CMED 401. Intro to Clinical Research and Scientific Writing. 3 Units.

This seminar brings in numerous experts to cover a variety of essential issues and concepts in clinical research and scientific writing. The overarching goal is for students to produce a short but well-crafted research proposal. Topics for reading and discussion include general principles of research design and proposal development; key concepts and issues in biostatistical science for study planning, data management, analysis, interpretation, and presentation; modern medical library informatics; ethical issues in clinical research and necessary rigmarole; technical writing emphasizing research proposals; designing studies of diagnostic tests; outcomes research and medical decision making; clinical genomics research.

CMED 402. Statistical Science for Medical Research. 3 Units.

A rigorous, practical introduction to core concepts and methods in statistical planning, managing, and analyzing data, and interpreting and communicating biostatistical information. Seminar sessions: discuss readings, work through realistic examples using popular commercial software. Project sessions: individuals in small groups discuss their own examples and receive on-the-spot feedback, Topics: types of data and common distributions; database and statistical software; understanding and describing data with simple statistics and effective tables and graphics; statistical transforms (log, logit) and what they imply, basic inference tests, confidence intervals, and related sample-size analyses involving categorical data (analyzing proportions), ordinal data (analyzing ranks), continuous data (analyzing means), and time-to-event data with censoring. A substantial introduction to statistical modeling unifies seemingly diverse methods to induce a cohesive, flexible, and broad understanding of biostatistics. Medical students enrolled in CRSP must complete CCLCM Introduction to Clinical Research, IBIS 431 and IBIS 490 to satisfy the CRSP 401, 402 and 403 series. Prereq: Must be enrolled in School of Medicine.

CMED 403. Introduction to Clinical Epidemiology. 3 Units.

Using multiple learning modalities, including case-based seminars, computer-based interactive learning, journal club, and readings from texts as well as contemporary clinical literature, students will receive a rigorous introduction to methods of research in clinical epidemiology. Topics to be covered will include human subjects protections; legal and ethical components of clinical research; measures of disease frequency; basics of clinical study design; nature of and analysis of risk factors; cohort study design and analysis; case-control study design and analysis; confounding; interaction; bias; survey research; diagnostic tests; disease screening; design, analysis, and reporting of clinical trials; meta-analysis; decision analysis; cost-effectiveness analysis; and a brief introduction to health services research. Medical students enrolled in CRSP must complete CCLCM Introduction to Clinical Research, IBIS 431, and IBIS 490 to satisfy the CRSP 401, 402, and 403 series. Prereq: Must be enrolled in School of Medicine.

CMED 404. Clinical Research Seminars. 1 Unit.

The Clinical Research Seminars series is intended to give students a broad exposure to issues unique to clinical research as well as career development. Students attend seminars on relevant clinical research topics offered either on the Case or CCF campuses, and will write a short summary of each seminar attended. A total of 12-14 one-hour seminars per semester is required for successful completion of the course. Students are expected to take two semesters. Prereq: Must be enrolled in School of Medicine and consent of CCLCM Office.

CMED 405. Clinical Research Seminars. 1 Unit.

The Clinical Research Seminars series is intended to give students a broad exposure to issues unique to clinical research as well as career development. Students attend seminars on relevant clinical research topics offered either on the Case or CCF campuses, and will write a short summary of each seminar attended. A total of 12-14 one-hour seminars per semester is required for successful completion of the course. Students are expected to take two semesters. Prereq: Must be enrolled in School of Medicine and consent of CCLCM Office.

CMED 450. Clinical Trials. 3 Units.

Design, organization and operation of randomized controlled clinical trials and intervention studies. Topics include legal and ethical issues in design; application of concepts of controls; masking and randomization; steps required for quality data collection; monitoring for evidence of adverse or beneficial treatment effects; elements of organizational structure; sample size calculations and data analysis procedures and mistakes. Prereq: Must be enrolled in School of Medicine.

CMED 458. Statistical Modeling with Applications in Clinical Research. 3 Units.

Statistical modeling methods and strategies for analyzing data in clinical research, including randomized and non-randomized clinical trials. Standard Normal-theory, logistic, and Cox proportional hazard regression methods, emphasizing that these tools provide a unified schema to use linear models for continuous and categorical predictors of outcomes that are continuous, binary, or time-to-event with censoring. Repeated measures analysis using summary measures versus modern mixed models. Spline models for non-linear relationships. Extending the logistic model for ordinal outcomes. Propensity analysis. Software: R. Prereq: Must be enrolled in School of Medicine and consent of CCLCM Office.

CMED 500. Scientific Integrity in Biomedical Research. 0 Unit.

This course covers a wide variety of topics in ethics for biomedical researchers including Institutional Review Boards for human and animal experimentation, requirements of the Health Insurance Portability and Accountability Act (HIPAA), informed consent, and de-identification of patient data in research databases. Issues of data ownership, responsibilities of authorship, and conflicts of interest are also discussed. Prereq: Enrolled in School of Medicine. Must have completed 1.5 years.

CMED 601. Clinical Research Project. 9 Units.

Clinical research project leading toward the completion of a type B Masters of Science in Biomedical Investigation - CRSP.

CRSP 401. Introduction to Clinical Research Summer Series. 3 Units.

This course is designed to familiarize one with the language and concepts of clinical investigation and statistical computing, as well as provide opportunities for problem-solving, and practical application of the information derived from the lectures. The material is organized along the internal logic of the research process, beginning with mechanisms of choosing a research question and moving into the information needed to design the protocol, implement it, analyze the findings, and draw and disseminate the conclusion(s). Prereq: M.D., R.N., Ph.D., D.D.S., health professionals.

CRSP 406. Introduction to R Programming. 3 Units.

This course will provide students with an introduction to R. Major topics will include session management, data objects, reading and writing data, restructuring and combining data frames, handling missing data, working with dates, statistical analysis concepts, and R traditional graphics. Students will learn R programming conventions, how to create, manage and edit R scripts programs, and how to interpret output. Each class will consist of a demo on each lesson followed by a practice session when time permits. Small research datasets will be used both in class examples and in the exercises for each lesson. Students will be expected to complete all homework assignments on time and submit a take-home final exam.

CRSP 410. Independent Study in Clinical Research. 1 - 3 Units.

Independent Study in Clinical Research enables the student to undertake study of advanced topics in clinical research that are not offered as standing courses at Case Western Reserve University. The student(s) and a member of the Clinical Research Scholars Program faculty, or another faculty member at CWRU, submit a 1-2 page proposal for independent study to the CRSP Program Director. The proposal should include a descriptive title (e.g., research method or clinical topic area) to be studied; a list of up to 5 student-centered objectives of the study; how the subject matter will be learned; and how success in achieving the objectives will be measured (e.g., manuscript, essay, grant proposal, or other written product; examination, etc.). It is expected that there will be at least one contact hour per week for each credit hour requested.

CRSP 412. Communication in Clinical Research - Grant Writing. 1 Unit.

Written communication is a critical skill in clinical science. We disseminate our work to others through publications, and we obtain the resources to conduct research through grant proposals. This course has been developed for Kl2 and CRSP scholars. The course focuses on writing grant proposals and, in particular, specific sections of an NIH-style grant. However, the principles discussed in the course apply to any type of proposal. Prereq: CRSP 401 or equivalent.

CRSP 413. Communication in Clinical Research - Oral Presentation, Posters, and the Mass Media. 1 Unit.

To move their work forward, investigators must be able to present their research effectively to both scientific and lay audiences. Although "the written word" is probably the first medium that comes to mind when we think of communication in scientific circles, other modes of communication are also vital. The main objective of this course is to help scholars improve their oral and poster presentation skills, as well as interaction with the mass media. This objective will be achieved through a combination of didactic sessions, readings, and presentations by the students. Prereq: CRSP 401 or equivalent.

CRSP 431. Statistical Methods I. 3 Units.

This course is the first half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. In the first semester, we use tools from the tidyverse and literate programming to produce replicable research on public data. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundations of the first semester include exploratory data analysis, estimation strategies for means and proportions, and linear models for prediction and exploration of quantitative outcomes. The course attracts people with varied backgrounds in statistics/data science or coding/programming or biomedical science, and a common interest in using data effectively in scientific research. Instructor permission is required for enrollment. Offered as CRSP 431, MPHP 431, and PQHS 431.

CRSP 432. Statistical Methods II. 3 Units.

This course is the second half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundational topics discussed in the second semester build on the work done in the first, and include data spending, estimating and assessing models built with multiple engines in replicable ways using the tidymodels framework, as well as logistic regression and generalized linear models for counts and multi-categorical data, and introductions to modeling weighted, time-to-event and multi-level data. The prerequisite is Statistical Methods I, but well-prepared students may seek a waiver from the instructor. Offered as CRSP 432, MPHP 432, and PQHS 432. Prereq: CRSP 431.

CRSP 440. Translational & Patient-Oriented Research Theory. 3 Units.

Clinical (patient-oriented) and translational science has emerged as a new scientific discipline aimed to accelerate scientific discovery into effective practice. This course provides an overview of the theoretical framework, rationale, process, methodologies, and ethics of clinical and translational research. An integral feature of this course is the participation of a multidisciplinary teaching team, whose expertise and perspective will contribute to providing real-world insights into the complexities of translational and patient-oriented research.

CRSP 450. Seminar in Multidisciplinary Clinical & Translational Research. 0 Unit.

The purpose of this monthly seminar is to introduce students to the processes and challenges of multidisciplinary clinical/translational science, through which discoveries in the laboratory or in early clinical studies are transformed into interventions, treatments, and ultimately, best practices and policies on national and international levels. The seminar will use a case-based approach. Examination of active projects at Case Western Reserve University, Cleveland Clinic Foundation, the MetroHealth Medical Center, University Hospitals Case Medical Center, and the Louis Stokes Veterans Administration Medical Center will enable students to learn first-hand about clinical translational science in action.

CRSP 500. Design and Analysis of Observational Studies. 3 Units.

An observational study investigates treatments, policies or exposures and the effects that they cause, but it differs from an experiment because the investigator cannot control assignment. We introduce appropriate design, data collection and analysis methods for such studies, to help students design and interpret their own studies, and those of others in their field. Technical formalities are minimized, and the presentations will focus on the practical application of the ideas. A course project involves the completion of an observational study, and substantial use of the R statistical software. Topics include randomized experiments and how they differ from observational studies, planning and design for observational studies, adjustments for overt bias, sensitivity analysis, methods for detecting hidden bias, and focus on propensity score methods for selection bias adjustment, including multivariate matching, stratification, weighting and regression adjustments. Recommended preparation: a working knowledge of multiple regression, some familiarity with logistic regression, with some exposure to fitting regression models in R. Offered as CRSP 500 and PQHS 500.

CRSP 501. Team Science - Working in Interdisciplinary Research Teams. 1 Unit.

This course will assist learners to understand how different professional disciplines, each representing a body of scientific knowledge, can best work together to develop and disseminate translational knowledge. Learners will develop a set of skills specific to be an effective member and leader of an interdisciplinary research team, including working with different value and knowledge sets across disciplines, understanding the mental models of other disciplines, creating shared mental models, running effective meetings, managing conflict, giving and receiving feedback, and group decision making techniques. Using the small group seminar approach and case studies, learners will practice individual and group communication, reflective and self-assessment techniques, and engage in experiential learning activities regarding effective teamwork in interdisciplinary research teams. Techniques to increase group creativity and frame new insights will be discussed.

CRSP 502. Leadership Skills for Clinical Research Teams. 2 Units.

Leadership Assessment and Development is for participants to learn a method for assessing their knowledge, abilities, and values relevant to management; and for developing and implementing plans for acquiring new management related knowledge and abilities. The major goals of this course include generating data through a variety of assessment methods designed to reveal your interests, abilities, values, and knowledge related to leadership effectiveness; learning how to interpret this assessment data and use it to design/plan developmental activities; small group sharing of insights from the various assessments. Recommended preparation: K grant appointment or consent of instructor.

CRSP 503. Innovation and Entrepreneurship. 1 Unit.

The purpose of this module is to acquaint and ultimately engage clinical researchers with the business of innovation and entrepreneurship. Goals include: (1) to provide researchers with many of the skills that they would need to translate academic research into commercial uses: (2) to sensitize clinical researchers to the goals of the business community and facilitate their ability to work with the private sector on technology development; and (3) to make clinical researchers aware of the processes of academic technology development and transfer. Sessions consist of a lecture and case discussion facilitated by one of the co-directors.

CRSP 504. Managing Research Records - A System's Approach. 2 - 3 Units.

This course will provide an approach to managing data for research studies. Major topics include a discussion of a research study system including database design and development, data management, and clinical data management; how to evaluate the data needs of a study including the impact of required regulations; summary of key regulations; the role of the data manager including protocol review, development of a data management plan, CRF design, data cleaning, locking studies and ensuring best practices. Each session will include a lecture, class discussion, and student presentation.

CRSP 510. Health Disparities. 3 Units.

This course aims to provide theoretical and application tools for students from many disciplinary backgrounds to conduct research and develop interventions to reduce health disparities. The course will be situated contextually within the historical record of the United States, reviewing social, political, economic, cultural, legal, and ethical theories related to disparities in general, with a central focus on health disparities. Several frameworks regarding health disparities will be used for investigating and discussing the empirical evidence on disparities among other subgroups (e.g., the poor, women, uninsured, disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, PQHS 510, MPHP 510, NURS 510, and SASS 510.

CRSP 529. FDA Regulation in Entrepreneurship and Clinical Research. 0 - 3 Units.

The FDA Regulation in Entrepreneurship and Clinical Research course is designed to provide foundational knowledge in the FDA approval and regulatory process while highlighting scientific, clinical, ethical, and other related emergent factors for consideration. The course includes a series of lecture-based classes delivered by content experts and interdisciplinary team-based learning discussions of case studies designed for the application of lecture content. Students who elect to take the course for three credits as opposed to one credit will go through the process of reviewing an example Investigational New Drug (IND) or Investigational Drug Exemption (IDE) Application (midterm project) and preparing an IND or IDE for submission (final project) with the guidance of nationally renowned experts in FDA regulation and law. The primary goal of this course is that upon completion, students will be able to take the knowledge gained from content experts and apply it to facilitate the movement of their current or future technologies through the FDA approval process. Offered as CRSP 529, PHRM 529 and RGME 529.

CRSP 550. Meta-Analysis & Evidence Synthesis. 2 - 3 Units.

Systematic reviews use reproducible methods to systematically search the literature and synthesize the results of a specific topic area. Meta-analysis is a specific analytic technique used to pool results of individual studies. Systematic reviews are useful ways to establish one's knowledge in a particular field of study, and can highlight gaps in research which can be pursued in future work. They can also inform the background of a grant. This course is designed to introduce students to the methods of conducting a high quality systematic review and meta-analysis of intervention studies. We will cover the design, methods, and analytic techniques involved in systematic reviews. These concepts will prepare students to conduct their own systematic review or evaluate the systematic reviews of others. Sessions will be lectures, labs, and presentations. Topics include developing a search strategy, abstracting key data, synthesizing the results qualitatively, meta-analytic techniques, grading the quality of studies, grading the strength of the evidence, and manuscript preparation specific to systematic reviews and meta-analysis of intervention studies. Caveat: If you would like to conduct a systematic review of your own that can be published after the course ends, you will need to have several other class members or colleagues willing to work with you on the project. The systematic review should be on a topic where you expect no more than 20-30 included studies in order to be able to complete the review soon after the course ends. Offered as CRSP 550 and PQHS 550. Prereq: CRSP 401, PQHS/EPBI 431, MPHP 405, NURS 532 or Requisites Not Met permission.

CRSP 560. Special Topics in Clinical Research. 1 Unit.

In this 1 credit hour course, students will explore particular issues and themes related to Clinical Research. The course content will vary and is designed to explore content not covered in other CRSP courses or to expand student knowledge on topics introduced by other CRSP courses.

CRSP 601. Research Practicum. 1 - 9 Units.

Research practicum and/or laboratory rotation.

CRSP 603. Research Ethics and Regulation. 1 - 2 Units.

This course is designed to introduce students to the ethical, policy, and legal issues raised by research involving human subjects. It is intended for law students, post-doctoral trainees in health-related disciplines and other students in relevant fields. Topics include (among others): regulation and monitoring of research; research in third-world nations; research with special populations; stem cell and genetic research; research to combat bioterrorism; scientific misconduct; conflicts of interest; commercialization and intellectual property; and the use of deception and placebos. Course will meet once per week for 2 hours throughout the semester. Grades will be given based on class participation and a series of group projects and individual short writing assignments. Offered as BETH 503, CRSP 603 and LAWS 5225.

CRSP 650. Capstone Experience. 3 Units.

The Capstone will provide hands-on experience in conducting clinical research. To complete the Capstone project the student will register for 3 credit hours and dedicate at least 160 hours over the course of a semester, typically 20 hours per week for 8 weeks. Under the guidance of a Capstone Advisor the student will develop a Capstone project or internship/practicum, which may take diverse forms: A study project; Internship/Practicum: A combination of tasks necessary for the successful implementation of a study, such as attending team meetings, developing an IRB protocol, designing study forms, assisting with recruitment, study procedures, data management/cleaning, descriptive analysis, secondary analysis; Another format, with approval of CRSP director and Capstone Advisor.

CRSP 651. Thesis M.S.. 1 - 18 Units.

(Credit as arranged.)

CRSP 701. Dissertation Ph.D.. 1 - 9 Units.

Ph.D. Dissertation credits. Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.

MPHP 101. Introduction to Public Health. 3 Units.

The purpose of this course is to introduce students to the science and art of public health through understanding historical and current issues through public health case histories and controversies. Students will be introduced to social, behavioral, cultural, and environmental influences on population health. Emphasis is placed on social justice as a central component of public health, with an overview of health inequity and commitment to vulnerable populations. Core public health practices relating to health promotion program design, community assessment and improvement planning, health communication, health policy and enforcement, and health behavior change will be featured. The course will promote understanding of health care and public health systems domestically and globally, including preparedness for and response to public health emergencies.

MPHP 301. Introduction to Epidemiology. 3 Units.

This course begins with the exploration of the history, philosophy and uses of epidemiology. It then moves to the basic descriptive functions of epidemiology such as condition, frequency and severity. Data is used to describe qualitatively and quantitatively diseases and injuries in a population. Applications include identifying patterns of disease and injury over time and geography The course them moves to analytical epidemiology with focus on estimation, inference, bias, confounding and adjustment in the determination of what factors are associated with, or cause disease or injury. The different kinds of study designs are introduced including ecologic, cross-sectional, case-control, retrospective and prospective cohort, and experimental designs such as clinical trials. Students are introduced to evidence-based public health with analysis of harm, benefit and cost, and intervention effectiveness. The course concludes with applications to policy, covering outbreak investigation/testing/screening, public health policy and special epidemiologic applications including molecular and genetic epidemiology, environmental health and safety, unintentional injury and violence prevention and behavioral sciences. Recommended preparation: A course in statistics taken before or concurrently with MPHP 301.

MPHP 306. History and Philosophy of Public Health. 3 Units.

The purpose of this course is to introduce students to the science and art of public health through an understanding of the history and philosophies that represent its foundation. Students will learn about the essentials of public health and applications of those precepts throughout history and in the present. The course will examine public health case histories and controversies from the past and present, in order to better understand solutions for the future. Offered as MPHP 306 and MPHP 406. Prereq: Enrollment limited to juniors and seniors only.

MPHP 405. Statistical Methods in Public Health. 3 Units.

This one-semester course for public health students is intended to provide the fundamental concepts and methods of biostatistics as applied predominantly to public health problems. The emphasis is on interpretation and concepts rather than memorization of formulas. Topics include descriptive statistics; distributions, statistical significance, linear correlation and regression, risk adjustment; and statistical issues in health policy development. Examples of statistical methods will be drawn from public health practice and the published literature. A statistical software package will be introduced and be an integral approach to learning how to perform data analysis and interpretation, using public use datasets. Prereq: Enrollment limited to Master of Public Health or Epidemiology & Biostatistics students.

MPHP 406. History and Philosophy of Public Health. 3 Units.

The purpose of this course is to introduce students to the science and art of public health through an understanding of the history and philosophies that represent its foundation. Students will learn about the essentials of public health and applications of those precepts throughout history and in the present. The course will examine public health case histories and controversies from the past and present, in order to better understand solutions for the future. Offered as MPHP 306 and MPHP 406. Prereq: Enrollment limited to MPH students (Plan A or Plan B) and EPBI students or instructor consent.

MPHP 411. Introduction to Health Behavior. 3 Units.

This course will provide a broad overview of health behavior theories and health behaviors in the context of health promotion, examining a variety of models and frameworks to better understand correlates of health risk and protective behaviors, behavior change, and contextual factors that affect health in both individuals and populations. Emphasis is placed on applying "theory" to a variety of health concerns that have strong behavioral components. The relationship between health behavior and individual, interpersonal, and community/environmental context will be presented. Offered as MPHP 411 and PQHS 411. Prereq: Enrollment limited to Master of Public Health or Epidemiology & Biostatistics students.

MPHP 412. Racism and Public Health. 3 Units.

Racism is a threat to public health. Across the US, an increasing number of communities have declared racism as a public health crisis. This declaration is not based on an isolated incident, rather, it is the acknowledgement that racism is structural and has been embedded within the institutional policies and societal norms that are present in our everyday lives. This course will: Recognize racism in the US as a significant cause of poor health, disease, and persistent dis-ease among Black Americans; Explore the relationship between racism and health through a historic accounting of social, political, economic, and environmental conditions post-slavery through the current events of 2020; and, identify how, research, policy, practice, and advocacy can address anti-Black racism and promote health equity.

MPHP 413. Health Education, Communication, and Advocacy. 3 Units.

Health Promotion is an important tool that empowers individuals to increase control over their health. This course will explore the historical, ethical, and philosophical foundations of health promotion with a focus on education, communication, and advocacy. Students will examine how theory translates to practice, including the use of evidence-based programs and policies among diverse settings and populations. As advocates for health, students will identify and engage in "real world" opportunities for action that promote equity and advance the health of communities.

MPHP 419. Topics in Urban Health in the United States. 3 Units.

The focus of this course is on designing sustainable urban policies and programs for advancing health equity in Greater Cleveland. The course builds on recent declarations of racism as a public health crisis in Cuyahoga County and the City of Cleveland and ongoing work in applying system dynamics to addressing structural racism for advancing regional equity. The course introduces the use of system dynamics for understanding urban health inequities and designing sustainable social policies and programs for advancing health equity. The course will cover model structure and its relationships to prior knowledge and assumptions, measurable quantities, and ultimate use in solving problems. Application areas focus on social issues of equity in health, education, and general wellbeing emphasizing transdisciplinary integration of systems (vertically from cells to society and horizontality across systems). Model verification is discussed, along with the basic theory and practice of system dynamics. Quantitative methods are emphasized including the formulation and testing of mathematical models of feedback systems and the use of numeric data and estimation of parameters. Special attention will be given to understanding the dynamics of social and economic justice, value and ethical issues, as well as issues related to race, ethnicity, culture, gender, sexual orientation, religion, physical or mental disability or illness, age, and national origin. Offered as PQHS 419 and MPHP 419.

MPHP 421. Health Economics and Strategy. 3 Units.

The purpose of this course is to develop the analytical skills necessary for understanding how the U.S. health care sector operates, how it has evolved, the forces at work behind perceived deficiencies (in quality and cost control), and the impact of alternative policy proposals. Special attention is giving to recent developments in the healthcare marketplace, and the strategic considerations they create for providers and insurers. These issues are addressed through the lens of microeconomic theory. Under this framework, outcomes result from the interaction of decisions made by participants in the healthcare economy (e.g. patients, providers, insurers, government), with those decisions governed by the preferences, incentives and resource constraints facing each decision-maker. Principles of microeconomics will be reviewed as necessary to ensure consistent understanding of basic concepts. The course is designed to appeal to a broad audience, particularly students interested in healthcare management, public health, medical innovation, health law, and public policymaking. Offered as HSMC 421 and MPHP 421.

MPHP 426. An Introduction to GIS for Health and Social Sciences. 3 Units.

This course is designed to give students a first exposure to understanding how GIS is integral to understanding a wide variety of public health problems. It introduces students to current spatial approaches in health research and provides a set of core skills that will allow students to apply these techniques toward their own interests. Subject matter will include chronic diseases, infectious diseases, and vectored diseases examples. Other topics related to social determinants of health and current events (e.g., violence, overdoses, disaster and homelessness) will also be incorporated. Students will be exposed to different types of data and different applications of these data (for example, hospitals, police departments), enabling them to think "outside the box" about how GIS can be utilized to solve real-world problems. Students will learn classic mapping and hotspot techniques. In addition, they will be introduced to novel ways to collect geospatial field data using online sources (Google Street View), primary data collection (spatial video) and mixed method approaches (spatial video geonarratives), all of which represent the cutting edge of spatial epidemiology. Offered as MPHP 426 and PQHS 426.

MPHP 429. Introduction to Environmental Health. 3 Units.

This survey course will introduce students to the principles of environmental and occupational health from a public health perspective. Presentation of concepts including risk assessment, communication and management as well as discussion of environmental and occupational practices, policies, laws and regulations that promote public and population health is included. Students will develop an understanding of the health effects of individuals and populations, including vulnerable populations, when exposed to air and water pollution, pesticides, organic solvents, dusts and physical and biological hazards, which occur in the community or the workplace. Planetary issues, such as One Health and Climate Change, are explored.

MPHP 431. Statistical Methods I. 3 Units.

This course is the first half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. In the first semester, we use tools from the tidyverse and literate programming to produce replicable research on public data. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundations of the first semester include exploratory data analysis, estimation strategies for means and proportions, and linear models for prediction and exploration of quantitative outcomes. The course attracts people with varied backgrounds in statistics/data science or coding/programming or biomedical science, and a common interest in using data effectively in scientific research. Instructor permission is required for enrollment. Offered as CRSP 431, MPHP 431, and PQHS 431.

MPHP 432. Statistical Methods II. 3 Units.

This course is the second half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundational topics discussed in the second semester build on the work done in the first, and include data spending, estimating and assessing models built with multiple engines in replicable ways using the tidymodels framework, as well as logistic regression and generalized linear models for counts and multi-categorical data, and introductions to modeling weighted, time-to-event and multi-level data. The prerequisite is Statistical Methods I, but well-prepared students may seek a waiver from the instructor. Offered as CRSP 432, MPHP 432, and PQHS 432. Prereq: MPHP 431.

MPHP 433. Community Interventions and Program Evaluation. 3 Units.

This course prepares students to design, conduct, and assess community-based health interventions and program evaluation. Topics include assessment of need, evaluator/stakeholder relationship, process vs. outcome-based objectives, data collection, assessment of program objective achievement based on process and impact, cost-benefit analyses, and preparing the evaluation report to stakeholders. Recommended preparation: PQHS 490, PQHS 431, or MPHP 405. Offered as PQHS 433 and MPHP 433. Prereq: MPHP 411

MPHP 439. Public Health Management and Policy. 3 Units.

This course is designed to introduce students to the basics of health policy-making and includes a background on the basic structure and components of the US Health Care System (such as organization, delivery and financing). It will also cover introductory concepts in public health management, including the role of the manager, organizational design and control, and accountability. We will address relevant legal, political and ethical issues using case examples. At the end of the course, students will understand how health policy is developed and implemented in various contexts, and the challenges facing system-wide efforts at reform. This is a required course for the MPH degree. Grades will be based on a series of assignments. Prereq: Enrollment limited to MPH students (Plan A or Plan B) and EPBI Students or instructor consent.

MPHP 441. Climate Change and Health. 3 Units.

This course will teach students from a variety of disciplinary backgrounds about i) the effects of climate change on human health, ii) the social, political, and economic contexts of climate change and health, and iii) potential approaches to address these challenges.

MPHP 450. Clinical Trials and Intervention Studies. 3 Units.

Issues in the design, organization, and operation of randomized, controlled clinical trials and intervention studies. Emphasis on long-term multicenter trials. Topics include legal and ethical issues in the design; application of concepts of controls, masking, and randomization; steps required for quality data collection; monitoring for evidence of adverse or beneficial treatment effects; elements of organizational structure; sample size calculations and data analysis procedures; and common mistakes. Recommended preparation: PQHS 431. Offered as PQHS 450 and MPHP 450.

MPHP 451. A Data-Driven Introduction to Genomics and Human Health. 3 Units.

This course introduces the foundational concepts of genomics and genetic epidemiology through four key principles: 1) Teaching students how to query relational databases using Structure Query Language (SQL); 2) Exposing students to the most current data used in genomics and bioinformatics research, providing a quantitative understanding of biological concepts; 3) Integrating newly learned concepts with prior ones to discover new relationships among biological concepts; and 4) providing historical context to how and why data were generated and stored in the way they were, and how this gave rise to modern concepts in genomics. Offered as PQHS 451, GENE 451, and MPHP 451.

MPHP 456. Health Policy and Management Decisions. 3 Units.

This seminar course combines broad health care policy issue analysis with study of the implications for specific management decisions in organizations. This course is intended as an applied, practical course where the policy context is made relevant to the individual manager. Offered as HSMC 456 and MPHP 456.

MPHP 460. Complex Systems in Health and Healthcare: Why is Obesity a Complex Problem, not Complicated. 3 Units.

This interdisciplinary seminar is designed for graduate students in public health, medicine, nursing, management, and any social science discipline. (Others accepted at the discretion of the instructors.) The course is designed to explore the nature of complex systems and how the principles of complex systems apply to health and health care from the micro- to the macro-level.

MPHP 464. Obesity and Cancer: Views from Molecules to Health Policy. 3 Units.

This course will provide an overview of the components of energy balance (diet, physical activity, resting metabolic rate, dietary induced thermogenesis) and obesity, a consequence of long term positive energy balance, and various types of cancer. Following an overview of energy balance and epidemiological evidence for the obesity epidemic, the course will proceed with an introduction to the cellular and molecular biology of energy metabolism. Then, emerging research on biologically plausible connections and epidemiological associations between obesity and various types of cancer (e.g., colon, breast) will be presented. Finally, interventions targeted at decreasing obesity and improving quality of life in cancer patients will be discussed. The course will be cooperatively-taught by a transdisciplinary team of scientists engaged in research in energy balance and/or cancer. Didactic lectures will be combined with classroom discussion of readings. The paper assignment will involve application of course principles, lectures and readings. Offered as PQHS 464 and MPHP 464.

MPHP 466. Promoting Health Across Boundaries. 3 Units.

This course examines the concepts of health and boundary spanning and how the synergy of the two can produce new, effective approaches to promoting health. Students will explore and analyze examples of individuals and organizations boundary spanning for health to identify practice features affecting health, compare and contrast practices and approaches, and evaluate features and context that promote or inhibit boundary spanning and promoting health. Offered as MPHP 466, PQHS 466, SOCI 466, NURS 466 and BETH 466. Prereq: Graduate student status or instructor consent.

MPHP 467. Comparative and Cost Effectiveness Research. 1 Unit.

Comparative effectiveness research is a cornerstone of healthcare reform. It holds the promise of improved health outcomes and cost containment. This course is presented in a convenient 5-day intensive format in June. There are reading assignments due prior to the 1st session. Module A, Days 1-2: Overview of comparative effectiveness research (CER) from a wide array of perspectives: individual provider, institution, insurer, patient, government, and society. Legal, ethical and social issues, as well as implications for population and public health, including health disparities will also be a component. Module B, Day 3: Introduction to the various methods, and their strengths, weaknesses and limitations. How to read and understand CER papers. Module C, Days 4-5: Cost-Effectiveness Analysis. This will cover costing, cost analysis, clinical decision analysis, quality of life and cost-effectiveness analysis for comparing alternative health care strategies. Trial version of TreeAge software will be used to create and analyze a simple cost-effectiveness model. The full 3-credit course is for taking all 3 modules. Modules A or C can be taken alone for 1 credit. Modules A and B or Modules B and C can be taken together for a total of 2 credits. Module B cannot be taken alone. If taking for 2 or 3 credits, some combination of term paper, project and/or exam will be due 30 days later. Offered as PQHS 467 and MPHP 467.

MPHP 468. The Continual Improvement of Healthcare: An Interdisciplinary Course. 3 Units.

This course prepares students to be members of interprofessional teams to engage in the continual improvement in health care. The focus is on working together for the benefit of patients and communities to enhance quality and safety. Offered as PQHS 468, MPHP 468, and NURS 468.

MPHP 482. Qualitative and Mixed Methods in Public Health. 3 Units.

Understanding complex public health issues requires both qualitative and quantitative inquiry. The exploration of the perceptions and experiences of people is as essential as analyzing the relationships among variables. Often, the integration of the two methods is required in order to effectively address the significant health issues faced by today's society. It is the purpose of this course to facilitate a meaningful and substantive learning process around engaging in, and critically analyzing, qualitative and mixed methods research in public health. This includes gaining first-hand experience in research design and collecting, managing, analyzing, and interpreting data for the purposes of making data-driven program and policy recommendations. In addition, students will have the opportunity to engage with local professionals engaged in qualitative and mixed methods research.

MPHP 483. Introduction to Epidemiology for Public Health Practice. 3 Units.

This course introduces principles and methods of epidemiology. Epidemiology has been referred to as the core science of public health. The application of epidemiologic principles is critical to disease prevention, as well as in the development and evaluation of public policy. The course emphasizes methods (study design, measures of disease occurrence, measures of association, and causality) necessary for epidemiologic research. This course is intended for students who have a foundational knowledge of the principles of human disease and statistics. Prereq: Enrollment limited to Master of Public Health or Epidemiology & Biostatistics students.

MPHP 484. Global Health Epidemiology. 1 - 3 Units.

This course provides a rigorous problem-centered training in the epidemiology, prevention, treatment, and control of infectious diseases and, more generally, global health. This is an advanced epidemiology that embraces an active learning environment. Students are expected to invest time out of the classroom reading and working with classmates. Classes will be conducted with discussions, debates, group projects, and group presentations. By taking this course, students will develop a framework for interpreting, assessing, and performing epidemiologic research on issues of global importance. The course will be divided into three modules:1) Global Health Epidemiology 2) Helminth Epidemiology, and 3) Epidemiology of Disease Elimination. Each module is worth 1 credit hour and may be taken separately. Each module will have a separate project and/or exam. The final exam time will be used for group presentations and panel discussion. Active class participation is required through discussions, case studies, and group projects. Offered as PQHS 484, INTH 484, and MPHP 484.

MPHP 485. Adolescent Development. 3 Units.

Adolescent Development can be viewed as the overriding framework for approaching disease prevention and health promotion for this age group. This course will review the developmental tasks of adolescence and identify the impact of adolescent development on youth risk behaviors. It will build a conceptual and theoretical framework through which to address and change adolescent behavior to promote health.

MPHP 489. Women's Public Health. 3 Units.

This course aims to cover local and global issues as they pertain to women. Many major issues of global health concern will be addressed, including the health-demoting effects of poverty, racism, patriarchy, and inhumane conditions of life and labor in many countries; men's and women's sexuality in the era of HIV/AIDS; the politics of epidemic disease control and other disasters, and the role of communities, nation-states, and international organizations in responding to such crises; issues of coercion in population control and the quest for reproductive rights; and how child health is ultimately dependent on the health and well-being of mothers. The underlying purpose of the course is to develop students' awareness of the political, socioeconomic, ecological, and cultural complexity of most health problems in resource-constrained and resource-rich nations and the consequent need for cultural sensitivity, contextualization, and activist involvement in the field of global health.

MPHP 490. Epidemiology: Introduction to Theory and Methods. 3 Units.

This course provides an introduction to the principles of epidemiology covering the basic methods necessary for population and clinic-based research. Students will be introduced to epidemiologic study designs, measures of disease occurrence, measures of risk estimation, and casual inference (bias, confounding, and interaction) with application of these principles to specific fields of epidemiology. Classes will be a combination of lectures, discussion, and in-class exercises. It is intended for students who have a basic understanding of the principals of human disease and statistics. Offered as PQHS 490 and MPHP 490. Prereq or Coreq: PQHS/EPBI 431 or Requisites Not Met permission.

MPHP 496. The Evolution of Public Health into Global Health Practice. 3 Units.

This short course will use readings and case studies to explore the motivating factors in the emergence of global health interventions over the last 200 years, with a focus on its roots in public health practice, its expanding scope in the early to mid- 20th century, and the strengths and weaknesses of modern global health interventions. Readings and seminar discussions will involve consideration of the changing definitions of "public health", and of the spaces in which public health interventions are expected to occur.

MPHP 499. Independent Study. 1 - 18 Units.

MPHP 510. Health Disparities. 3 Units.

This course aims to provide theoretical and application tools for students from many disciplinary backgrounds to conduct research and develop interventions to reduce health disparities. The course will be situated contextually within the historical record of the United States, reviewing social, political, economic, cultural, legal, and ethical theories related to disparities in general, with a central focus on health disparities. Several frameworks regarding health disparities will be used for investigating and discussing the empirical evidence on disparities among other subgroups (e.g., the poor, women, uninsured, disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, PQHS 510, MPHP 510, NURS 510, and SASS 510.

MPHP 532. Health Care Information Systems. 3 Units.

This course covers concepts, techniques and technologies for providing information systems to enhance the effectiveness and efficiency of health care organizations. Offered as HSMC 432 and MPHP 532.

MPHP 540. Operational Aspects of Global Health and Emergency Response. 3 Units.

Among professional in the medical field and the field of public health, there is a gap in knowledge, structure and research in best practices surrounding emergency response. This gap results from the limited number of training programs in the United States that focus on this very specialized field and the limited number of academic partnerships with international non-governmental organizations (NGOs). This course helps remedy this gap by introducing public health students and international emergency medicine fellows to the overall structure and operations of international humanitarian coordination systems, types of emergency response, morbidity and mortality associated with various emergencies, and the actors and institutions involved. The course highlights, through reading, workshops, and examples, the real world issues that must be faced and overcome in the field during emergency response operations.

MPHP 650. Public Health Practicum. 1 - 3 Units.

The Public Health Practicum is an integral component of the MPH curriculum, allowing students to apply, develop, and refine their conceptual knowledge and skills as part of a planned, supervised, and evaluated community-based experience. The Practicum is designed to move students beyond the walls of academia, to understand the political, economic, social, and organizational contexts within which public health activities are conducted. To complete the Practicum, students must complete three credits of MPHP 650, dedicating at least 120 hours to a substantial public health experience, and attend Community Health Research and Practice (CHRP) group meetings. Prereq: Complete at least 9 credit hours in the MPH program and be in good academic standing.

MPHP 652. Public Health Capstone Experience. 1 - 9 Units.

Public health field practicum, involving a placement at a community-based field site, and a Master's essay. The field placement will provide students with the opportunity to apply the knowledge and skills acquired through their Master of Public Health academic program to a problem involving the health of the community. Students will learn to communicate with target groups in an effective manner; to identify ethical, social, and cultural issues relating to public health policies, research, and interventions; to identify the process by which decisions are made within the agency or organization; and to identify and coordinate use of resources at the placement site. The Master's essay represents the culminating experience required for the degree program and may take the form of a research thesis, an evaluation study, or an intervention study. Each student is required to formally present the experience and research findings. In any semester in which a student is registered for MPHP 652 credit, it is required that the student attend the Community Health Research and Practice (CHRP) group at a minimum of two sessions per 3 credits. CHRP is held once a week for approximately an hour and a half for the duration of fall, spring, and summer semesters. MPHP 652 credit is available only to Master of Public Health students.

MPHP 653. Public Health Capstone Experience. 1 - 6 Units.

The Public Health Capstone is a multi-semester project intended to provide students with the opportunity to develop a broad understanding of their chosen topic area, the ability to communicate effectively with target groups and professionals, and develop skills necessary for scientific investigation. The Public Health Capstone provides students with the opportunity to apply the knowledge and skills acquired through their Master of Public Health academic program to a problem involving the health of the community. Students work in conjunction with a community organization; therefore, the Capstone is expected to be mutually beneficial to both the student's educational goals as well as the host organization. At the conclusion of the Capstone experience, students are required to submit a capstone essay, which represents the culminating experience required for the degree program and may take the form of a research thesis, an evaluation study, or an intervention study. Each student is required to formally present the experience and research findings. While engaged in the Public Health Capstone, students are expected to attend the Community Health Research and Practice (CHRP) seminar, held weekly on Tuesdays at 12:00pm. Counts as a SAGES Senior Capstone course.

MPHP 655. Dual Degree Field Practicum II. 3 Units.

This course is designed to be taken by MSSA/MPH joint degree students as the second field period of their master's program. It consists of a field practicum and participation in professional development opportunities. The Field Practicum is an integral component of the MSASS and MPH curriculums, allowing students to apply, develop, and refine their conceptual knowledge and skills as part of a planned, supervised, and evaluated community-based experience. The Practicum is designed to move students beyond the walls of academia, to understand the political, economic, social, and organizational contexts within which social work and public health activities are conducted. These collective experiences provide students with a forum to develop skills, integrate and operationalize the values and ethics inherent in professional practice, and confront social injustice as self-reflective, competent developing practitioners. (EPAAS Program Objective M6 and EPAAS Content Area 4.7) The overall goal of this course is to provide graduate level MSSA/MPH joint degree students with field related opportunities to continue to develop foundation level competencies in the eight MSSAS abilities by helping students apply knowledge of social work and public health theory, skills, values and ethics acquired in the classroom in an agency setting. Offered as MPHP 655 and SASS 655.

MPHP 656. Dual Degree Field Capstone III. 3 Units.

The Public Health Capstone Project is an integral component of the MPH curriculum, allowing students to apply, develop, and refine their conceptual knowledge and skills as part of a planned, mentored, and evaluated public health scholarly project. This course is designed to be taken by advanced level students. It consists of a 288 hour field based Capstone experience and participation in 12 hours of professional development opportunities. The overall goal of this course is designed to move students beyond the walls and constraints of the classroom, to understand the political, economic, social, and organizational contexts within which public health and social work activities are conducted. It is also designed to provide graduate level dual degree students with field related opportunities to begin to develop advanced level competencies in the eight abilities by helping students apply knowledge of social work theory, skills, values and ethics acquired in the classroom in an agency setting. These collective experiences provide students with a forum to continue to develop and hone social work skills, integrate and operationalize the values and ethics inherent in professional practice, and confront social injustice as self-reflective, competent developing practitioners. (EPAS Program Objective M6 and EPAS Content Area 4.7) Offered as SASS 656 and MPHP 656. Prereq: MPHP 655.

MPHP 657. Dual Degree Field Capstone IV. 3 Units.

The Public Health Capstone Project is an integral component of the MPH curriculum, allowing students to apply, develop, and refine their conceptual knowledge and skills as part of a planned, mentored, and evaluated public health scholarly project. This course is designed to be taken by advanced level students. It consists of a 288 hour field based Capstone experience and participation in 12 hours of professional development opportunities. The overall goal of this course is designed to move students beyond the walls and constraints of the classroom, to understand the political, economic, social, and organizational contexts within which public health and social work activities are conducted. It is also designed to provide graduate level dual degree students with field related opportunities to begin to develop advanced level competencies in the eight abilities by helping students apply knowledge of social work theory, skills, values and ethics acquired in the classroom in an agency setting. Offered as MPHP 657 and SASS 657.

PQHS 411. Introduction to Health Behavior. 3 Units.

This course will provide a broad overview of health behavior theories and health behaviors in the context of health promotion, examining a variety of models and frameworks to better understand correlates of health risk and protective behaviors, behavior change, and contextual factors that affect health in both individuals and populations. Emphasis is placed on applying "theory" to a variety of health concerns that have strong behavioral components. The relationship between health behavior and individual, interpersonal, and community/environmental context will be presented. Offered as MPHP 411 and PQHS 411. Prereq: Enrollment limited to Master of Public Health or Epidemiology & Biostatistics students.

PQHS 413. Introduction to Data Structures and Algorithms in Python. 3 Units.

This course is an introduction to data types and algorithm design in computational analysis, specifically using Python. It has two main parts: The first part focuses on data structures and includes topics such as files, expressions, strings, lists, arrays, control flow, functions, object-oriented programming, and computation complexity and efficiency. This part aims to provide students with a solid understanding of general data structures in computer science and introduce key concepts for computational purposes. The second part covers algorithm design in Python and includes topics like searching trees, sorting, graph algorithms, random walks, Monte Carlo simulation, sampling, confidence intervals, and machine learning. This part emphasizes algorithm design, particularly in statistical programming. While the class prioritizes computation implementation over statistical theories and research projects, students will gain computational skills and practical experience in simulations and statistical modeling using Python programming.

PQHS 414. Data Management and Statistical Programming. 3 Units.

This is an online course that offers no in-person meetings. This course serves as a general introduction to the use of computer systems in epidemiologic investigations and biostatistical applications. Students will develop a conceptual understanding of data types, basic data structures, relational database systems and data normalization, data warehousing, control statements, and programming logic. Further, students will develop basic scripting skills and will learn to read in, manipulate, and perform basic descriptive analyses on research data using the SAS programming language. Primary emphasis in this course is on developing the knowledge and familiarity required to work with data in a statistical programming context. Basic familiarity with statistics is beneficial, as this course does not teach inferential statistical analysis in detail, but it is not vital to learning the course material.

PQHS 416. Computing in Biomedical Health Informatics. 3 Units.

This course introduces students to computational techniques and concepts that underpin biomedical and health informatics data management and analysis. In particular, the course will focus on the three topics of: (1) Biomedical terminologies and formal logic used in building knowledge models such as ontologies; (2) Natural language processing (NLP), and (3) Big Data technologies, including components of Hadoop stack and Apache Spark. This is a lecture-based course that relies on both materials covered in class and out-of-class readings of published literature. Students will be assigned reading assignments, homework exercise assignments and they are expected to complete homework assignment for each class. The students will be involved in a team project and they will be expected to prepare a project report at the end of the semester.

PQHS 419. Topics in Urban Health in the United States. 3 Units.

The focus of this course is on designing sustainable urban policies and programs for advancing health equity in Greater Cleveland. The course builds on recent declarations of racism as a public health crisis in Cuyahoga County and the City of Cleveland and ongoing work in applying system dynamics to addressing structural racism for advancing regional equity. The course introduces the use of system dynamics for understanding urban health inequities and designing sustainable social policies and programs for advancing health equity. The course will cover model structure and its relationships to prior knowledge and assumptions, measurable quantities, and ultimate use in solving problems. Application areas focus on social issues of equity in health, education, and general wellbeing emphasizing transdisciplinary integration of systems (vertically from cells to society and horizontality across systems). Model verification is discussed, along with the basic theory and practice of system dynamics. Quantitative methods are emphasized including the formulation and testing of mathematical models of feedback systems and the use of numeric data and estimation of parameters. Special attention will be given to understanding the dynamics of social and economic justice, value and ethical issues, as well as issues related to race, ethnicity, culture, gender, sexual orientation, religion, physical or mental disability or illness, age, and national origin. Offered as PQHS 419 and MPHP 419.

PQHS 426. An Introduction to GIS for Health and Social Sciences. 3 Units.

This course is designed to give students a first exposure to understanding how GIS is integral to understanding a wide variety of public health problems. It introduces students to current spatial approaches in health research and provides a set of core skills that will allow students to apply these techniques toward their own interests. Subject matter will include chronic diseases, infectious diseases, and vectored diseases examples. Other topics related to social determinants of health and current events (e.g., violence, overdoses, disaster and homelessness) will also be incorporated. Students will be exposed to different types of data and different applications of these data (for example, hospitals, police departments), enabling them to think "outside the box" about how GIS can be utilized to solve real-world problems. Students will learn classic mapping and hotspot techniques. In addition, they will be introduced to novel ways to collect geospatial field data using online sources (Google Street View), primary data collection (spatial video) and mixed method approaches (spatial video geonarratives), all of which represent the cutting edge of spatial epidemiology. Offered as MPHP 426 and PQHS 426.

PQHS 427. Geospatial Analytics for Biomedical Health Applications. 3 Units.

Is there greater risk of exposure to Covid-19 for me? How prevalent is monkey pox in the different neighborhoods of Cleveland? Does socioeconomic status contribute to Asthma? Which is the best location in Cleveland to set a mobile Covid vaccination unit? The answer to all these questions and related ones lies in capturing, managing, analyzing and visualizing geospatial data using geospatial analytics for a wide range of biomedical health applications. The motivation behind this course is to equip students with the core skills required for geospatial analytics and to stimulate spatial thinking in students to solve real-world challenges ranging from healthcare quality to effect of environment on individual health. By taking a research-based yet hands-on approach, this course will allow students to explore the different facets of geospatial data analysis using programming languages. Students will be exposed to different type of geospatial techniques that will enable them to think "outside the box" for solving data challenges. As a part of this course, students will be introduced to novel ways of collecting, managing, analyzing, and visualizing large volume of geospatial data in a variety of application domains including biomedical health application.

PQHS 430. Basics of Probability and Statistical Theory. 0 Unit.

A basic introduction to the principles of probability and statistics. Necessary math and calculus will be reviewed. This course is paired with PQHS 431 and aims to give students a brief background in statistical theory which will give students the knowledge and foundation to intuitively apply statistics in practice. Topics covered include: conditional probability, independence, random variables, means, variance, probability mass functions, probability density functions, cumulative distribution functions, correlation, covariance, simulations, random samples, likelihood, maximum likelihood estimators, hypothesis testing, and the likelihood ratio test. Coreq: PQHS 431.

PQHS 431. Statistical Methods I. 3 Units.

This course is the first half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. In the first semester, we use tools from the tidyverse and literate programming to produce replicable research on public data. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundations of the first semester include exploratory data analysis, estimation strategies for means and proportions, and linear models for prediction and exploration of quantitative outcomes. The course attracts people with varied backgrounds in statistics/data science or coding/programming or biomedical science, and a common interest in using data effectively in scientific research. Instructor permission is required for enrollment. Offered as CRSP 431, MPHP 431, and PQHS 431.

PQHS 432. Statistical Methods II. 3 Units.

This course is the second half of a two-semester sequence focused on modern data analysis, advanced statistical modeling, and programming in R and R Markdown. The course emphasizes placing biological, medical and health research questions into a statistical context, and thinking effectively about practical questions of design and analysis, while minimizing theory. Course projects focus on using modern tools to ingest, tidy, manage, explore (transform, visualize and model) and communicate about data. Foundational topics discussed in the second semester build on the work done in the first, and include data spending, estimating and assessing models built with multiple engines in replicable ways using the tidymodels framework, as well as logistic regression and generalized linear models for counts and multi-categorical data, and introductions to modeling weighted, time-to-event and multi-level data. The prerequisite is Statistical Methods I, but well-prepared students may seek a waiver from the instructor. Offered as CRSP 432, MPHP 432, and PQHS 432. Prereq: PQHS 431.

PQHS 433. Community Interventions and Program Evaluation. 3 Units.

This course prepares students to design, conduct, and assess community-based health interventions and program evaluation. Topics include assessment of need, evaluator/stakeholder relationship, process vs. outcome-based objectives, data collection, assessment of program objective achievement based on process and impact, cost-benefit analyses, and preparing the evaluation report to stakeholders. Recommended preparation: PQHS 490, PQHS 431, or MPHP 405. Offered as PQHS 433 and MPHP 433.

PQHS 435. Survival Data Analysis. 3 Units.

Basic concepts of survival analysis including hazard function, survival function, types of censoring; non-parametric models; extended Cox models: time dependent variables, piece-wise Cox model, etc.; sample size requirements for survival studies. Prereq: PQHS/EPBI 432.

PQHS 440. Introduction to Population Health. 3 Units.

Introduces graduate students to the multiple determinants of health including the social, economic and physical environment, health services, individual behavior, genetics and their interactions. It aims to provide students with the broad understanding of the research development and design for studying population health, the prevention and intervention strategies for improving population health and the disparities that exist in morbidity, mortality, functional and quality of life. Format is primarily group discussion around current readings in the field; significant reading is required.

PQHS 444. Communicating in Population Health Science Research. 1 Unit.

Doctoral class on scientific communication. The semester-long course focuses on scientific writing, with an emphasis on manuscript and grant writing, and scientific oral presentations. As a required class for the Department of Population and Quantitative Health Sciences (PQHS) Epidemiology and Biostatistics and Biomedical Health Informatics (BHI) PhD programs, emphasis will be placed on scientific topics and anticipated requirements (e.g., departmental seminar in PQHS 501) related to graduate students in these programs. Recommended preparation: PhD students in PQHS. Other students permitted if space available. Fluency in English writing (e.g., in accord with the Harbrace College Handbook). Prereq: PQHS 431 and PQHS 490. Prereq or Coreq: PQHS 432.

PQHS 445. Research Ethics in Population Health Sciences. 0 Unit.

This zero credit course is a required add-on for PhD students in Epidemiology and Biostatistics. Students will register and fulfill all requirements for IBMS 500 "Being a Professional Scientist". The purpose of PQHS 445 is to address specialized population health topics not covered by IBMS 500, including international research, human genomics, and/or big data/electronic medical records. There will be no meetings/lectures for this course. Students will complete a short written assignment due at the end of the semester.

PQHS 450. Clinical Trials and Intervention Studies. 3 Units.

Issues in the design, organization, and operation of randomized, controlled clinical trials and intervention studies. Emphasis on long-term multicenter trials. Topics include legal and ethical issues in the design; application of concepts of controls, masking, and randomization; steps required for quality data collection; monitoring for evidence of adverse or beneficial treatment effects; elements of organizational structure; sample size calculations and data analysis procedures; and common mistakes. Recommended preparation: PQHS 431. Offered as PQHS 450 and MPHP 450.

PQHS 451. A Data-Driven Introduction to Genomics and Human Health. 3 Units.

This course introduces the foundational concepts of genomics and genetic epidemiology through four key principles: 1) Teaching students how to query relational databases using Structure Query Language (SQL); 2) Exposing students to the most current data used in genomics and bioinformatics research, providing a quantitative understanding of biological concepts; 3) Integrating newly learned concepts with prior ones to discover new relationships among biological concepts; and 4) providing historical context to how and why data were generated and stored in the way they were, and how this gave rise to modern concepts in genomics. Offered as PQHS 451, GENE 451, and MPHP 451. Prereq: PQHS/EPBI 431 and PQHS/EPBI 490 or Requisites Not Met permission.

PQHS 452. Statistical Methods for Genetic Epidemiology. 3 Units.

Analytic methods for evaluating the role of genetic factors in human disease, and their interactions with environmental factors. Statistical methods for the estimation of genetic parameters and testing of genetic hypotheses, emphasizing maximum likelihood methods. Models to be considered will include such components as genetic loci of major effect, polygenic inheritance, and environmental, cultural and developmental effects. Topics will include familial aggregation, segregation and linkage analysis, ascertainment, linkage disequilibrium, and disease marker association studies. Recommended preparation: PQHS 431 and PQHS 451.

PQHS 453. Categorical Data Analysis. 3 Units.

Categorical data are often encountered in many disciplines including the fields of clinical and biological sciences. Analysis methods for categorical data are different from the analysis methods for continuous data. There is a rich collection of methods for categorical data analysis. The elegant "odds ratio" interpretation associated with categorical data is a unique one. This online course will cover cross-sectional categorical data analysis theories and methods. From this course, students will learn standard categorical data analysis methods and its applications to biomedical and clinical studies. This course will focus mostly on statistical methods for categorical data analysis arising from various fields of study including clinical studies. The course will include recorded-video lectures, quizzes, homeworks, simulations, and data analysis on real and realistic problems in human health tied directly to the student's own professional interests. The focus will be given to logistic regression methods. Topics may include (but are not limited to) binary response, multicategory response, count response, model selection, and evaluation, and exact inference methods for categorical data. This course stresses how the core statistical principles, computing tools, and visualization strategies are used to address complex scientific aims powerfully and efficiently, and to communicate those findings effectively to researchers who may have little or no experience in these methods. Prereq: PQHS 431.

PQHS 457. Current Issues in Genetic Epidemiology: Design and Analysis of Sequencing Studies. 3 Units.

Statistical methods to deal with the opportunities and challenges in Genetic Epidemiology brought about by modern sequencing technology. Some computational issues that arise in the analysis of large sequence data sets will be discussed. The course includes hands-on experience in the analysis of large sequence data sets, in a collaborative setting. Prereq: PQHS 451 and PQHS 452.

PQHS 459. Longitudinal Data Analysis. 3 Units.

This course will cover statistical methods for the analysis of longitudinal data with an emphasis on application in biological and health research. Topics include exploratory data analysis, response feature analysis, growth curve models, mixed-effects models, generalized estimating equations, and missing data. Prereq: PQHS/EPBI 432.

PQHS 464. Obesity and Cancer: Views from Molecules to Health Policy. 3 Units.

This course will provide an overview of the components of energy balance (diet, physical activity, resting metabolic rate, dietary induced thermogenesis) and obesity, a consequence of long term positive energy balance, and various types of cancer. Following an overview of energy balance and epidemiological evidence for the obesity epidemic, the course will proceed with an introduction to the cellular and molecular biology of energy metabolism. Then, emerging research on biologically plausible connections and epidemiological associations between obesity and various types of cancer (e.g., colon, breast) will be presented. Finally, interventions targeted at decreasing obesity and improving quality of life in cancer patients will be discussed. The course will be cooperatively-taught by a transdisciplinary team of scientists engaged in research in energy balance and/or cancer. Didactic lectures will be combined with classroom discussion of readings. The paper assignment will involve application of course principles, lectures and readings. Offered as PQHS 464 and MPHP 464.

PQHS 465. Design and Measurement in Population Health Sciences. 3 Units.

This course focuses on common design and measurement approaches used in population health sciences research. This course covers the preliminary considerations used in selecting qualitative, quantitative and mixed methods research approaches including an understanding of different philosophical worldviews, strategies of inquiry and methods and procedures for each approach. The course also includes an introduction to survey design and related concepts of latent variables, factor analysis and reliability and validity. Students will develop an in-depth knowledge of these design and measurement approaches through readings, lectures, group discussions and written and oral project presentations. Prereq: PQHS/EPBI 440, PQHS/EPBI 431, PQHS/EPBI 490, PQHS/EPBI 432, PQHS/EPBI 460, PQHS/EPBI 444 and PQHS/EPBI 445.

PQHS 466. Promoting Health Across Boundaries. 3 Units.

This course examines the concepts of health and boundary spanning and how the synergy of the two can produce new, effective approaches to promoting health. Students will explore and analyze examples of individuals and organizations boundary spanning for health to identify practice features affecting health, compare and contrast practices and approaches, and evaluate features and context that promote or inhibit boundary spanning and promoting health. Offered as MPHP 466, PQHS 466, SOCI 466, NURS 466 and BETH 466. Prereq: Graduate student status or instructor consent.

PQHS 467. Comparative and Cost Effectiveness Research. 1 Unit.

Comparative effectiveness research is a cornerstone of healthcare reform. It holds the promise of improved health outcomes and cost containment. This course is presented in a convenient 5-day intensive format in June. There are reading assignments due prior to the 1st session. Module A, Days 1-2: Overview of comparative effectiveness research (CER) from a wide array of perspectives: individual provider, institution, insurer, patient, government, and society. Legal, ethical and social issues, as well as implications for population and public health, including health disparities will also be a component. Module B, Day 3: Introduction to the various methods, and their strengths, weaknesses and limitations. How to read and understand CER papers. Module C, Days 4-5: Cost-Effectiveness Analysis. This will cover costing, cost analysis, clinical decision analysis, quality of life and cost-effectiveness analysis for comparing alternative health care strategies. Trial version of TreeAge software will be used to create and analyze a simple cost-effectiveness model. The full 3-credit course is for taking all 3 modules. Modules A or C can be taken alone for 1 credit. Modules A and B or Modules B and C can be taken together for a total of 2 credits. Module B cannot be taken alone. If taking for 2 or 3 credits, some combination of term paper, project and/or exam will be due 30 days later. Offered as PQHS 467 and MPHP 467.

PQHS 468. The Continual Improvement of Healthcare: An Interdisciplinary Course. 3 Units.

This course prepares students to be members of interprofessional teams to engage in the continual improvement in health care. The focus is on working together for the benefit of patients and communities to enhance quality and safety. Offered as PQHS 468, MPHP 468, and NURS 468.

PQHS 471. Machine Learning & Data Mining. 3 Units.

Vast amount of data are being collected in medical and social research and in many industries. Such big data generate a demand for efficient and practical tools to analyze the data and to identify unknown patterns. We will cover a variety of statistical machine learning techniques (supervised learning) and data mining techniques (unsupervised learning), with data examples from biomedical and social research. Specifically, we will cover prediction model building and model selection (shrinkage, Lasso), classification (logistic regression, discriminant analysis, k-nearest neighbors), tree-based methods (bagging, random forests, boosting), support vector machines, association rules, clustering and hierarchical clustering. Basic techniques that are applicable to many of the areas, such as cross-validation, the bootstrap, dimensionality reduction, and splines, will be explained and used repeatedly. The field is fast evolving and new topics and techniques may be included when necessary. Prereq: PQHS/EPBI 431.

PQHS 472. Integrated Thinking in Population and Quantitative Health Sciences. 2 Units.

The determinants of common disease are multifactorial and may involve complex interactions among factors, both known and unknown. These risk factors span domains as diverse as social determinants to biochemical lesions. However, most studies of disease risk usually involve a single class of determinants, defined within a single academic discipline. The goal of this course is to teach students to recognize and define explicit and implicit assumptions about studies of disease and to understand how one may integrate different domains of knowledge to improve our understanding of disease etiology and ultimately prevention and treatment efforts. They will learn to understand assumptions built into conceptual models used to describe and predict disease risk. Prereq: PQHS 431 and PQHS 440 and PQHS 490.

PQHS 473. Integrated Thinking in Population and Quantitative Health Sciences II. 2 Units.

The determinants of common disease are multifactorial and may involve complex interactions among factors, both known and unknown. These risk factors span domains as diverse as social determinants to biochemical lesions. The goal of this course is to teach students to recognize and define explicit and implicit assumptions about studies of disease and to understand how one may integrate different domains of knowledge to improve our understanding of disease etiology and ultimately prevention and treatment efforts. This is the second of a two course sequence required of all PhD in Epidemiology and Biostatistics students. PQHS 472 is the first course in the sequence and is a required prerequisite. This course meets weekly and in-person. Prereq: PQHS 472.

PQHS 480. Introduction to Mathematical Statistics. 3 Units.

An introduction to statistical inference at an intermediate mathematical level. The concepts of random variables and distributions, discrete and continuous, are reviewed. Topics covered include: expectations, variance, moments, the moment generating function; Bernoulli, binomial, hypergeometric, Poisson, negative binomial, normal, gamma and beta distribution; the central limit theorem; Bayes estimation, maximum likelihood estimators, unbiased estimators, sufficient statistics; sampling distributions (chi-square, t) confidence intervals, Fisher information; hypothesis testing, uniformly most powerful tests and multi-decision problems. Prereq: MATH 122, MATH 124 or MATH 126.

PQHS 481. Theoretical Statistics I. 3 Units.

Topics provide the background for statistical inference. Random variables; distribution and density functions; transformations, expectation. Common univariate distributions. Multiple random variables; joint, marginal and conditional distributions; hierarchical models, covariance. Distributions of sample quantities, distributions of sums of random variables, distributions of order statistics. Methods of statistical inference. Offered as STAT 345, STAT 445, and PQHS 481. Prereq: MATH 122 or MATH 223 or Coreq: PQHS 431.

PQHS 482. Theoretical Statistics II. 3 Units.

Point estimation: maximum likelihood, moment estimators. Methods of evaluating estimators including mean squared error, consistency, "best" unbiased and sufficiency. Hypothesis testing; likelihood ratio and union-intersection tests. Properties of tests including power function, bias. Interval estimation by inversion of test statistics, use of pivotal quantities. Application to regression. Graduate students are responsible for mathematical derivations, and full proofs of principal theorems. Offered as STAT 346, STAT 446 and PQHS 482. Prereq: STAT 345 or STAT 445 or PQHS/EPBI 481.

PQHS 484. Global Health Epidemiology. 1 - 3 Units.

This course provides a rigorous problem-centered training in the epidemiology, prevention, treatment, and control of infectious diseases and, more generally, global health. This is an advanced epidemiology that embraces an active learning environment. Students are expected to invest time out of the classroom reading and working with classmates. Classes will be conducted with discussions, debates, group projects, and group presentations. By taking this course, students will develop a framework for interpreting, assessing, and performing epidemiologic research on issues of global importance. The course will be divided into three modules:1) Global Health Epidemiology 2) Helminth Epidemiology, and 3) Epidemiology of Disease Elimination. Each module is worth 1 credit hour and may be taken separately. Each module will have a separate project and/or exam. The final exam time will be used for group presentations and panel discussion. Active class participation is required through discussions, case studies, and group projects. Offered as PQHS 484, INTH 484, and MPHP 484.

PQHS 490. Epidemiology: Introduction to Theory and Methods. 3 Units.

This course provides an introduction to the principles of epidemiology covering the basic methods necessary for population and clinic-based research. Students will be introduced to epidemiologic study designs, measures of disease occurrence, measures of risk estimation, and casual inference (bias, confounding, and interaction) with application of these principles to specific fields of epidemiology. Classes will be a combination of lectures, discussion, and in-class exercises. It is intended for students who have a basic understanding of the principals of human disease and statistics. Offered as PQHS 490 and MPHP 490. Prereq or Coreq: PQHS/EPBI 431 or Requisites Not Met permission.

PQHS 491. Advanced Study Design and Analysis in Population Health Sciences. 3 Units.

How do researchers design and analyze population health studies? This course covers essential and cutting edge epidemiological and biostatistical principles and methods for health research. Goals are for students to build a strong foundation for conducting their own research, develop as effective interdisciplinary research team members, and become critical readers of the health literature. This course will rely on, and expand on, the epidemiology background provided in PQHS 490 and the biostatistics methods from PQHS 431. The focus of this course is on study designs for, and the analysis and interpretation of, observational studies. Causal inference and the potential outcomes/counterfactual framework provides a unifying theme. Specific topics include causal diagrams, cohort and case-control study designs, confounding, effect modification, time-dependent covariates, bias, mediation analysis, Mendelian randomization, and sensitivity analysis. A premise of the course is that students learn best by active engagement, and this will be effected in the course by participation in discussions and in carrying out study designs and data analyses. Prereq: PQHS 490 or MPHP 490.

PQHS 499. Independent Study. 1 - 18 Units.

PQHS 500. Design and Analysis of Observational Studies. 3 Units.

An observational study investigates treatments, policies or exposures and the effects that they cause, but it differs from an experiment because the investigator cannot control assignment. We introduce appropriate design, data collection and analysis methods for such studies, to help students design and interpret their own studies, and those of others in their field. Technical formalities are minimized, and the presentations will focus on the practical application of the ideas. A course project involves the completion of an observational study, and substantial use of the R statistical software. Topics include randomized experiments and how they differ from observational studies, planning and design for observational studies, adjustments for overt bias, sensitivity analysis, methods for detecting hidden bias, and focus on propensity score methods for selection bias adjustment, including multivariate matching, stratification, weighting and regression adjustments. Recommended preparation: a working knowledge of multiple regression, some familiarity with logistic regression, with some exposure to fitting regression models in R. Offered as CRSP 500 and PQHS 500.

PQHS 501. Research Seminar. 0 Unit.

This seminar series includes faculty and guest-lecturer presentations designed to introduce students to on-going research at the University and elsewhere. Seminars will emphasize the application of methods learned in class, as well as the introduction of new methods and tools useful in research.

PQHS 502. Introduction to Statistical Consulting. 1 Unit.

What challenges are faced by a Biostatistician working in a collaborative and consulting environment? In order to successfully interact with a client, in addition to a solid foundation in statistical methods, the consultant needs to be prepared to deal with issues such as ill-posed research questions, unrealistic expectations on the part of a client, difficulty in understanding the subject of the consultation, thorny ethical issues, and many others. Courses on statistical consulting are essential components of graduate programs in Statistics. Other courses teach students statistical methods and how to use them to address various problems, but those problems are presented by course instructors who typically have as the goal teaching the appropriate choice and utilization of available statistical tools. This course prepares students to the challenges involved in 'real life' consulting situations, exposing the students to different encounter types, while honing their communication and statistical skills and raising their awareness of their professional responsibilities.

PQHS 505. Seminar in Global Health Epidemiology. 0 Unit.

This seminar series examines a broad range of topics related to infectious disease research in international settings. Areas of interest are certain to include epidemiology, bioethics, medical anthropology, pathogenesis, drug resistance, vector biology, cell and molecular biology, vaccine development, diagnosis, and socio-cultural factors contributing to or compromising effective health care delivery in endemic countries. Speakers will include a diverse group of regional faculty and post-doctoral trainees, as well as visiting colleagues from around the world. Students will be asked to read a journal article written by the speaker and then discuss this article with the speaker after their seminar.

PQHS 510. Health Disparities. 3 Units.

This course aims to provide theoretical and application tools for students from many disciplinary backgrounds to conduct research and develop interventions to reduce health disparities. The course will be situated contextually within the historical record of the United States, reviewing social, political, economic, cultural, legal, and ethical theories related to disparities in general, with a central focus on health disparities. Several frameworks regarding health disparities will be used for investigating and discussing the empirical evidence on disparities among other subgroups (e.g., the poor, women, uninsured, disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, PQHS 510, MPHP 510, NURS 510, and SASS 510.

PQHS 515. Secondary Analysis of Large Health Care Databases. 3 Units.

Development of skills in working with the large-scale secondary data bases generated for research, health care administration/billing, or other purposes. Students will become familiar with the content, strength, and limitations of several data bases; with the logistics of obtaining access to data bases; the strengths and limitations of routinely collected variables; basic techniques for preparing and analyzing secondary data bases and how to apply the techniques to initiate and complete empirical analysis. Prereq or Coreq: PQHS 431 and (PQHS 490 or MPHP 483).

PQHS 550. Meta-Analysis & Evidence Synthesis. 2 - 3 Units.

Systematic reviews use reproducible methods to systematically search the literature and synthesize the results of a specific topic area. Meta-analysis is a specific analytic technique used to pool results of individual studies. Systematic reviews are useful ways to establish one's knowledge in a particular field of study, and can highlight gaps in research which can be pursued in future work. They can also inform the background of a grant. This course is designed to introduce students to the methods of conducting a high quality systematic review and meta-analysis of intervention studies. We will cover the design, methods, and analytic techniques involved in systematic reviews. These concepts will prepare students to conduct their own systematic review or evaluate the systematic reviews of others. Sessions will be lectures, labs, and presentations. Topics include developing a search strategy, abstracting key data, synthesizing the results qualitatively, meta-analytic techniques, grading the quality of studies, grading the strength of the evidence, and manuscript preparation specific to systematic reviews and meta-analysis of intervention studies. Caveat: If you would like to conduct a systematic review of your own that can be published after the course ends, you will need to have several other class members or colleagues willing to work with you on the project. The systematic review should be on a topic where you expect no more than 20-30 included studies in order to be able to complete the review soon after the course ends. Offered as CRSP 550 and PQHS 550. Prereq: CRSP 401, PQHS/EPBI 431, MPHP 405, NURS 532 or Requisites Not Met permission.

PQHS 601. Master's Project Research. 1 - 18 Units.

PQHS 602. Practicum. 3 Units.

This course focuses on gaining experience as a biostatistician and enhancing the skills needed to become an effective biostatistician, serving as consultant and collaborator. The objectives of this mentored experience course are: to learn the role of the consulting biostatistician and the accompanying responsibilities, experience the life cycle of a project, develop and apply the interpersonal and communications skills required for a biostatistician, strengthen skills learned in the program, and often to enhance the skill set of the student, as well as to gain insight into the life and career of a biostatistician. This experience helps prepare the student for future job interviews and jobs, and may lead directly to a job. The deliverable is a professionally written report in the format of a report to a client or a research paper.

PQHS 651. Thesis M.S.. 1 - 18 Units.

(Credit as arranged.)

PQHS 701. Dissertation Ph.D.. 1 - 9 Units.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.