Jeff Bender, Lillian McDonald, Allison Thrash, Doug Schultz

PUBH 7214 Section 101 Class #84937
May 19 (9 a.m. – 12 p.m.)
May 20, 21, 23 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours

In brief, this course explores how people perceive risk and how to communicate effectively about risk, with an emphasis on preparing you to respond when a crisis occurs and you are on the firing line. The term “risk communication” refers to a body of knowledge and a set of practical skills that can be used by government, public or private agency public health, public safety and other professionals in characterizing and managing issues, disseminating information and communicating effectively in crisis or emergency situations. Principles of risk communication are derived from social science research, psychological research and theory, communication theory and the accumulated experience of professionals who have addressed real-world public health, public safety or emergency management communication issues on a day-to-day basis. This course covers key concepts of risk communication theory as well as their practical application to the collection and sharing of information in support of individual and community decision-making about public health issues. The course will also examine new media and their role in public health communication. Challenges in communicating with underserved and non-English speaking populations will be discussed.

Ruby H.N. Nguyen

PUBH 7200 Section 101 Class #86647
May 19 (9 a.m. – 12 p.m.)
May 20, 21, 23 (8 a.m. -12 p.m.)
1 Credit or 15 CE contact hours
This course will be offered in a synchronous online classroom format.

Culturally-specific knowledge assists in generating effective prevention and intervention strategies. The health of Asians in America is often overlooked and understudied. In this course the epidemiology of the leading causes of disease – and their relevant exposures– among Asians in the U.S. will be introduced, with specific emphasis on Asians in Minnesota. We will discuss the need for, and barriers related to, disaggregated ethnic epidemiologic data. Community-based interventions and programs that may reduce the rates of prevalent diseases will be incorporated. Local Asian community leaders will be guest discussants in class. Specific health topics will include: Hepatitis B virus, cigarette smoking, cervical cancer, mental health, and violence against women. Assignments will include short written assignments, creation of a fact sheet on a topic chosen by the student, and a class presentation. No letter grades will be given. All students are welcome, however this course is most relevant to those in public health or related health disciplines, public policy, and social services.

Jonathan Kirsch, Amy Liebman

PUBH 7200 Section 102 Class #86648
May 19 (9 a.m. – 12 p.m.)
May 20, 21, 23 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours
S/N only

This course explores the historical and structural factors influencing the health and safety of immigrant farm and food workers in the United States. Focusing on the intersection of immigration and labor policies, it critically examines how these policies shape the experiences of immigrant workers within the food system, with particular attention to their health, working conditions, and overall well-being. 

Tai Mendenhall

PUBH 6060 Section 101 Class #84958
May 19, 20, 21 (1 p.m. – 5 p.m.)
May 23 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

Even when individuals want to give up addictive behaviors, adopt healthier behaviors or follow a chronic disease treatment regimen, they often have a difficult time doing so. Motivational Interviewing (MI) is a client centered directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence. This course is designed to introduce participants to the theoretical basis of the MI style and to help them begin to acquire skills and strategies for using the MI style in diverse contexts (clinic, community program, research) and relative to diverse behavioral issues (additions, healthy lifestyle behaviors, chronic disease adherence). With brief background lectures on the theoretical basis of MI and empirical evidence of its efficacy, class sessions will emphasize demonstration and practice of MI skills and strategies.

Anne Barry, Joel Wu

PUBH 6711 Section 101 Class #86645
May 19, 20, 21 (1 p.m. – 5 p.m.)
May 23 (1 p.m. – 4 p.m.)
May 27, 28, 29 (1 p.m. – 5 p.m.)
May 30 (1 p.m. – 4 p.m.)
2 Credits or 30 CE contact hours

This course provides the student with a basic understanding of public health law and how to apply this understanding to practical public health situations and issues.

Mickey Scullard

PUBH 7222 Section 101 Class #86657
May 19, 20, 21 (1 p.m. – 5 p.m.)
May 23 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours
S/N only
This course will be offered in a synchronous online classroom format.

Best practices in public health preparedness and response are evolving and today’s best practices will be continually tested with new experiences and expertise. This course for public health professionals, emergency managers, public safety personnel and other health and human service providers responsible for preparedness planning, response and recovery is designed to provide participants with practical applications and tools to apply learning from real incidents. The course features panels of experts who have responded to natural disasters, mass casualty incidents, and/or infectious disease outbreaks. Panelists will present case studies from actual events and describe roles, responsibilities, actions and outcomes. Participants will work with course faculty and guest speakers to conduct after action analyses, describe positive outcomes and identify quality measures needed to improve future emergency response planning and actions. Practical and tested tools such as planning flow charts; templates for interagency collaboration, mutual aid, and financial agreements; formats and systems for communication, evaluation and reporting; and other resources will be available to participants for review and critique.

Melinda Wilkins

PUBH 7200 Section 103 Class #86649
May 19, 20, 21 (1 p.m. – 5 p.m.)
May 23 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

This course will provide the student with a basic understanding of systems, systems thinking, and how to use a systems thinking mindset and tools to support problem solving in a One Health context. Students will learn how to engage stakeholders, recognize systems, clearly define complex problems, and visualize/diagram systems. In addition, students will practice identifying leverage points within a system and anticipate intended and unintended consequences to changes within a system. Tools and examples will be used to explain each step and students will have a chance to practice using several common systems thinking tools before student teams apply these tools to address a more complex One Health problem.

Craig Hedberg, Stephanie Meyer, Melanie Firestone

PUBH 7210 Section 101 Class #86652
May 21 (6 p.m. – 8 p.m.)
May 22 (8 a.m. – 5 p.m.)
0.5 Credit or 7.5 CE contact hours
S/N only

An understanding of the global food system impact of pollinator health is important in the protection of the public’s health. While the Upper Midwest is a high honey producing region, yields are declining due to a variety of stressors affecting bees. This intricate food system will be reviewed looking at the human, animal, and environmental impacts of bee health and honey/wax production. A commercial bee operation will be visited to illustrate care and handling of bees and discussion of bee health and environmental issues related to the safety of bee/honey products. A honey processing plant will be visited to follow the product from production through processing to create the variety of fresh and processed bee/honey products demanded by today’s consumers. The product distribution system is reviewed. Processing and distribution issues related to food safety are discussed. The global impacts of hive health on agriculture and the human food supply will be addressed.

Patricia Jewett

PUBH 7200 Section 104 Class #86650
May 27 (9 a.m. – 12 p.m.)
May 28, 29, 30 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours
S/N only

This course is designed to give students an overview over gun violence in the United States. Topics covered will include different forms of gun violence in the United States (homicides, suicides, unintentional shootings, mass shootings, non-fatal gun violence), disparities with regard to what populations are most affected by these different forms of gun violence, firearm safety, US gun culture, and nationwide debates relating to gun rights, firearms safety, and gun control. Students will be assigned readings and discuss them in class and in smaller groups, and will be challenged to think about potential interventions and solutions to reduce gun violence in the United States and what the barriers are to these solutions.

Melanie Firestone

PUBH 6185 Section 101 Class #84982
May 27 (9 a.m. – 12 p.m.)
May 28, 29, 30 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours

This course focuses on the principles and practice of epidemiology to investigate urgent public health problems. The focus is on application of critical tools to identify, prevent, and respond to disease outbreaks, including roles and responsibilities. Modeled after the Centers for Disease Control and Prevention Field Epidemiology Training Programs, the focus will include disease surveillance, descriptive epidemiology, outbreak investigations, and applied analytic methods. The course focuses on the use of sound judgment and discusses considerations for when epidemiologic theory and practical considerations conflict.

Carolyn Porta

PUBH 7257 Section 101 Class #86654
May 27 (9 a.m. – 12 p.m.)
May 28, 29, 30 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours

You’ve conducted key informant interviews, or a series of focus groups. Now what? How do you reflect the participants’ individual opinions and perspectives in your analysis while at the same time draw some collective conclusions? Is it possible to analyze qualitative data objectively? Do you need to use qualitative software? What is the best way to present qualitative data to different audiences? How can you collaboratively analyze qualitative data with community partners? This course will provide discourse and some answers to the questions above, for currently employed professionals and students completing an advanced degree. The course is intended for students who plan to collect and analyze qualitative data, including those employed in public health, private, and non-profit agencies. Whether the data are collected to describe a problem, evaluate a program, or inform an intervention, the principles and challenges of analysis remain the same. This course will provide an opportunity for analyzing and working with qualitative data from a variety of data collection methods and using multiple analysis approaches. Students are encouraged to bring any existing data they have as there may be opportunities in class to discuss and work with the data.

Scott Wells

PUBH 7235 Section 101 Class #84962
May 27 (9 a.m. – 12 p.m.)
May 28, 29, 30 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours
This course will be offered in a synchronous online classroom format.

This course will explore surveillance issues related to zoonotic pathogens in animals, using a case-study approach focused on selected zoonotic pathogens and hazards of cattle. Students will learn concepts related to animal disease traceability, monitoring and surveillance of diseases, and methods to prevent and control zoonotic diseases from a one health perspective. The case study approach will provide real-world examples for evaluating public health surveillance systems and will provide opportunities to apply surveillance principles learned. A final group assignment to address specific issues related to surveillance and control/prevention for zoonotic pathogens will provide the opportunity to assess learning gained.

Anne M. Barry, Joel Wu

PUBH 6711 Section 101 Class #86645
May 19, 20, 21 (1 p.m. – 5 p.m.)
May 23 (1 p.m. – 4 p.m.)
May 27, 28, 29 (1 p.m. – 5 p.m.)
May 30 (1 p.m. – 4 p.m.)
2 Credits or 30 CE contact hours

This course provides the student with a basic understanding of public health law and how to apply this understanding to practical public health situations and issues.

Joni Scheftel

PUBH 7230 Section 102 Class #86658
May 27-29 (1 p.m. – 5 p.m.)
May 30 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

This is a graduate-seminar style discussion class where we all learn from each other. The biology and epidemiology of influenza viruses will be covered in the context of public health, animal health and the current highly pathogenic avian influenza (HPAI) outbreak. Students will explore the challenges of responding to influenza outbreaks in animals with human health risk, from the perspective of public, occupational, and animal health. Topics to be covered include the epidemiology of human seasonal and animal influenza viruses; molecular genetics of the highly pathogenic avian influenza subtype currently circulating in poultry, dairy cows, and wild birds and mammals in North America; human and animal influenza surveillance; naming convention for influenza subtypes when humans are infected with animal viruses; impact of media coverage of zoonotic influenza on animal agriculture; coordinated “One Health” response to influenza outbreaks; prevention at swine exhibitions, vaccination; and personal protective equipment and animal agriculture.

Harrison Quick

PUBH 6431 Section 101 Class #86646
May 27-29 (1 p.m. – 5 p.m.)
May 30 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

Hierarchical Bayesian methods combine information from various sources and are increasingly used in biomedical and public health settings to accommodate complex data and produce readily interpretable output. This course will introduce students to Bayesian methods, emphasizing the basic methodological framework, real-world applications, and practical computing.

Cheryl Petersen-Kroeber

PUBH 7227 Section 101 Class #86659
June 2 (9 a.m. – 12 p.m.)
June 3, 4, 6 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours
S/N only
This course will be offered in a synchronous online classroom format.

Almost any disruption to a community impacts the public’s health. This course is designed to provide public health professionals with the knowledge and skills necessary to effectively manage personnel and resources in an emergency incident. This course will provide an overview of how the standardized ICS system is applied within the context of public health. During disasters, public health has a responsibility not only to respond to specific public health threats but also to ensure that essential public health services are maintained for the affected community. The incident management system provides a formalized and common method of management practices applicable in virtually any setting. By understanding incident management systems, public health professionals will be better prepared to lead their agency’s response in crisis situations where interaction with other local, state, tribal, and federal partners is crucial. The health professional’s ability to understand and apply incident management system techniques is a core competency for public health leaders. This course is not a substitute for required National Incident Management System training courses, it is intended to demonstrate how the use of the incident command system can be used by public health partners.

Kristen Clark

PUBH 7230 Section 103
June 2 (9 a.m. – 12 p.m.)
June 3, 4, 6 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours

Description Coming Soon

Shailey Prasad

PUBH 7200 Section 105 Class #86651
June 2 (9 a.m. – 12 p.m.)
June 3, 4, 6 (8 a.m. – 12 p.m.)
1 Credit or 15 CE contact hours

Global Health, while a relatively new field, carries a long legacy that continues to shape the field. The COVID pandemic and the George Floyd murder have triggered conversations about the future of Global Health. Foremost among these conversations are issues around decolonization and equity. This course will look at the current state of global health and the ethical frameworks that need to be considered in global health engagements.

The course will open with a review of the history of Global Health. Various ethical frameworks including Development Ethics, Public Health Ethics etc., will be reviewed. Students will also engage in discussions on ethical issues in pandemics, disasters and global aid. Lastly the class will engage in application of ethical frameworks using case scenarios pertinent to global health. The course will also feature guest speakers with personal experience in global health The course will feature a mixture of in-class lectures, readings, discussions, case studies, and presentations.

Kirk Smith

PUBH 7230 Section 101 Class #86656
June 2, 3, 4 (1 p.m. – 5 p.m.)
June 6 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

Contact with animals in public settings (e.g., fairs, educational farms, petting zoos, and schools) provides opportunities for entertainment and education, and there are many positive benefits of human-animal contact. However, an inadequate understanding of disease transmission and animal behavior can increase the likelihood of infectious diseases and other health problems among visitors, especially children, in these settings. Since 1996, well over 200 human infectious disease outbreaks associated with animal contact have been identified in the United States, and the number of such outbreaks has increased markedly in recent years. Such outbreaks have substantial medical, public health, legal, and economic effects.

As in many other states, disease outbreaks associated with animal contact in public settings is an important public health problem in Minnesota; since 2000 we’ve identified over 20 such outbreaks. These types of outbreaks affect predominantly children. Outbreaks are often caused by E. coli O157:H7, which can cause a serious complication called hemolytic uremic syndrome (HUS) that involves kidney failure and is fatal in about 6% of cases. In 2012, a child in North Carolina died from HUS from an E. coli O157:H7 infection acquired at a highly publicized outbreak at a county fair petting zoo.
The “Compendium of Measures to Prevent Disease Associated with Animals in Public Settings” (Compendium) has been published by the National Association of Public Health Veterinarians (NASPHV) since 2005. The Compendium provides standard national recommendations for public health officials, veterinarians, animal venue operators, animal exhibitors, visitors to animal venues and exhibits, and others concerned with control of disease and with minimizing health risks associated with animal contact in public settings. Despite the presence of the national Compendium for 10 years, uptake of appropriate prevention measures at many public animal contact venues has been modest to poor, and outbreaks continue to occur as frequently as ever. Even legislation passed in some states to mandate implementation of prevention measures has failed to prevent outbreaks.

This course is designed to give students an in-depth understanding of this issue. Topics will include: a history and overview of outbreaks associated with animal contact at public venues; pathogens involved and their clinical consequences; animal types involved; contributing antecedents and risk factors; content of the Compendium recommendations; the extent of uptake of the Compendium recommendations; legislation approaches to prevention; and issues and challenges related to prevention.

Russell Luepker, Mohamed Eid

PUBH 7200 Section 106 Class #86655
June 2, 3, 4 (1 p.m. – 5 p.m.)
June 6 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours
S/N only
This course will be offered in a synchronous online classroom format.

This course is intended to provide the basic concepts that underlie successful clinical research design, implementation, and reporting. Clinical Research refers to all research carried out in humans whether healthy or suffering from illness. It aims to improve knowledge of diseases, their distribution and natural history including outcomes. Clinical Research is essential in the development of diagnostic methods, prevention approaches, and new treatments to improve patient care. Clinical Research is conducted in a well-planned, carefully described and controlled manner. All academic and industry staff need to understand the basics of Clinical Research so that they are better equipped to evaluate scientific and medical literature or conduct their own research activities.
This course can be an entre to more advanced studies.

Lianne Siegel

PUBH 7264 Section 101 Class #84930
June 2, 3, 4 (1 p.m. – 5 p.m.)
June 6 (1 p.m. – 4 p.m.)
1 Credit or 15 CE contact hours

In this course, you will learn how to manipulate data and prepare basic visualizations using the statistical software R. While the tools and techniques taught will be generic, there will be options to use public health data.

Craig Hedberg, Stephanie Meyer, Melanie Firestone

PUBH 7210 Section 102 Class #86653
June 4 (6 p.m. – 8 p.m.)
June 5 (8 a.m. – 5 p.m.)
0.5 Credit or 7.5 CE contact hours
S/N Only

Seafood is part of a healthy diet, but there are numerous food safety challenges that can arise with its production and preparation. This course will discuss the intricacies of aquaculture, sustainable fishing practices, and seafood distribution and production. The product distribution systems will be reviewed and processing and distribution issues related to food safety and regulations will be discussed. Participants will visit a fish farm and retail seafood operations to learn about how seafood makes its way from the water to our plates.