

Ida Louise Jackson Graduate House

Krutch Theater, F-2

(2333 College Ave.)

Latimer Hall, C-5

Stern Hall, B-6

Unit 1, 2550 Durant Ave., E-5

6 Casa



Murieta © 2010 Regents of the University of California

Unit 2, 2650 Haste St., E-5

Unit 3, 2400 Durant Ave., E-3

Residential and Student Services Bldg.

(2610 Channing Way), E-5

Sather Gate, D-4

Sather Rd., C-4

Sather Tower (Campanile), C-5


Senior Hall, C-5

Sibley Auditorium (Bechtel Engineering Center), B-5

Silver Space Sciences Lab, C-7

Simon Hall, D-6

Soda Hall, A-5

6 7

South Hall, C-4

Spieker Aquatics Complex, © 2006 Regents D-3 of the University of California

Spieker Plaza, D-3

Springer Gateway, C-2

Sproul Hall, D-4

Sproul Plaza, D-4

Stadium Rim Way, C-7

Stanley Hall, B-5

Stephens Hall, D-5

Strawberry Canyon Recreational Area, C-7

Student-Athlete High Performance Center

(SAHPC), D-7

Student Union, D-4

Sutardja Dai Hall, B-5

Tan Hall, C-5

Tang Center, University Health Services, E-2

Tolman Hall, B-3

UC Berkeley Extension (1995 University Ave.), B-1

Underhill Playing Field

(Channing Way at College Ave.), E-5

University Dr., C-5

University Hall, C-1

University House, B-3

University of California Press

(2120 Berkeley Way), B-1

University Relations, E-3

University Students’ Cooperative Association

(USCA) (2424 Ridge Rd.), A-4

Valley Life Sciences Bldg., C-3

Visitor Services (Sproul Hall), D-4

Warren Hall, A-1

Wellman Hall, B-3

West Circle, C-2

West Gate, C-2

Wheeler Hall, C-4

Wickson Natural Area, B-3

Witter Field, C-7

Women’s Faculty Club, C-6

Wurster Hall, D-6

Zellerbach Hall, D-3

Zellerbach Playhouse, D-3

Shattuck Ave.

Shattuck Ave.

Walnut St.

Fulton St.

Fulton St.

Oxford St.

Oxford St.


The Crescent

The Crescent

West Gate

Spruce St.

Frank Schlessinger Way



Ellsworth St.

Ellsworth St.

Arch St.

Le Conte Ave.

Spieker Plaza

Dana St.

Dana St.

Scenic Ave.

Wickson Natural Area

Chan Shun




Sather Rd.

Telegraph Ave.

Telegraph Ave.

Euclid Ave.

Barrow Lane

South Hall Dr.



LeRoy Ave.

Bowditch St.

La Loma Ave.

University Drive

College Ave.

College Ave.

Highland Pl.

Gayley Rd.

Cyclotron Rd.

Piedmont Ave.

Piedmont Ave.




Stadium Rim Way

Warring St.

Clark Kerr Campus 2601 Warring To Smyth/Fernwald Complex

Prospect St.

Published by Public Affairs, 10053 0610 550

K—%100 K—%45

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