Courses Taught by K. Rivet Amico
HBHEQ540: Fundamentals of Reproductive Health
- Graduate level
- Residential
- Winter term(s) for residential students;
- 3 credit hour(s) for residential students;
- Instructor(s): K. Rivet Amico (Residential);
- Offered every year
- Prerequisites: Recommend prior human physiol course
- Undergraduates are allowed to enroll in this course.
- Description: The course provides a comprehensive introduction to the field of reproductive health, in the USA and internationally. The course will introduce students to historical trends in the global burden of reproductive ill-health, the social ecology of reproductive risk, clinical health practice, and current controversies in policy and practice. Through a comparative look at reproductive health needs (e.g. maternal morbidity, contraceptive use, STI care and HIV-related services), in a range of diverse social settings, we will critically examine the logic and impact of current international standards for RH policy and practice.
HBHEQ620: Behavioral Research Methods in Public Health
- Graduate level
- Both Residential and Online MPH
- This is a second year course for Online students
- Fall term(s) for residential students; Fall term(s) for online MPH students;
- 3 credit hour(s) for residential students; 3 credit hour(s) for online MPH students;
- Instructor(s): K. Rivet Amico (Residential); Marc Zimmerman (Online MPH);
- Offered every year
- Prerequisites: None
- Description: Principles of design of behavioral research on public health problems and programs. Objectives, philosophy, and methods of science including causal inference, the role of hypotheses, criteria for establishing adequate hypotheses, research designs and data collection techniques. Formulation of a research problem within a program setting.
HBHEQ639: Mixed Methods Research Designs And Applications
- Graduate level
- Residential
- Winter term(s) for residential students;
- 3 credit hour(s) for residential students;
- Instructor(s): K. Rivet Amico (Residential);
- Prerequisites: None
- Advisory Prerequisites: Intro to BioSTATS recommended
- Undergraduates are allowed to enroll in this course.
- Description: To provide the background rationale and tools to understand mixed methods (MM) designs – MM rationale, advantages, implementation and practical strategies for conducted MM research. Students will use this information and skills to propose their own novel MM study in an area of interest in public health.
- Learning Objectives: Profession & Science of Public Health 3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health 5. Explain the critical importance of evidence in advancing public health knowledge Factors Related to Human Health 12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health)
HBHEQ810: Special Topics in Health Behavior and Health Education
- Graduate level
- Residential
- Winter term(s) for residential students;
- 2-6 credit hour(s) for residential students;
- Instructor(s): K. Rivet Amico (Residential);
- Prerequisites: None
- Description: Doctoral seminar designed to provide an extensive review of a number of substantive areas of health behavior and health education. Readings and discussion organized around issues of mutual interest to faculty and students. Reviews and reports on topics required in the areas selected. May be elected more than once.
HBHEQ885: Health Equity Models Of Practice And Interventions At Structural And Community Level
- Graduate level
- Residential
- Winter term(s) for residential students;
- 3 credit hour(s) for residential students;
- Instructor(s): Kristi Gamarel, K. Rivet Amico, (Residential);
- Prerequisites: None
- Description: The course is designed as a doctoral seminar for HBHE doctoral students. The course will examine and critique current models of health equity with a focus on models for structural and community change toward the end of health equity. The focus will be on both theoretical/conceptual and empirically recognized interventions/strategies. Major topics will include: 1) conceptual/theoretical models for structural, community and multilevel change 2) community change strategies (i.e., community organizing; mass media, etc.); 2) policy change; 3) organizational change; 4) community academic partnerships for health; and 5) community planning models. This course may also be available to second year HBHE masters students with permission of instructor.
- Learning Objectives: By the end of this course students will be able to: 1. Identify and discuss various strategies and models of health education/health promotion interventions at other than the individual level. 2. Discuss and critique the theory, conceptual frameworks and constructs that serve as the basis of these models. 3. Articulate and critique assumptions underlying these models. 4. Apply these models and constructs to current public health problems. 5. Identify and discuss current evaluation strategies and challenges pertinent to these models. me as 685.
| Department | Program | Degree | Competency | Specific course(s) that allow assessment | HBHE | PhD | Develop an innovative and efficient design for an empirical analysis of an intervention or observational study to address a research question with clear public health relevance | HBHEQ885, HBHEQ886 | HBHE | PhD | Integrate theoretical frameworks (e.g., health belief model, social ecological model) with critical analysis of empirical data to identify gaps in current approaches to health promotion | HBHEQ885, HBHEQ886, preliminary exam |
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HBHEQ886: Theory-Driven Interventions Targeting Individual Behavior Change
- Graduate level
- Residential
- Winter term(s) for residential students;
- 3 credit hour(s) for residential students;
- Instructor(s): Kristi Gamarel, K. Rivet Amico, (Residential);
- Prerequisites: HBHE doctoral students or Perm Instr
- Description: The course will involve in-depth discussions of issues and problems in using conceptual models, theories of health behavior, and data to inform interventions targeting individual behavior change. Presentations will focus on the rationale for selection of a particular theory or theories, conceptual framework, how the theory or model was used to develop the intervention, measurement of theoretical constructs, and the barriers encountered in the implementation and evaluation phase of the research. Intervention research will include those that target clients, providers and families.
- Learning Objectives: 1. Describe the role of conceptual models and theories for informing interventions that promote individual behavior change. 2. Discuss the relative utility of various models and theories dependent on the research question and target audience. 3. Articulate the difficulties and limitations of health decision-making models in providing direction in intervention research. 4. Develop and defend a conceptual model using behavioral, social science, and health education theories/constructs to inform an intervention relevant to a current health problem. 5. Discuss current directions in research involving theory and practice.
| Department | Program | Degree | Competency | Specific course(s) that allow assessment | HBHE | PhD | Develop an innovative and efficient design for an empirical analysis of an intervention or observational study to address a research question with clear public health relevance | HBHEQ885, HBHEQ886 | HBHE | PhD | Integrate theoretical frameworks (e.g., health belief model, social ecological model) with critical analysis of empirical data to identify gaps in current approaches to health promotion | HBHEQ885, HBHEQ886, preliminary exam |
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