Department of Health Behavior (HBEH)
Leslie A. Lytle, Chair
Jo Anne L. Earp, Health Education Evaluation, Women's Health, Cancer Control
Eugenia Eng, International Health, Community Health Education, Lay Health Advisor Interventions
Susan T. Ennett, Social Networks, Adolescent Health Risk Behaviors, Research Methods
Edwin Fisher, Diabetes, Community and Peer Interventions, Chronic Disease Management, Smoking and Smoking Cessation
Vangie Foshee, Dating Violence, Adolescent Health, Program Evaluation
Laura Linnan, Applied Research in Worksites and Other Community-Based Settings, Multiple Risk Factor Behaviors, Organizational Change
Leslie A. Lytle, Obesity, Nutrition, Cardiovascular Disease, Child development, Evidence-Based Public Health
Kurt Ribisl, Mass Media and Policy-Based Health Promotion Interventions, Tobacco Control
Barbara Rimer, Cancer Control and Prevention, Tailored Print Communications
Noel Brewer, Biases in Health Decisions, Health Communication, Decision Making
Carol Golin, Adherence to Chronic Medical Therapy, Patient-Provider Communication, Medical Decision Making for HIV Therapy and Prevention
Suzanne Maman, HIV/AIDS, International Health, Associations between HIV and Violence
Deborah Tate, Obesity, Computer/Internet Interventions, Health Communication
Clare Barrington, Global Health, Infectious Diseases, Minority Health, Sexually Transmitted Diseases
Wizdom Powell-Hammond, Men's Health, Health Disparities, Social and Health Behavior Theory
Angela Thrasher, Aging, Health Care Delivery, Minority Health, Sexually Transmitted Diseases, Health Behavior
Research Associate Professors
James Michael Bowling, Injury Prevention, Statistics and Methods, Program Evaluation
Carolyn Crump, Worksite Health Promotion and Evaluation, Program Planning, Management
Kathryn Elizabeth (Beth) Moracco, Women's Health, Violence against Women, Evaluation Research
Christine Rini, Applied Social Psychology, Close Relationships, Health, Helping/Pro-Social Behavior, Interpersonal Processes, Judgment/Decision Making, Persuasion/Social Influence
Research Assistant Professor
Heathe Luz McNaughton Reyes, Adolescent Health, Reproductive Health, Global Health
Clinical Associate Professors
Jason B. Smith, Women's Health, Global Health, Sexual Health
Lynn White Blanchard, Research around Public Service (Including Community Partnerships and Collaborations), Program Evaluation, Service Learning
Megan Ellenson Landfried
Susan Blalock Patient Education, Musculoskeletal Disorders, Medication Use
Robert Foss, Alcohol and Transportation-Related Injury, Adolescent Injury, Social Policy Approaches to Injury Prevention
Daniel Halperin, HIV Epidemiology and Prevention, Behavior Change Approaches, Family Planning/Population, Public Health Research in Developing Countries
Michael Pignone, Literacy and Health, Shared Decision Making, Colon Cancer Prevention
Christopher Ringwalt, Drug Prevention, Survey Research, Program Evaluation
Carol Runyan, Injury Control, Violence Prevention, Worksite Injury Prevention
Michael Schulman, Occupational Injury; Injury Prevention and Control; Work, Violence and Health among Adolescents
Adjunct Associate Professors
Susan Gaylord, Alternative Therapies and Integrative Health Care, Aging, Health Beliefs and Care Pathways
Christine Jackson, Parenting and Family-Based Public Health, Health Communication, and Community-Based Intervention
David Jolly, Tobacco, HIV/STDs, Health Policy
Linda Kinsinger, Behavioral Change for Weight Management, Behavioral Counseling Interventions in Primary Care Practice, Patient Education about Shared Decision Making
Kristie Long, Cancer Disparities, Tobacco Use, Access to Health Care
Kathleen MacQueen, Qualitative Research Methods and Approaches in Research Design, Ethics in Public Health and Research (Including Applied Ethics Research), Social and Behavioral Dimensions of Clinical Trials Research (Especially HIV Prevention Trials)
Krista Perreira, Child Development and Adolescence, Mental Health and Substance Abuse, Latino Health, Education, and Employment, Demography of Immigration
Kathryn Pollak, Patient-Physician Communication, Smoking Cessation, Health Disparities
Scott Rhodes, Sexual Health, HIV and Sexually Transmitted Disease Prevention, Health Disparities among Vulnerable Communities
Celette Skinner, Cancer Screening, Cancer Genetics, Tailored Interventions
Paige Hall Smith, Violence against Women, Women's Health, Breastfeeding
Anna Waller, Injury Prevention and Control, Data System Users (Especially Database Design), Emergency Department Data and Surveillance
Godfrey Woelk, Project Design, Execution, and Analysis in HIV Prevention and Care, Maternal Health, Hypertensive Diseases of Pregnancy, Child Health, Community-Based HIV and Sexually Transmitted Disease Prevention
Michael Yonas, Social and Contextual Factors Associated with Youth Violence and Dating Violence, Community-Based Participatory Research
Adjunct Assistant Professors
Mary Altpeter, Health Promotion and Older Adults, Particularly Older Women; Community-Based Research and Health Promotion with Older Adults; Community-Based Research with Rural Populations
Delesha Miller Carpenter, Chronic Disease Self-Management, Patient-Provider Communication, Social Support
Mary Davis, Prevention Education, Program Evaluation, Program Planning
Robert Flewelling, Substance Abuse Prevention, Community-Based Intervention, Adolescent Health Risk Behaviors
Jennifer Gierisch, Cancer Prevention/Control, Health Communication, Chronic Disease Management, Mental Health, Tobacco Use Prevention/Control, Women's Health
Lisa Gilbert, Sexual and Reproductive Health, STD/HIV Prevention and Sex Education, Health Communication, Behavior Change Theory and Practice, Adolescent and Women's Health
Moses Goldmon, Adolescent Health and Development, Leadership, Role of Faith in Promoting Health and Preventing Disease, Action Research in Ministry/Community-Based Participatory Research
Megan Lewis, Social Relationships and Health, Cardiovascular Disease, Social Ecology
Alexandra Lightfoot, Community-Based Participatory Research, Health Disparities, Healthy Choices and Behaviors to Support the Growth and Development of Youth, Educational Inequities
David McCoy, American Indian Health, Health Care of Rural and Minority Populations, Budgetary and Policy Aspects of the Delivery of Health Care
Margaret Molloy, Prevention, Health Behavior Change, Health Policy
Melva Fager Okun, Tobacco Cessation, Nutrition, Physical Activity
Elizabeth Randall-David, Women's Health, Empowerment Education
Arjumand Siddiqi, Social Epidemiology, Children's Health and Development, Social Policy and Health
Karl Umble, Management and Leadership Development in Public Health, Continuing Professional Education and Training, Program Planning and Program Evaluation
Maihan Vu, Qualitative Research, Adolescent Health, Obesity and Physical Activity
Margaret (Molly) Cannon, International Health, Diabetes Prevention/Control, Health Care Delivery, Injury Prevention/Control
Denise Dickinson, Intervention Design and Program Management, Home-Based Interventions for Families
Mariana Garrettson, Injury Prevention/Control, Violence Prevention/Control, Community-Based Participatory Research, Health Behavior Change, Health Policy
Bernard Glassman, Emerging Technologies for Health Communication, Communication about Emerging Health Technologies, Writing about Science for Results
Deborah (Debbie) Grammer
Sally Herndon, Health Policy, Tobacco Use Prevention/Control
Alexis Moore, Community-Based and Rural Health Promotion, Lay Health Advisors, Breast and Cervical Cancer
Carol Patterson, Obesity Prevention, Coping Mechanisms for Chronic Illness, Community Networking in Research Endeavors
Regina Young Petteway, Program Planning, Strategic Planning, Program Administration, Community Capacity Building, Working with Faith-Based Organizations
Elizabeth Stern, Intimate Partner Violence, Training and Education, Latino Health, Sexual Violence
Karen Strazza, Community-Based Public Health, Community-Based Participatory Research, Minority Health, International Health
Katherine Turner, International Women's Health, Education and Training, Sexual and Reproductive Health Education and Counseling, Cultural Competency (Especially on Lesbian, Gay, Bisexual, and Transgender Health)
Gina Upchurch, Health Policy, Aging, Pharmaceutical Care
Karen Webb, Mental Health, Substance Abuse Prevention, Coalition-Building
Karl Bauman, Professor Emeritus
John Hatch, Kenan Professor Emeritus
Ethel J. Jackson, Clinical Assistant Professor Emeritus
Elizabeth Mutran, Professor Emeritus
James R. Sorenson, Professor Emeritus
Courses for Graduate and Advanced Undergraduate Students
561 Medical Reporting for Electronic Media (,HPM 551, JOMC 561) (3). See JOMC 561 for description.
562 Science Documentary Television (HPM 552, JOMC 562,) (3). See JOMC 562 for description.
600 Social and Behavioral Sciences in Public Health (3). This course focuses on social and behavioral science theories, research and interventions aimed at promoting health of individuals, groups, communities and populations. Two lecture hours per week.
601 Principles of Statistical Inference for Health Behavior (3). Required preparation, knowledge of basic descriptive statistics. Majors only. Major topics include elementary probability theory, probability distributions, estimation, tests of hypotheses, paired and independent samples t-tests, ANOVA, linear and logistic regression, correlation and chi-squared procedures. SAS, a statistical software package, is used in the course.
610 Alternative Spring Break (2). This course will explore issues, theories and experiences relevant to social action, coalition building, and social change. The content of this course will be examined by confronting the possibilities and limitations of service and service-learning as it relates to APPLES Alternative Spring Break experiences.
611 Philanthropy as a Tool for Social Change (3). In this course students learn about and experience the process of awarding grants to local agencies. In addition to participating in the grant-making process, students learn about the nonprofit sector and the philosophy and practice of philanthropy through readings, class exercises, and guest speakers.
625 Injury as a Public Health Problem (1). Pre- or corequisite, EPID 600. This course considers the causes and consequences of traumatic injury and dilemmas in injury research and prevention. This one-credit course consists of 10 class sessions of 75 minutes each over the first five weeks of the semester.
626 Intentional Injury as a Public Health Problem (1). Corequisite, HBEH 625. This one-credit course considers the causes and consequences of intentional injury and dilemmas in injury research and prevention. The course meets once a week for 75 minutes starting the sixth week of the semester. Students may enroll concurrently in HBEH 627.
627 Unintentional Injury as a Public Health Problem (1). Corequisite, HBEH 625. This one-credit course considers the causes and consequences of unintentional injury and dilemmas in injury research and prevention. The course meets once a week for 75 minutes starting the sixth week of the semester.
660 Medical Journalism (HPM 550, JOMC 560) (3). See JOMC 560 for description.
690 Special Topics in Health Behavior (1-3). Special topics in health behavior. An experimental course designed for faculty who wish to offer a new course. Content will vary from semester to semester.
Courses for Graduate Students
700 Introduction to Public Health and Public Health Education (2). This course offers an introduction to public health, a history of public health and public health education, and an overview of population health/social determinants of health.
703 Program Management Part I (1). Topics included in the fall semester focus on knowledge and skills to manage programs. Specific topics include leadership, followership, emotional intelligence, communication, conflict management, negotiation, and participatory decision making. The primary assignment involves a self-assessment and identification of a self-development plan.
704 Program Management Part II (1). The spring semester will focus on knowledge and skills to manage programs with an emphasis on personnel and resources management. Specific topics include: supervision, interviewing, salary negotiation, non-profit management, organizational culture, budgeting, and proposal development.
705 Lesbian, Gay, Bisexual, and Transgender Health: A Population Perspective (1–3). This seminar course explores health challenges faced by LGBT populations. Discussions will span a variety of health behaviors and outcomes, determinants of health, developmental stages, identities, and settings. Students will be able to identify conceptual frameworks and considerations relevant in LGBT health research and practice.
706 Effective Training for Global Health (1–3). Students are introduced to adult learning principles, effective training methods, course design and evaluation for international audiences and settings, and characteristics of culturally-competent trainers. Students work in teams to: design a course and activity; facilitate the activity; and provide and incorporate feedback to foster peer sharing and learning.
709 U.S. Populations of Color (3). This course explores the various structural forces that impact the health status and health behaviors of populations of color in the United States.
710 Community Capacity, Competence, and Power (3). The nature and delineation of participatory action research and its relevance to concepts, principles, and practices of community empowerment. Students learn methods (such as photovoice) through learning projects.
715 Communication for Health-Related Decision Making (1–3). Course provides foundation and skills to understand and improve decision making that affects people's health. It teaches theoretical basis and evidence-based applications of health-related decision making.
725 Injury as a Public Health Problem (EPID 783, MHCH 725) (3). Prerequisite, EPID 600. This course considers the causes and consequences of traumatic injury within developmental, social, and economic contexts, and dilemma in injury prevention. Injuries associated with transportation, violence, and the home and occupational environments are included. Three lecture hours per week.
726 Adolescent Health (MHCH 726) (3). See MHCH 726 for description.
727 Patient Advocacy (3). Explore competing definitions of patient advocacy. Topics related to ethics, policy, and law will be covered in the context of what have often been termed patient rights and responsibilities. Three lectures hours per week.
730 Theoretical Foundations of Behavior and Social Science (3). This course covers selected social and behavioral science theories and concepts that apply to the analysis of health-related behaviors and intervention strategies.
733 Introduction to Program Management (3). An introductory overview of health education program management. A practical study of personnel and financial management issues including staff development, recruitment, performance appraisal, budget preparation and monitoring. Three lecture hours per week.
740 Health Behavior Practice I (3). This is the first part of year-long course covering key principles of health education practice. The coursework will be conducted in modules. HBEH Practice I will cover community engagement/assessment and intervention, development, adaptation, and implementation. The course will draw from the expertise of a wide range of faculty and practitioners.
741 Health Behavior Practice II (3). This is the second part of a year-long course covering key principles of health education practice. Coursework will be conducted in modules. HBEH Practice II will cover evaluation, as well as sustainability, dissemination, and translation. The course will draw from the expertise of a wide range of faculty and practitioners.
742 MPH Practicum I (1–4). Majors only. Individual field training opportunity that serves as a bridge between a student's academic training and applied public health practice..
743 Program Intervention, Implementation, and Monitoring II (1–4). Prerequisite, HBEH 742. Application of methods to analyze and interpret data regarding the effectiveness of health education interventions. Students work under faculty advisors to assess the effectiveness of interventions implementation in HBEH742.
744 Research Practicum I (2). Students must complete a mentored research practicum. The mentor and student will develop a contract to achieve the research. The practicum requires a total of two hundred hours of work starting in the second year of the program.
745 Research Practicum II (2). Prerequisite, HBEH 744. Students must complete a publishable manuscript based on the Research Practicum I course.
746 MPH Capstone I (2). Capstone class sessions are opportunities for students to prepare for, reflect upon, synthesize, and generalize from their Capstone projects.
750 Applied Research Methods (3). Permission of the instructor for nonmajors. Research methods of relevance to planned change in health-related behavior and program planning. Research designs include quantitative and qualitative methods and focus on application to public health practice. Four lecture hours per week.
751 The Role of Evaluation in Health Education (2). Emphasis on methods to show the importance of evaluation in health education program planning and developing skills in formative evaluation design, emphasizing analysis that contributed to decision making regarding programs. Two lecture hours per week.
752 Intervention Methods in Health Education (4). Critical examination of major intervention methods used in health promotion and disease prevention programs, and ways to tailor these methods to different settings and populations in which health educators work. Four seminar hours per week.
753 Qualitative Research Methods (NUTR 753) (3). Prerequisite, HBEH 750. Approaches to designing qualitative research studies for the development and evaluation of public health programs. Emphasis is on the practice of collecting and analyzing data from individual interviews, focus group discussions, and observations.
754 Advanced Qualitative Research Methods in Health Behavior and Health Research (3). Prerequisite, HBEH 753. This course provides advanced graduate students in public health and related fields the opportunity to explore different analytic approaches and techniques and develop analysis and writing skills. Students will apply methods they learn to analyze, interpret and write-up the results of their own qualitative research.
755 Popular and Empowerment Education for Health Educators (3). Explore empowerment education and popular learning methodologies within the context of health education, creating opportunities for dialogue between theory and practice. Examine adult learning theories, participatory learning concepts, and community development techniques. Will also discuss issues of power between practitioners, health educators, and the community.
756 Social and Peer Support in Health: An Ecological and Global Perspective (3). Course will survey social support in health, including the nature and key processes of social support, cultural influences in different countries, and approaches to promoting peer support in health promotion around the world. Term assignment will entail planning a peer support program or research project of the student's choice.
760 Advanced Research Methods I (3). Permission of the instructor for nonmajors. Doctoral seminar on fundamentals of research in health behavior, including conceptualization of research questions and hypotheses, measurement, sampling, and observational research designs.
761 Advanced Research Methods II (3). Prerequisite, HBEH 760. Permission of the instructor for nonmajors. Doctoral seminar on sampling and selected topics in statistical analysis; continuation of HBEH.
765 Cancer Prevention and Control Seminar (EPID 772, HPM 765) (3). See HPM 765 for course description.
772 Planning Public Health Interventions (3). In this course, students use a comprehensive planning model to plan, implement, and evaluate an evidence-based intervention that addresses a public health problem within a defined population.
795 E-Health (3). An overview of the positive and negative impacts of the Internet on public health. Covers research, evaluation sites, ethics, and use of theory that addresses key public health problems.
799 Special Studies in Behavior Change (1–6). Experimental course to be offered by faculty to determine the need and demand for the subject. Topics will be chosen by faculty based on current public health issues.
800 Social Psychological Theories of Individual Health Behavior (3). Prerequisite, HBEH 730. Permission of the instructor for students lacking the prerequisite. Selected social psychological theories and their relationship to health promotion, disease prevention, and patient education. Three lecture hours per week.
802 Social Determinants of Health: Theory, Method, and Intervention (EPID 825)(3). Prerequisite, EPID 600. Discussion and readings will focus on population vs. individual perspectives on health, risk conditions vs. risk factors, concepts of causation, and knowledge development as a historic and social process. Course will also examine macro-level determinants of population health.
811 Development and Evaluation of Health Promotion and Disease Prevention Interventions (NUTR 811) (3). Permission of the instructor for nonmajors. Second year doctoral students only. Doctoral seminar on application of theory and empirical evidence to intervention development, evaluation paradigms, and methods of process and outcome evaluations.
812 Professional Issues (3). Topics related to optimal functioning as a doctorally-prepared professional, including writing and reviewing grants, manuscripts, abstracts; consulting; credentialing; teaching; job search; scholarly and research ethics; and collaboration.
815 Foundations of Health Behavior I (3). Permission of the instructor for nonmajors. A critical examination of the conceptual, theoretical, and empirical bases of public health and health education, health transitions, globalization, and issues around social justice.
816 Foundations of Health Behavior II (3). Permission of the instructor for nonmajors. A critical examination of the social determinants of health, health disparities, principles of individual and collective behavior and behavior change, and the role of health behavior in emerging public health issues.
825 Seminar in Interdisciplinary Health Communication (JOMC 825) (3). Prerequisite, HBEH 730. Permission of the instructor for nonmajors. Interdisciplinary overview of communication theory and research and critical analysis of applications of theory to interventions using communication for health. Three hours per week.
826 Interdisciplinary Health Communication Colloquium (JOMC 826) (1). See JOMC 826 for description.
840 Advanced Field Training in Health Education (1–3). Open to doctoral students in the department. Under guidance by faculty and field counselors, students assume major responsibility for planning, executing, and evaluating community health education projects. Field fee: $125.
841 Advanced Field Training (.5–21). Open to doctoral students in the department. Under guidance by faculty and field counselors, students assume major responsibility for planning, executing, and evaluating community health education projects. Field fee: $125.
842 Primary Practicum for Doctoral Students (1–4). Designed to fulfill the research practicum for doctoral students, which may involve designing and implementing a research project, carrying out data analyses, writing manuscripts, or assuming responsibility for a project.
843 Secondary Practicum for Doctoral Students (1–4). Practicum is designed to enhance knowledge and skills in teaching. Student must be involved in teaching a two- or three-credit course. Co-teaching a course may satisfy this requirement.
850 Research Manuscript Development (3). Prerequisite, HBEH 751 or 860. This seminar is designed to help advanced students refine conceptual and writing skills essential to the production of a manuscript based on already collected qualitative and quantitative data. Three hours per week.
851 Causal Modeling and Structural Equations (3). Prerequisite, BIOS 545. Permission of the instructor. This seminar is designed to refine a wide range of research skills in health behavior by using data collected by others. Three seminar hours per week.
852 Scale Development Methods (3). Prerequisite, HBEH 750. Permission of the instructor. Covers theory and application of scale development techniques for measuring latent constructs in health research; classical measurement theory and factor analytic methods are emphasized. Three seminar hours per week.
860 Research Proposal Development (3). Restricted to doctoral students in department. Integration and application of detailed components of research methods to preparation and writing of a research grant proposal. Introduction to proposal submission and review process for various funding agencies.
891 Special Studies in Behavior Change (1–6). An independent course designed for study areas of natural or planned change; personal and nonpersonal methods, in health related fields. To be arranged with faculty in each case.
892 Special Topics in Program Design and Evaluation (1–6). Required preparation, to be arranged with the faculty in each case. An independent course of study designed for students who wish to pursue advanced studies in program design and evaluation. Repeatable within degree (for six hours).
893 Special Studies in Behavior Change (1–6). An independent course of study for students who wish to pursue studies in social class and variations in planned change. To be arranged with faculty in each case.
897 Advanced Topics in Health Behavior (1–6). For doctoral students who wish to pursue an independent study or research in a selected area. Student will work with a faculty member in designing the study.
960 Principles and Practices of Alternative and Complementary Medicine (3). This course is designed to introduce medical students and other health professionals to the underlying philosophies, practitioners, techniques, and evidence of efficacy of alternative therapeutics currently in use in the United States, including chiropractic, dietary, mind-body, acupuncture, homeopathy, and healing.
992 MPH Capstone Project (3). Capstone is a year-long, group-based, mentored, service-learning, field experience. The course focuses on building skills specific to these service-learning projects and provides students with opportunities to discuss and generalize learning from their Capstone project experiences. The products produced are a substitute for the required Master's thesis.
993 Master's Thesis (3–6).
994 Doctoral Dissertation (3–9).