Program Codes:
BAPH
Bachelor of Arts
Introduction
The Public Health Department offers a Bachelor of Arts, Bachelor of Science and a minor in public health. The Public Health program at Mercyhurst was developed to meet the growing demand for public health studies among college students nationwide and in response to the Institute of Medicine’s recommendation to the US Department of Education that all college campuses offer public health coursework to undergraduate students.
In 2009, the Los Angeles Times reported that the US is facing a “public health workforce shortage” and noted that by 2020 America will be short more than 250,000 public health workers. Students majoring in public health can pursue a wide range of public health careers including: public health practice, health education, infection control, environmental health, epidemiology, biostatistics, health services research or administration, health policy, and international health.
Public health also provides a strong platform for students interested in a wide variety of careers in related fields including medicine, health care, biotechnology and the life sciences. There are also a wide variety of graduate school options for students pursuing a public health major. There are currently more than 50 graduate schools of public health in the US in some of the nation’s best universities offering both master and doctoral degrees.
Mission Statement
Consistent with the mission of Mercyhurst University, the Public Health Department at Mercyhurst seeks to educate students to be globally responsible citizens who take intelligent actions to improve the lives and conditions of people around the world. The Department strives to:
Program Student Learning Outcomes
The faculty members of the Public Health Department have identified five major Student Learning Outcomes (SLOs) for Majors in the Public Health Program. These SLOs are based on the 14 Council for Education in Public Health (CEPH) specific learning outcomes, which have been combined into 5 broader learning outcomes.
Unique Focus
The public health program has a unique focus that provides students with skills that are:
In addition to core public health methods they will learn new and evolving methods that are likely to shape the field over the next decade including crowd sourcing, social network analysis, and agent-based modeling. Students will graduate with a distinct set of skills that are marketable to employers or that will make them strong candidates for further studies.
These skills include strong data analysis, statistical programming, and database development skills. In addition, from the outset, they will be taught “soft skills” related to professionalism, teamwork and advancement that will put them on a path to exceed in their careers.
Unique Experiential Approach
The public health program has a unique approach that defines the program and sets it apart from most other undergraduate programs in public health. Three defining principles provide maximum benefit for career development:
Knowledge acquisition is only one aspect of learning. The public health program focuses on teaching the students skills that are critical for a successful career in public health. This approach focuses not only on what students know when they graduate but also on what they can do and is consistent with professional expectations for public health graduates entering the work force or graduate studies. The curriculum is team based and harnesses that power to improve student outcomes and learning through case studies projects, exercises and simulations.
Public Health Minor
A minor in public health is useful to any student considering a career in medicine, health care or the health sciences. Seven total courses are required for the public health minor including the five required core courses listed below along with 2 additional elective PUBH courses.
PUBH 101 Foundations of Public Health - 3 credits
PUBH 201 Environmental Health - 3 credits
PUBH 211 Global Health - 3 credits
PUBH 260 Principles of Epidemiology I - 3 credits
STAT 137 Biostatistics - 3 credits
Bachelor of Arts in Public Health (BAPH) majors must maintain a 2.5 GPA 10 core courses and a practicum requirement before graduation (Public Health Field Experience or Public Health Internship or Public Health Senior Research Practicum). BA prepares students for various graduate programs. There are 10 required core courses in the Bachelors of Arts public health curriculum:
Public health is both a discipline and a perspective on human health, with an emphasis on the health of populations and groups rather than on individual patients. This focus on serving the needs of populations and emphasis on prevention over traditional medicine approaches presents economic, political and ethical challenges to public health workers and researchers. Public health requires a unique skill set that pulls from statistics, demography and biology to the social sciences and public policy. This course will focus on the core areas of public health practice including chronic disease prevention, transmission of infectious diseases, health promotion, disease-related research and environmental health.
A critical role of public health is to promote and transform the health of populations. During this course, theories and models that explain health behaviors and outcomes are described, and successes and failures of past and present health promotion initiatives are discussed. Students learn the ethical, philosophical, theoretical and practical reasons for improving the health of people and their communities as well as the key elements of planning and implementing effective health promotion programs. Opportunities for applying health education and promotion methods cross settings and sectors of communities. Careers and educational pathways for health educators are also reviewed.
Environmental Health is an introduction to the role of environmental exposures in human health and disease. Though the focus is on humans, because the human ecological footprint is expanding and has few natural boundaries, the impacts of human activities on the broader environment and non-human systems are equally important to our understanding of the role of environment on health. It is an applied science course that will focus on finding solutions to the many challenges posed by environmental health hazards including chemical, biological and radiation exposures at work, at home and at play-and the choices we must make to minimize personal exposures while participating in an expanding global economy. A major emphasis is on understanding the role of public health in environmental health science while linking these disciplines to broader goals of preserving environmental quality and protecting human health.
Americans eat more, work more, and exercise less than the citizens of all other developed nations. As a result, the prevalence of chronic disease is higher in the U.S. than all European countries and U.S. health care costs are the highest in the world. The U.S. doesn't have a health care problem-it has a public health problem. "Health care" and "public health" have developed in silos despite the fact that both fields are fundamentally tied to one another. This course provides students with a framework to think systematically about the determinants of health, the problems linking public health and physician and hospital-based health care, and the strategies available to governments and policymakers for addressing these matters. The course emphasizes contemporary topics that are important in the health policy debates of virtually all nations and provides cross-national comparisons of public health and health care systems.
A person born in Japan can expect to live to 83 while a person born in Eswatini is unlikely to see their 32nd birthday. There are dramatic differences in the health and well being of populations around the world. What explains these disparities and what can be done about them? These questions and more are fundamental to the core of global health. This course will use case studies, interactive exercises and simulations to teach students the core principles of global health while encouraging them to think globally and act locally. Students will learn about cutting-edge methodologies in global health including the use of mobile phones to monitor health, the use of Gapminder software to study population health trends, and modeling techniques to simulate the impact of proposed public health policy interventions.
This course enables students to build the skills necessary to become a productive career professional through practical development of skills and resources needed to build lifelong habits and experiences. Deliverables include resume and cover letter development, social media presence through Linked in and the development of skills necessary for spontaneous communication with peers, professionals and organizations. Performance through exercises and interaction with others will result in confidence with public speaking, networking, interviewing, professional appearance and the management of projects.
Social and economic conditions are currently the best predictors of health outcomes in the United States, and improvements in living conditions better explain gains in human life expectancy than improvements in medicine alone. The links between social structures (risk conditions) and lifestyles (risk factors) are explored. The impact of risk conditions, such as income and education, on health outcomes are reviewed and compared across communities and cultures. Students are introduced to emerging theories and research on the social determinants of health. The benefits and costs of decreasing inequity and injustice as well as increasing equity and justice are critically analyzed.
PUBH 109
Whereas epidemiology is the science of public health, biostatistics is the "toolkit" of the epidemiologist and public health practicitioner with many applications across clinical, evaluation and research settings. Public health scientists must collect and use data to answer key questions about the effectiveness of interventions, monitor the health of populations and make decisions based on evidence. Buidling on a foundation of basic statistics, the course uses real-world health data and simulations to practice applying the same tools used by professional epidemiologists in the field and medical researchers investigating the causes of disease.
All students in the BAPH track must also complete a field experience, internship, or research practicum prior to graduation.
Experiential learning is a critical for students to develop the competencies in public health that will enable them to have successful careers. The public health field experience is an intensive field work experience that allows students to gain real experience working on a community-based public health project or with a public health agency or an organization that has a public health mission.
Internships are a combination of classroom and on the job experiences in public health. Internship are a great way to stand out to potential employers and to start building a professional network.
Courses that meet the University’s Core requirements as well as the major core are: PUBH 101 Foundations of Public Health and STAT 137 Biostatistics.
BAPH majors are also required to take a total of 7 electives (21 credits). Five of those electives (15 credits) should be from a list of pre-approved multidisciplinary courses. The other two courses should be PUBH electives (six credits). Students work with their public health faculty advisor to choose among the pre-approved elective courses below
This course provides students with an opportunity to combine qualitative ethnographic field work with an anthropological analysis of ethnicity, socioeconomic position, and gender in contemporary United States society. Students have an opportunity to engage in observation, conduct interviews, and learn to write, transcribe, code, and analyze field notes while engaged in their own mini field work project. Each student designs his or her own project, choosing the setting and topic. Classes alternate between discussion of research, readings, and ethnographic case project development, descriptive writing, and social behavior analysis.
ANTH 112
An overview of communication in the U.S. and around the world including legal, ethical and social issues, this course examines the relationship between media and society, history of mass media and development of communication industry. This survey class examines print journalism, movie industry, media research, magazines, advertising, public relations, new technologies and more.
This class explores the power of professional communication and the responsibilities it creates for practitioners. Various codes of ethics available within the industry will be explored and students create a personal code of values and principles of practice to guide their decision making in the field.
A psychological and sociological examination of pathological behavior. The course will include discussion of deviancy as a problem in both individual adjustment and social organization.
This course provides the student with an understanding of drug abuse, crime, and the criminal justice system. The primary focus is on how police, courts, and corrections systems respond to drug-related crimes and drug-abusing offenders. The course reviews the history of the drug-crime nexus,compares criminal justice policies on drug abuse, critiques intervention strategies, and considers future initiatives to reduce the drug problem.
A general introduction to the science of behavior and mental processes. Topics considered include learning, memory, perception, motivation, personality, psychopathology and social interaction.
This course focuses on the relationship and interaction of the mind and body. That is, how psychological functioning relates to illness and disease; treatment and outcome; and recovery and cure. In addition, the student will be introduced to the impact of age, gender and ethnicity on the availability of, use of, and access to health care. The relationship of stress and lifestyle on the immune system, wellness and disease will be discussed. The psychological and physical interaction of some of today's major health issues such as eating, smoking, drinking, cancer and heart disease are presented with a discussion of treatment and outcome. Also, lifetime accommodation to chronic illness/disease based on psychological adjustment is reviewed. Other topics include: response to terminal illness, adjustment to trauma and the current industrialization of health care.
This course examines the social foundations of human thoughts, feelings, and behavior by addressing the following aspects of social life: (a) social influence; (b) social roles and public behavior; (c) inferences about other people; and (d) interpersonal relations and groups. Among the topics to be considered are: the influence of public behavior on social norms, persuasion, impression management, social emotions, judgment of responsibility and character, interpersonal attraction, aggression, altruism, group dynamics, and inter-group conflict. The course will concentrate on the level of analysis of the individual, but will include sociological and evolutionary perspectives where appropriate.
This course explores the biological basis of behavior and experience, including the role of the brain in emotions, learning, memory, motivation, sleep, perception, consciousness, and psychological disorders. The course also considers how the brain recovers from damage.
This course covers basic principles of psychopharmacology, including the effects of stimulants, depressants, opioids, psychedelics, cannabis, as well as alcohol, caffeine and tobacco. Also considered is the nature of addiction and modalities of treatment and prevention of drug abuse.
PSYC 101
This course introduces the major themes underpinning the behavioral approach to constructing healthy behavior repertoires. In addition to considering methods of behavioral assessment, the course surveys a variety of treatment modalities, including contingency management, token economies, exposure therapies, modeling, cognitive behavioral therapies, and acceptance and mindfulness-based interventions. Ethical principles as well as applications to medical disorders and to community problems are also considered.
An introduction to the statistical, experimental and descriptive research methods in psychology. Topics include how to conduct literature searches, the American Psychological Association (APA) style of writing, the research process, ethics and bias in research and experimental/non-experimental research design. Statstical topics include measurement scales, hypothesis testing, descriptive statistics, and concepts and procedures in statistical inference.
A continuation of RDSA I, this course further explores statistical, experimental, and descriptive research techniques in Psychology. Students learn statistical tests such as t-tests, analysis of variance, and correlation, and explore in more detail the structural components of experimental designs. Students apply course material by replicating a study and presenting their results in both a full written APA-style research report and in an oral (poster or presentation) format.
PSYC 291
An introduction to the principles and problems involved in the assessment of human behavior. This course highlights the skills involved in collecting, interpreting and integrating data from a variety of sources, such as interviews, observations and formal psychological testing. It will emphasize how this information is presented through psychological report writing.
PSYC 211 OR PSYC 221
Students in the Intelligence Studies program are about to enter what is often a large and complex professional world. In order to navigate that world, particularly in the search for employment, students need to learn how to make the most of the professional communication process. During this course, students will learn how to write an effective resume, to write a cover letter that best expresses their goals and capabilities, to undergo a job interview and to communicate in a professional setting.
This course fosters an understanding of the roots, development and impact of contemporary worldwide terrorism, especially in the United States, while using a simulated operational environment.
This course introduces students to the discipline of sociology-the scientific study of human behavior as shaped by collective forces and self-reflections. The primary aim of this course is to enhance students' ability to interpret and evaluate the social and cultural influences around us. To achieve this aim, the course compares and contrasts sociological theoretical paradigms, as well as discusses the strengths and weaknesses of the qualitative and quantitative research methodologies.
This course is designed to provide a context for students to critically explore selected social conditions that have been determined to constitute social problems in contemporary society. Each of the issues selected will be looked at from different perspectives using the lens of various theories. The contributions of opposing ideologies and ideas, and a critique of research related to the phenomena will be utilized to facilitate an understanding of the complexity of the phenomena and clarify one's perspective.
This course is designed to provide students with a knowledge base concerning human diversity from a sociological perspective. Diversity is broadly defined to encompass many aspects of social life, including gender and sexuality, social class, race and ethnicity, and ability. Students will learn how to use each of these concepts in conversation and in writing, and to view them in combination using an intersectional lens. Phenomena such as stereotypes, prejudice and discrimination will be studied. The dynamics of oppression will be examined and ways to create a more just society explored.
This course is focused on learning the basics of conducting social science research as well as critiquing and utlizing existing research. Students are exposed to key aspects of the research process including: choosing a research topic; identifying the population of interest; conducting a literature review; selecting a research design; collecting data; and descriptive analysis.
This course explores socio-cultural factors that connect human needs to global issues. Using a sustainable development paradigm, students will develop an understanding of the linkage between global problems such as overpopulation, food production/distribution disparities and environmental disasters with human/societal needs such as poverty, race and ethnicity, gender, sexual orientation, aging, education, health and medicine, drug use, and war and terrorism. This course will introduce the perspectives and competencies required to prepare for citizenship in the global community of the 21st century.
Explores the nature of the social work profession including its history, value base, and focus on social, economic and environmental justice. This course will familiarize the student with the direction of social work for the future beginning practitioner. Students have the opportunity to gain an understanding of the various social service agencies and populations served by social workers.
This course explores the interactions within and among human biological, psychological, sociological, and cultural systems as they affect human growth and development. Systems theory provides the primary lens from which to understand the complex dynamics involved in human behavior. Students also explore and critique traditional and alternative paradigms that help in understanding human behavior. Throughout the course emphasis is placed on human diversity.
This course is a continuation of HBSE I. Emphasis will be on assessment with particular attention to HIV/AIDS, substance abuse, mental health, gender, grief and loss, and aging.
SOCW-220
This course aims to assist the students in critically assessing the provision of human services in the U.S. today, and the local community specifically. Students determine ways that the system of services can be improved. In order to do this, in addition to readings, class, lecture, and discussion, students participate in site visits to a variety of human service agencies. They are also introduced to perinent community initiatives.