MEMORANDUM
TO: Sean Rafferty, Senate Chair
FROM: Havidán Rodríguez, President
DATE: April 7, 2021
SUBJECT: Senate Bill Approval
I am pleased to approve the following Senate Bill, which was recommended
following approval by the University Senate at its meeting of February 24th, 2021.
Senate Bill 2021-06:
PROPOSAL TO ESTABLISH AN ADVANCED CERTIFICATE IN HIV
STUDIES
Approved: ______________________________
Havidán Rodríguez, President
Senate Bill 2021-06
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Graduate Academic Council
University Policy and Planning Council
Date: March 22, 2020
Proposal to Establish a New Certificate in HIV Studies.
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached Program proposal as submitted by the School of Public
Health, to the Graduate Academic Council and the Undergraduate Policy and Planning Council
2. That this takes effect for the Fall 2021 semester.
3. That this proposal be forwarded to President Havidán Rodríguez for approval.
1
New Program Proposal:
Certificate or Advanced Certificate Program
Form 2C
Version 2016-10-13
This form should be used to seek SUNY’s approval and New York State Education Department’s (SED) registration of a
proposed new academic program leading to a certificate or an advanced certificate. Approval and registration are both
required before a proposed program can be promoted or advertised, or can enroll students. The campus Chief Executive or
Chief Academic Officer should send a signed cover letter and this completed form (unless a different form applies1), which
should include appended items that may be required for Sections 1 through 5 and 10 of this form, to the SUNY Provost at
program.review@suny.edu. The completed form and appended items should be sent as a single, continuously paginated
document.2 If Sections 7 and 8 of this form apply, External Evaluation Reports and a single Institutional Response should
also be sent, but in a separate electronic document. Guidance on academic program planning is available here.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and then
“Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
Section 1. General Information ............................................................................................................................................... 2
Section 2. Program Information .............................................................................................................................................. 3
2.1. Program Format .................................................................................................................................................. 3
2.2. Related Degree Programs.................................................................................................................................... 3
2.3. Program Description, Purposes and Planning ..................................................................................................... 3
2.4. Admissions .......................................................................................................................................................... 9
2.5. Academic and Other Support Services ............................................................................................................. 10
2.6. Prior Learning Assessment ............................................................................................................................... 10
2.7. Program Assessment and Improvement ............................................................................................................ 10
Section 3. Program Schedule and Curriculum ..................................................................................................................... 10
Section 4. Faculty ................................................................................................................................................................. 14
Section 5. Financial Resources and Instructional Facilities ................................................................................................. 18
Section 6. Library Resources ............................................................................................................................................... 18
Section 7. External Evaluation ............................................................................................................................................. 18
Section 8. Institutional Response to External Evaluator Reports......................................................................................... 18
Section 9. SUNY Undergraduate Transfer........................................................................................................................... 19
Section 10. Application for Distance Education .................................................................................................................. 20
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization ............................................................. 20
List of Appended Items ......................................................................................................................................................... 20
1Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing certificate; be a combination of
existing registered programs (i.e. for a multi-award or multi-institution program); be a breakout of a registered track or option in an
existing registered program; or lead to certification as a classroom teacher, school or district leader, or pupil personnel services
professional (e.g., school counselor).
2This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
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Section 1. General Information
a)
Institutional
Information
Date of Proposal: October 18, 2020
Institution’s 6-digit SED Code: 210500
Institution’s Name: University at Albany
Address: 1 University Place, GEC 100, Rensselaer, NY 12144
Dept of Labor/Regent’s Region: NYS Capital Region (7)
b)
Program
Locations
List each campus where the entire program will be offered (with each institutional or branch campus
6-digit SED Code): 210500
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ ] if not applicable:
c)
Proposed
Program
Information
Program Title: HIV Studies
Award(s) (e.g., Certificate.): Advanced Certificate
Number of Required Credits: Minimum [ 12 ] If tracks or options, largest minimum [ 14 ]
Proposed HEGIS Code: 1214
Proposed 6-digit CIP 2010 Code: 51.2299
If the program will be accredited, list the accrediting agency and expected date of accreditation: Council
on Education in Public Health (CEPH), under general accreditation for School of Public Health degree
programs, renewal anticipated 07/2022.
If applicable, list the SED professional licensure title(s)3 to which the program leads: n/a
d)
Campus
Contact
Name and title: Kevin Williams, Vice Provost and Dean for Graduate Studies
Telephone: (518) 956-8030 E-mail: kwilliams@albany.edu
e)
Chief Executive
or Chief
Academic
Officer
Approval
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution’s commitment to support the proposed program.
E-signatures are acceptable.
Name and title: Carol H. Kim, Provost and Senior Vice President for Academic Affairs
Signature and date:
If the program will be registered jointly4 with one or more other institutions, provide the following
information for each institution:
Partner institution’s name and 6-digit SED Code: n/a
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of
this proposal):
3 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this proposal.
4 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
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Section 2. Program Information
2.1. Program Format
Check all SED-defined formats, mode and other program features that apply to the entire program.
a)
Format(s): [ ]Day [ ]Evening
[ ]Weekend
[ ]Evening/Weekend
[ ]Not Full-Time
b)
Modes: [x]Standard [ ]Independent Study [ ]External [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal
c)
Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ] 5 year
2.2. Related Degree Programs
All coursework required for completion of the certificate or advanced certificate program must be applicable to a currently
registered degree program at the institution (with the possible exception of post-doctoral certificates in health-related
fields). Indicate the registered degree program(s) by title, award and five-digit SED Inventory of Registered Programs
(IRP) code to which the credits will apply:
Public Health, Master of Public Health (MPH), IRP code 90104
2.3. Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution’s catalog?
The Graduate Certificate in HIV Studies, hosted by the Center for Collaborative HIV Research in Policy and Practice
(CCHRPP), offers students the opportunity to gain in-depth knowledge that will prepare them for work in the field of HIV
prevention and related issues. The competencies fulfilled by this program will be translatable to public health practice in
local, state, and federal government and non-governmental agencies and public health research focused on HIV, HCV,
drug user health, and related issues.
The certificate is open to students enrolled in graduate degree programs or as a self-standing program of minimum of 12
credit hours as outlined below. Some courses applicable to the certificate program may have prerequisites.
The required Certificate core courses provide students with fundamental knowledge about HIV transmission, impact, and
clinical considerations and public health approaches and implementation to addiction. Students will choose a track based
on their interest and career goals. The Applied Track will provide students with the skills to work with communities, be
public health leaders, and skilled managers. The Research Track will prepare students with additional methodological
expertise in quantitative or qualitative research.
Required Courses (both tracks):
EPI 610 – AIDS Epidemiology
HPM 611 – Addiction and Public Health
Applied Track:
Required: HPM 535 – Community Based Public Health
At least ONE of the following graduate-level courses:
EPI 612 – Quantitative Methods in Epidemiology
HPM 501 – Health Policy Analysis
HPM 641 – Principles of Health Organization Management
HPM 647 – Program Evaluation
HPM 650 – Strategy and Leadership Applications in Health Management
PAD 501 – Public and Nonprofit Financial Management
PAD 504 – Data Models, and Decisions
PAD 522 – Politics and Policy
PAD/POS/INT 604– Inequality and Public Policy
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PAD 616 – Nonprofits and Social Transformation
PAD 642 – Public Budgeting
PAD 653/HPM 651 - Public Health Politics and Policy: Global and Domestic Perspectives
Students may request to substitute another graduate-level course subject to approval by the course instructor and the HIV
Studies Certificate Program Director.
Research Track:
At least TWO of the following methodological courses:
EPI 612 – Quantitative Methods in Epidemiology
HPM 647 – Program Evaluation
EHS 612 – Geographical Information Systems (GIS) and Public Health
POS/PAD 517 – Quantitative Research Methods
POS 618 – Qualitative Methods
PAD 504 – Data Models, and Decisions
PAD 505 – Statistics for Public Managers and Policy Analysts
Students may request to substitute one of their electives for another graduate-level course subject to approval by the
course instructor and the HIV Studies Certificate Program Director.
b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student learning
outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education in the
Characteristics of Excellence in Higher Education (2006) as “clearly articulated written statements, expressed in
observable terms, of key learning outcomes: the knowledge, skills and competencies that students are expected to exhibit
upon completion of the program.”
Educational & Career Objectives
The graduate certificate in HIV Studies aims to:
Provide students in public health and other disciplines with a foundational knowledge base in the field of HIV and
related issues
Reinforce and apply core public health skills and competencies through the lens of HIV
Help students build the ability to flexibly apply foundational HIV knowledge, skills, and competencies to a range
of topics and issues in public health and other disciplines related to students’ interests and professional goals
Provide students real-world examples of opportunities and challenges with working on HIV and related issues as
public health practitioners and researchers.
Increase certificate students’ understanding of the need to work with professionals in other disciplines to address
HIV issues and support HIV population health
Student Learning Outcomes
Students who complete the graduate certificate in HIV Studies will be able to demonstrate:
Basic knowledge of key HIV content areas, including:
o
Epidemiology of and surveillance methods used for HIV, sexually transmitted infections (STIs) and
hepatitis C (HCV) in the United States and New York State
o
Issues related to persons who use drugs
Additional knowledge in at least one area important for work in HIV studies, such as program evaluation, data
analysis, health policy, project management, and community engagement
Increased proficiency in at least ONE communication-related public health competencies, applied specifically to
HIV
Recognition of the range of career opportunities, work settings, and professional roles available working on HIV
and related issues, including opportunities for cross-disciplinary collaboration
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities? What is the
program’s importance to the institution, and its relationship to existing and/or projected programs and its expected impact
on them? As applicable, how does the program reflect diversity and/or international perspectives?
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The HIV Studies Certificate Program is part of the CCHRPP’s core mission to provide enhanced training and learning
opportunities to foster a next generation of public health workforce that can address the public health and social justice
challenges in persons at risk for or living with HIV infection and related diseases. In addition to didactic training through
coursework, the students can take advantages of career training/network opportunities provided by the CCHRPP.
In below, we summarize specifically how this certificate program aligns with, and will contribute to, several specific
priorities articulated in the University at Albany Strategic Plan (adopted 2018), particularly around student success and
diversity and inclusion, and internationalization.
1. Student success
In the process of conceptualizing the certificate program, we received extensive input from partners at the New
York State Department of Health AIDS Institute (NYSDOH AI) and New York State International Training and
Research Program (NYS-ITRP) to ensure that the program will meet skill sets and competencies they would like
to see in interns or new hires. Completion of certificate should therefore enhance post-certificate employment
opportunities in settings such as NYSDOH AI among our graduates.
The students in the certificate program will have opportunities to attend events hosted by the CCHRPP, including
internship previews and career networking day that are coordinated by the SPH and NYSDOH AI.
2. Diversity and inclusion & internationalization
This certificate program provides tailored experiences for the students with various public health interests and
background, which will help increase diversity of classroom experiences.
Offering applied and research track should encourage enrollment of students who vary in their personal and
training background, and career goals.
In addition to taking courses, the students will have an opportunity to attend CHHRPP-hosted seminars and
presentations on various topics around HIV and related issues, many of which focus on social justice and health
disparities.
With SPH-wide emphasis on globalizing our curriculum, many courses that are included in this certificate
provides international examples.
Graduate students come to the School of Public Health from Central and Eastern Europe to participate in the New
York State International Training and Research Program, which is funded by the Fogarty International Center.
The focus of this program is on building HIV and infectious diseases research capacity in Eastern Europe and
Central Asia. The program could be offered to those fellows, which will also help diversity and
internationalization.
d) How were faculty involved in the program’s design?
The need for this certificate program arose in a planning retreat among CCHRPP faculty from the School of Public
Health, Rockefeller College of Public Affairs and Policy, SUNY Downstate Health Sciences University, and the
NYSDOH AI. In addition to in-depth group discussion of the program objectives and competencies among the CCHRPP
faculty, the program director had separate meetings with a liaison from each of NYSDOH AI, Rockefeller College, and
Downstate Health Sciences University, to make sure that the program will be attractive and provide important additional
training opportunity to their employees/students. We also consulted with the department chairs and instructors of SPH and
Rockefeller College to select courses to include by mapping onto the list of competencies to be ideally seen in potential
interns or hires provided by the NYSDOH AI, the national and international leader of ending the HIV epidemic (ETE)
effort and frequent employees of our graduates.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards influence the
program’s design? If the program is designed to meet specialized accreditation or other external standards, such as the
educational requirements in Commissioner’s Regulations for the Profession, append a side-by-side chart to show how the
program’s components meet those external standards. If SED’s Office of the Professions requires a specialized form for
the profession to which the proposed program leads, append a completed form at the end of this document.
As noted above, the development of this proposed certificate program was done in collaboration with other CCHRPP
affiliated institutions, particularly the NYSDOH AI. However, the NYSDOH AI is not an entity that grants specialized
accreditation or other external standards. Our program is therefore not designed to meet specialized accreditation external
standards.
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f) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they determined, and what
assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
Year
Anticipated Headcount Enrollment
Estimated
FTE
Full-time
Part-time
Total
1
n/a
14
14
7
2
n/a
24
24
12
3
n/a
35
35
17
4
n/a
42
42
21
5
n/a
51
51
26
By definition the certificate is part-time, so full-time enrollment estimates are not applicable.
These estimates are based on: 1) a review of enrollment numbers and trends from other relevant certificate
programs currently offered at SPH (Global Health, Health Disparities, and Maternal and Child Health); 2) a
survey of students enrolled in SPH 681, which is a required course for all first year MPH students, in Fall 2020
(n=57 respondents); and 3) a survey of current employees at NYSDOH AIDS Institute (n=120 respondents).
The following assumptions were used to determine these estimates:
Enrollment will be similar to that of the Global Health, Health Disparities, and Maternal and Child Health
certificates, which have structure, scope, and eligibility criteria comparable to the proposed certificate in
HIV Studies.
Our initial primary target groups for enrollment will be students enrolled in the MPH or MS programs at
SPH and employees at the NYSDOH AIDS Institute who may pursue this as a stand-alone certificate.
Over time, we will expand outreach to graduate students in other degree programs and schools, and to
other students not enrolled in degree programs who may pursue this as a stand-alone certificate.
New enrollment is projected to grow approximately 20% each year.
A typical timeline to complete the certificate will be two years (concurrent with the MPH or another
master’s degree).
For the initial year the certificate is offered, we assume that half the enrolled students will be in the first
year of their degree program and half in the second year of their degree program, since this will be their
first opportunity to enroll. In subsequent years, we assume that the majority of students will enroll in the
certificate program during the first year of their degree program and remain enrolled through the second
year, with a smaller number (estimated 1-2 annually) enrolling in the certificate during the second year of
their degree program and completing the certificate the same year.
Successful implementation of the certificate is not contingent on reaching these enrollment estimates. We can
launch the certificate program with smaller initial enrollment if interest is lower than projected.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), capstone, and any other relevant component requirements, but do not list each General Education course.
Applied Track
Research Track
Course Title
Credits
Course Title
Credits
EPI 610 – AIDS Epidemiology
(prerequisite: BMS 505 or equivalent or
permission of course director)
3
EPI 610 – AIDS Epidemiology
(prerequisite: BMS 505 or equivalent or
permission of course director)
3
HPM 611 – Addiction and Public Health
(Prerequisite: HPM 525 or permission of
course director)
3
HPM 611 – Addiction and Public Health
(Prerequisite: HPM 525 or permission of
course director)
3
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HPM 535 – Community Based Public
Health
3
At least 2 of the following methodological
courses:
6-8
At least one of the following graduate-
level courses:
•
EPI 612 – Quantitative Methods in
Epidemiology [4 credits]
(prerequisites: EPI 501 and EPI 502
or equivalent; STA 552 and STA
553 or equivalent)
•
HPM 501 – Health Policy Analysis
[3 credits]
(prerequisite: HPM 500)
•
HPM 641 – Principles of Health
Organization Management [3
credits] (prerequisite: EPI 500, EPI
501, advanced standing or
permission of instructor)
•
HPM 647 – Program Evaluation [3
credits] (prerequisites: EPI 501,
STA 552, or equivalent)
•
HPM 650 – Strategy and
Leadership Applications in Health
Management [3 credits]
•
PAD 501 – Public and Nonprofit
Financial Management [4 credits*]
•
PAD 504 – Data Models, and
Decisions [4 credits*]
•
PAD 522 – Politics and Policy [4
credits*]
•
PAD/POS/INT 604 – Inequality
and Public Policy [4 credits*]
•
PAD 616 – Nonprofits and Social
Transformation [4 credits*]
•
PAD 642 – Public Budgeting [4
credits*]
•
PAD 653/HPM 651 – Public Health
Politics and Policy: Global and
Domestic Perspectives
Students may request to substitute another
graduate-level course subject to approval
by the course instructor and the HIV
3-4
•
EPI 612 – Quantitative Methods in
Epidemiology [4 credits]
(prerequisites: EPI 501 and EPI 502
or equivalent; STA 552 and STA 553
or equivalent)
•
HPM 647 – Program Evaluation [3
credits] (prerequisites: EPI 501, STA
552, or equivalent)
•
EHS 612 – Geographical Information
Systems (GIS) and Public Health [3
credits] (prerequisite: EPI 501)
•
POS 618 – Qualitative Methods [3
credits] (prerequisites: POS 516,
POS 517, or equivalent)
•
PAD 504 – Data Models, and
Decisions [4 credits*]
•
PAD 505 – Statistics for Public
Managers and Policy Analysts [4
credits*]
•
POS/PAD 517 – Quantitative
Research Methods [4 credits*]
(prerequisite: one course in statistics
or consent of instructor)
Students may request to substitute one of
their electives for another graduate-level
course subject to approval by the course
instructor and the HIV Studies Certificate
Program Director.
(*4 credit PAD courses currently pending
changes to be reduced to 3 credits)
Total required credits:
12-13
12-14
h) Program Impact on SUNY and New York State
h)(1) Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New York State? How was need determined? Why are similar programs, if any,
not meeting the need?
There is a need for this HIV Studies certificate program because there are no other academic programs focused on
HIV prevention and drug user health in New York State. There is an increased need to prepare public health
professionals to enter the field in HIV and drug user health due to the on-going ‘end the HIV epidemic’ (ETE)
efforts by the federal government and many state agencies.
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The need for this program was determined by CCHRPP faculty at the NYSDOH AIDS Institute who have served
as mentors for School of Public Health students and an employer for a number of School of Public Health
graduates. NYSDOH AIDS Institute seeks students who have more foundational knowledge in HIV and related
issues in order to have a well-trained workforce (see letter of support in Appendix 2). While this need was
initiated by the NYSDOH AIDS Institute, it affects other employers of public health students within the Capital
District and New York State. A certificate program in HIV Studies within the School of Public Health could have
a tremendous impact on the workforce in HIV and related issues as a result of our unique position in the New
York State capital with many governmental and non-governmental public health organizations and organizations
with specific focus on HIV and drug user health.
In addition to the NYSDOH AI, students who complete the HIV Studies certificate may be eligible for
employment in fields like other governmental organizations, non-profit organizations, and health care sector that
provide public health-related services to behavioral medicine, community health, and preventive medicine in
general. According to December 2019 Education Reports produced through JobsEQ, Chmura Economics &
Analytics, as of Quarter 2 in 2019, total employment for occupations linked to Behavioral Aspects of Health in
New York was 30,205 and employment for occupations linked to Community Health and Preventive Medicine in
New York was 33,438. Over the past three years, occupations linked to Behavioral Aspects of Health added 3,285
jobs in the region and are expected to need in aggregate approximately 24,610 newly trained workers over the
next seven years. Over the past three years, occupations linked to Community Health and Preventive Medicine
added 4,098 jobs in the region and are expected to need in aggregate approximately 24,458 newly trained workers
over the next seven years.
h)(2) Employment: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs. If letters from employers support the program, they may be appended at the end of this form.
As appropriate, address how the program will respond to evolving federal policy on the “gainful employment” of
graduates of certificate programs whose students are eligible for federal student assistance.
Employer
Need: Projected positions
In initial year
In fifth year
N/A – this is not an employment program. However, we
received a letter of support from an external partner who is a
prospective future employer of certificate graduates. See
Appendix 2.
h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards. Institutional research and information security officers at your campus should be able to
help provide access to these password-protected sites. For non-SUNY programs, program titles and degree
information – but no enrollment data – is available from SED’s Inventory of Registered Programs.
Institution
Program Title
Degree
Enrollment
We reviewed all accredited schools of public health (n=6, excluding UAlbany) and additional Master of Public
Health programs (n=6) in New York State. Among these, none appear to be offering a concentration or certificate
in HIV Studies.
Of note, several schools of public health in other states offer certificates in HIV/AIDS, demonstrating the
opportunity for our university/School of Public Health to meet this interest of prospective public health graduate
students and increase our competitiveness among a growing field of accredited public health schools and
programs, both within and outside of New York State.
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h)(4)
Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what
was that consultation and its result?
This program’s design resulted from consultation with CCHRPP partners, including those at SUNY Downstate
Health Sciences University. As a result, we developed a research track which will be of interest to incoming
students who will attend the School of Public Health with sponsorship from the New York International Training
and Research Program, led by SUNY Downstate faculty.
h)(5)
Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved? n/a
2.4. Admissions
a) What are all admission requirements for students in this program? Please note those that differ from the institution’s
minimum admissions requirements and explain why they differ.
Must hold a bachelor’s degree from a college or university of recognized standing
Undergraduate coursework must include at least one course in mathematics (algebra or pre-calculus) or statistics
Official transcripts
One letter of recommendation
CV/Resume
Personal statement
International students must additionally demonstrate a minimum TOEFL score of 98, two semesters of full-time study at a
US college or university, or completion of an undergraduate degree in a country where English is the official language
and language of instruction.
These mirror the admission requirements for other UAlbany School of Public Health graduate certificate programs.
Enrollment of stand-alone certificate students in the HIV Studies Certificate Program may be capped above the estimates
described in section 2.3.f. This would be determined by the relative interest in each track as well as advisement capacity
each year. Those seeking to apply after this cap is met would be offered an option to defer enrollment until the following
year.
b) What is the process for evaluating exceptions to those requirements?
Exceptions will be evaluated on a case-by-case basis by HIV Studies Program Directors.
c) How will the institution encourage enrollment in this program by persons from groups historically underrepresented in
the institution, discipline or occupation?
We will encourage enrollment in the Certificate in HIV Studies for prospective students in collaboration with the School
of Public Health Admissions Office, Rockefeller College of Public Affairs and Policy, the NYSDOH AIDS Institute and
the NYS-ITRP. We will incorporate information about the HIV Studies certificate option in web and print materials and
disseminate those materials through outreach and admissions events, and informally to undergraduate students enrolled in
public health courses. We will conduct additional outreach activities within the School of Public Health to inform and
engage current graduate students in the certificate, as part of the outreach activities of CCHRPP within which the HIV
Studies certificate will be embedded.
Examples of outreach and engagement activities include: attendance at open houses and admissions events, tabling at
student fairs, brown bag seminars, guest lectures in HIV-related and other public health courses. We disseminate
information and promote these activities through printed and virtual flyers, a weekly student listserv, and word of mouth.
Across all of these, we give specific attention to encouraging and nurturing participation from historically
underrepresented groups through inclusion of diverse images, explicitly addressing issues of health disparities, equity, and
justice in courses and extracurricular events, engaging diverse professionals as guest speakers, and assisting students in
linking with academic or professional mentors when desired. To the extent that students choose to share information about
characteristics including race and ethnicity we track and regularly review metrics on participation of students from
underrepresented groups and apply results to continuous program planning.
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2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
Based on the enrollment estimates presented in 2.3.f, we would advise as follows: Each student who is pursuing a degree
(e.g., MPH, DrPH, PhD) at the School of Public Health is assigned a faculty advisor when they matriculate into the program.
Faculty advisors will be provided with HIV Studies certificate program materials, including certificate program
requirements, when the certificate is approved and annually to help inform their advising related to the certificate. Dr. Udo
will also serve as a resource to all students pursuing the certificate. Dr. Udo or CCHRPP affiliated faculty (Drs. Birkhead,
Holtgrave, Kuniholm, Rosenberg, Vasquez, and Young) will serve as the primary advisor for any students enrolled in the
certificate as a stand-alone program (i.e., without a concurrent UAlbany degree program). In addition, students will have
access to the standard support services available to all students (e.g., Dean’s Office academic affairs personnel; University
supports such as the writing center, counseling center, etc.). The SPH routinely monitors academic performance for students
matriculated in degree programs. The Program Director will monitor academic performance following standard SPH
processes for students enrolled in the certificate as a stand-alone program.
2.6. Prior Learning Assessment
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check here [ X ] if not applicable.
2.7. Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy, including
the date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students’ learning outcomes during the program and success after completion of the program. Append at
the end of this form, a plan or curriculum map showing the courses in which the program’s educational and, if
appropriate, career objectives – from Item 2.3(b) of this form – will be taught and assessed. NOTE: The University
Faculty Senate’s Guide for the Evaluation of Undergraduate Programs is a helpful reference.
The program’s achievement of its objectives will be assess every year by the director by reviewing all tracked
programmatic information (e.g., student enrollment, certificate completion, students’ grades in the courses, course
evaluations, student/alumni job placements, etc.).
A full evaluation will be conducted every three years. The evaluation will include a survey of the program’s current
students, alumni, external stakeholders, and internal stakeholders. Alumni will be asked about their job placement/work
experience in HIV and related health issues since graduating from the program. The evaluation will also include a group
discussion with current students in the program. An evaluation summary report will be shared with CCHRPP Steering
Committee members and affiliated faculty.
Achievement of students’ learning outcomes during the program will be assessed using an online self-assessment.
Students will complete the self-assessment at the beginning of their program and at the end. The program director will
analyze assessment results. Students’ grades in the certificate courses will also be reviewed.
See Appendix 3 for a curriculum map showing the courses in which the educational objectives and student learning
outcomes for the certificate will be taught and assessed.
Section 3. Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a typical
student may progress through the program.
NOTE: For an undergraduate certificate program, the SUNY Program Schedule for Certificate and Advanced
Certificate Programs must show all curricular requirements and the number of terms required to complete them.
11 of 33
Certificate programs are not required to conform to SUNY’s and SED’s policies on credit limits, general education,
transfer and liberal arts and sciences.
EXAMPLE FOR ONE TERM: Program Schedule for Certificate Program
Term 2: Fall 20xx
Course Number & Title
Cr
New
Prerequisite(s)
ACC 101 Principles of Accounting
4
MAT 111 College Mathematics
3
MAT 110
CMP 101 Introduction to Computers
3
HUM 110 Speech
3
X
ENG 113 English 102
3
Term credit total:
16
NOTE: For a graduate advanced certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must include all curriculum requirements. The program is not required to conform with
the graduate program expectations from in Regulation 52.2 http://www.highered.nysed.gov/ocue/lrp/rules.htm.
a) If the program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule (i.e.,
not on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with
your campus financial aid administrator for information about nontraditional schedules and financial aid eligibility.
For students adding the certificate to another degree program, their financial aid eligibility corresponds to their
eligibility for their primary degree program.
Students pursuing the certificate as a stand-alone program are not eligible for financial aid.
b) For each existing course that is part of the proposed undergraduate certificate or the graduate advanced certificate,
append, at the end of this form, a catalog description.
Catalog descriptions of the courses are attached to this document. See Appendix 4.
c) For each new course in the certificate or advanced certificate program, append a syllabus at the end of this document.
Not applicable.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
Not applicable.
12
SUNY Program Schedule for Certificate and Advanced Certificate Programs
Program/Track Title and Award: HIV Studies Advanced Certificate
Indicate academic calendar type: [X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.
Note: The sample schedule presented below is for a typical student completing the HIV Studies Certificate in conjunction with the Master of Public Health (MPH) degree program.
Sequence and number of semesters required to complete the 12-14* credits required for this certificate may vary by individual students’ primary degree programs and/or
concentrations. A sample schedule is provided for each track. Specific timing of electives may vary by individual students’ interests. There are options for elective courses in both
fall and spring semesters.
(*4 credit RPAD courses currently pending changes to be reduced to 3 credits)
Applied Track
Term 1: Fall 1
Term 2: Spring 1
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (x)
Co/Prerequisites
HPM 535 Community Based Public Health
3
None
EPI 610 AIDS Epi
3
BMS 505 or equivalent
or instructor
permission
Term credit totals:
3
Term credit totals:
3
Term 3: Fall 2
Term 4: Spring 2
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X) Co/Prerequisites
HPM 611 Addiction and Public Health
3
HPM 525 or instructor
permission
HIV Studies Elective
3-4
Vary by course
Term credit totals:
3
Term credit totals:
3-4
Program Totals (in credits):
Total
Credits: 12-13
13
Research Track
Term 1: Fall 1
Term 2: Spring 1
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (x)
Co/Prerequisites
HIV Studies Elective 1 of 2
3-4
Vary by course
EPI 610 AIDS Epi
3
BMS 505 or equivalent
or instructor
permission
Term credit totals:
3-4
Term credit totals:
3
Term 3: Fall 2
Term 4: Spring 2
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X) Co/Prerequisites
HPM 611 Addiction and Public Health
3
HPM 525 or instructor
permission
HIV Studies Elective 2 of 2
3-4
Vary by course
Term credit totals:
3
Term credit totals:
3-4
Program Totals (in credits):
Total
Credits: 12-14
14
Section 4. Faculty
a)
Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects.
New York State’s requirements for faculty qualifications are in http://www.highered.nysed.gov/ocue/lrp/rules.htm.
Not applicable
c)
What is the institution’s definition of “full-time” faculty?
A full-time faculty member is one who holds an appointment with 100% time commitment.
15
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and Title
% of Time
Program
Discipline(s) of
Additional Qualifications
(Include and identify Program
Dedicated
Courses Which
Highest and Other
Highest and Other
Director with an asterisk)
to Program
May Be
Applicable Earned
Applicable
Earned
Taught
Degrees
Earned Degrees
PART 1. Full-Time Faculty
Tomoko Udo, PhD, MS,
10%
HPM 611
PhD, Rutgers
Health Education
Dr. Udo completed postdoctoral
Assistant Professor*
Addiction and
University; MS,
and Behavior
training at the Center of Alcohol
Public Health;
Rutgers University
Science, Psychology
Studies at Rutgers University and
HPM 647
maintains a research portfolio related to
Program
addiction/substance use disorders and
Evaluation
drug user health. She is Co-Associate
Director of CCHRPP.
Eli Rosenberg, PhD, Associate
Professor
10%
EPI 610 AIDS
PhD, Emory
Epidemiology
Epidemiology;
University
EPI 612
Quantitative
Methods in
Epidemiology
Mark Kuniholm, PhD, Associate
Professor
5%
EPI 610 AIDS
Epidemiology
PhD, Johns Hopkins
Bloomberg School of
Public Health; MS
UC Davis
Epidemiology
Janine Jurkowski, PhD, MPH,
Professor
5%
HPM 535
PhD, University of
Community Health
Community
Illinois at Chicago
Sciences,
Based Public
School of Public
Epidemiology and
Health
Health; MPH, Boston
Health Promotion
University School of
Public Health
Wendy Weller, PhD, MHS, Chair &
5%
HPM 501
PhD, Johns Hopkins
Health Services
Associate Professor
Health Policy
Analysis
Bloomberg School of
Public Health; MHS,
Johns Hopkins
Research and
Policy, Health
Policy
Bloomberg School of
Public Health
Ricky Leung, PhD, Associate
Professor
5%
HPM 641
PhD, University of
Sociology
Principles of
Wisconsin-Madison
(Organizations;
Health Org Mgmnt;
Science and
HPM 650 Strategy
Technology)
16
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field
Leadership
Applications in
Health
Management
Brian Greenhill, PhD, MA, Vice Chair &
Associate Professor
5%
POS/PAD
517
Quantitative
Research
Methods
PhD, University of
Washington; MA,
University of Chicago
Political Science,
International
Relations
Patricia Stratch, PhD, Professor
5%
POS 618
Qualitative
Methods
PhD, University of
Wisconsin-Madison
Political Science
Beth Feingold, PhD, MPH, MESc,
Assistant Professor
5%
EHS 612
Geographical
Information
Systems (GIS)
and Public Health
PhD, Johns Hopkins
Bloomberg School of
Public Health; MPH,
Yale School of Public
Health; MESc, Yale
School of Forestry and
Environmental Studies
Environmental
Health Sciences
David Liebschutz, JD, MPP, Public
Service Professor
5%
PAD 501
Public and
Nonprofit
Financial
Management
JD, Duke University;
MPP, Duke University
Law
Luis Luna-Reyes, PhD, MPH, Vice
Chair & Associate Professor
5%
PAD 504
Data Models,
and Decisions
PhD, University at
Albany
Information Science
Ellen Rubin, PhD, MPA, Associate
Professor
5%
PAD 505
Statistics for
Public
Managers and
Policy Analysts
PhD, University of
Georgia; MPA, the
Maxwell School at
Syracuse University
Public
Administration,
Public Affairs
Gang Chen, PhD, MA, Assistant
Professor
5%
PAD 642
Public
Budgeting
PhD, University of
Nebraska at Omaha;
MA, Sun Yat-sen
University
Public
Administration
Ashley Fox, PhD, MA, Assistant
Professor
10%
PAD 522
Politics and
Policy;
PhD, Columbia
University; MA,
University of
Sociomedical
Sciences; Political
Science
17
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field
PAD 653
Public Health
Politics and
Policy: Global
and Domestic
Perspectives
Connecticut
Jennifer Dodge, PhD, MPhil, Associate
Professor
10%
PAD 604
Inequality and
Public Policy;
PAD 616
Nonprofits and
Social
Transformation
PhD, The Wagner
School at New York
University; MPhil,
The Wagner School at
New York University
Public
Administration
Part 2. Part-Time Faculty
Guthrie Birkhead, MD, MPH
5%
EPI 610 AIDS
Epidemiology
MD, Yale University
School of Medicine;
MPH, Johns Hopkins
University School of
Hygiene and Public
Health
Medicine, Public
Health
Dr. Birkhead worked at the NYSDOH
for 27 years including as director of the
NYSDOH AIDS Institute, director of
the Center for Community Health, and
Deputy Commissioner and Director of
the Office of Public Health. Dr.
Birkhead is the director of CCHRPP.
Part 3. Faculty To-Be-Hired (List as
TBH1, TBH2, etc., and provide
title/rank and expected hiring date)
n/a
18
Section 5. Financial Resources and Instructional Facilities
a)
What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
This program can be launched without additional resources, as the resources needed to support it are already
embedded within existing programs.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
Not applicable as no new resources are required – see (a) above.
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Program Expense Categories
Expenses (in dollars)
Before
Start
Academic
Year 1:
Academic
Year 2:
Academic
Year 3:
Academic
Year 4:
Academic
Year 5:
(a) Personnel (including
faculty and all others)
0
0
0
0
0
0
(b) Library
0
0
0
0
0
0
(c) Equipment
0
0
0
0
0
0
(d) Laboratories
0
0
0
0
0
0
(e) Supplies
0
0
0
0
0
0
(f)
Capital Expenses
0
0
0
0
0
0
(g) Other (Specify):
0
0
0
0
0
0
(h) Sum of Rows Above
0
0
0
0
0
0
Section 6. Library Resources
NOTE: This section does not apply to certificate or advanced certificate programs.
Section 7. External Evaluation
NOTE: This section does not apply to certificate or advanced certificate programs.
Section 8. Institutional Response to External Evaluator Reports
NOTE: This section does not apply to certificate or advanced certificate programs.
19
Section 9. SUNY Undergraduate Transfer
NOTE: This section does not apply to certificate or advanced certificate programs.
20
Section 10. Application for Distance Education
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [X ] No [ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [ X] No [ ] Yes
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
NOTE: This section does not apply to certificate or advanced certificate programs.
List of Appended Items
Appended Items: Materials required in selected items in Sections 1 through 5 and Section 10 of this form should
be appended after this page, with continued pagination. In the first column of the chart below, please number the
appended items, and append them in number order.
Number
Appended Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commissioner’s Regulations for the
Profession, or other external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which the
SED Office of the Professions (OP) requires a specialized form, if
required by OP
Section 2.3, Item (e)
1
JobsEQ Educational Report
Section 2, Item 2.3 (h)(1)
2
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
3
For all programs, a plan or curriculum map showing the courses in
which the program’s educational and (if appropriate) career objectives
will be taught and assessed
Section 2, Item 7
4
For all programs, a catalog description for each existing course that is
part of the proposed program
Section 3, Item (b)
For all programs, syllabi for all new courses in the proposed program
Section 3, Item (c)
For programs requiring external instruction, External Instruction Form
and documentation required on that form
Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format
Proposal
Section 10
University at Albany
New Program Proposal
Advanced Graduate Certificate in HIV Studies
Appendix 1
JobsEQ Education Report
Education Report for Behavioral Aspects of Health
New York
December 13, 2019
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
2
DEFINITION OF BEHAVIORAL ASPECTS OF HEALTH, CIP 51.2212 ...................................................................................................... 3
AWARDS ............................................................................................................................................................................................. 4
OCCUPATION CROSSWALK ................................................................................................................................................................. 5
OCCUPATION DETAILS ........................................................................................................................................................................ 6
EMPLOYMENT BY INDUSTRY .............................................................................................................................................................. 7
GEOGRAPHIC DISTRIBUTION .............................................................................................................................................................. 8
DEMOGRAPHIC PROFILE .................................................................................................................................................................... 9
FAQ ................................................................................................................................................................................................... 10
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
3
Definition of Behavioral Aspects of Health, CIP 51.2212
A program that focuses on the biological, behavioral, and socio-cultural determinants of health and health behavior,
and the interventions and policies aimed at improving community and population health. Includes instruction in
behavioral sciences, public health practice and policy, human services, and research methods.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
4
Awards
The table below is a list of postsecondary awards in CIP 51.2212 that were granted by institutions located in New
York in the 2018 academic year.
Annual Awards, CIP 51.2212 - New York
Regions and Schools
Post-Grad Awards1
Daemen College
2
New York-All Schools
2
1. Master's, post-master's, and doctorates
Awards data are per the National Center for Education Statistics (NCES) and JobsEQ for the 2018 academic year. Any programs shown here reflect only data reported to the NCES; reporting is
required of all schools participating in any federal finance assistance program authorized by Title IV of the Higher Education Act of 1965, as amended—other training providers in the region that do
not report data to the NCES are not reflected in the above.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
5
Occupation Crosswalk
The below table lists all occupations linked with the program, Behavioral Aspects of Health, CIP 51.2212. The
educational attainment mix data shown are based upon survey data for the years 2014-2015.
Education and Training Requirements
Educational Attainment, Age 25+
Typical Education
Needed for Entry
Work Experience in a
Related Occupation
Typical On-the-Job
Training Needed to
Attain Competency in
the Occupation
No College
Some College,
No Degree
Associate's
Degree
Bachelor's
Degree
Postgraduate
Degree
21-1091
Health Educators
Bachelor's degree
None
None
14%
22%
9%
32%
23%
21-1094
Community Health
Workers
High school diploma
or equivalent
None
Short-term on-the-job
training
14%
22%
9%
32%
23%
25-1071
Health Specialties
Teachers, Postsecondary
Doctoral or
professional degree
Less than 5 years
None
0%
2%
2%
16%
79%
Education and training requirements are from the Bureau of Labor Statistics (BLS); educational attainment mix are regional data modeled by Chmura using Census educational attainment data
projected to 2019Q2 along with source data from the BLS
Definition of Health Educators (21-1091)
Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy
lifestyles. Collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs
designed to encourage healthy lifestyles, policies, and environments. May serve as resource to assist individuals, other health professionals,
or the community, and may administer fiscal resources for health education programs. Excludes “Community Health Workers” (21-1094).
Definition of Community Health Workers (21-1094)
Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to
implement programs in the community that promote, maintain, and improve individual and community health. May provide information on
available resources, provide social support and informal counseling, advocate for individuals and community health needs, and provide
services such as first aid and blood pressure screening. May collect data to help identify community health needs. Excludes “Health
Educators” (21-1091).
Definition of Health Specialties Teachers, Postsecondary (25-1071)
Teach courses in health specialties, in fields such as dentistry, laboratory technology, medicine, pharmacy, public health, therapy, and
veterinary medicine. Excludes "Nursing Instructors and Teachers, Postsecondary" (25-1072) and "Biological Science Teachers,
Postsecondary" (25-1042) who teach medical science.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
6
Occupation Details
As of 2019Q2, total employment for occupations linked to Behavioral Aspects of Health in New York was 30,205.
Over the past three years, linked occupations added 3,285 jobs in the region and are expected to need in aggregate
approximately 24,610 newly trained workers over the next seven years.
Snapshot of Occupations Linked to Behavioral Aspects of Health in New York1
Current
3-Year
History
7-Year Forecast
SOC
Occupation
Empl
Avg Ann
Wages2
LQ
Unempl
Unempl
Rate
Online
Job Ads3
Ann %
Total
Demand
Exits
Transfers
Empl
Growth
Avg Ann
Growth %
25‑ 1071 Health Specialties
Teachers, Postsecondary
19,773
$127,200
1.58
522
2.7%
1,127
3.8%
14,325
5,600
5,751
2,974
2.0%
21‑ 1094 Community Health
Workers
5,875
$44,300
1.53
246
4.3%
50
7.0%
5,914
1,982
3,260
672
1.6%
21‑ 1091 Health Educators
4,557
$57,000
1.21
101
2.4%
106
1.0%
4,367
1,509
2,481
378
1.1%
Total - Linked Occupations
30,205
$100,500
1.50
869
3.0%
1,283
3.9%
24,610
9,091
11,492
4,027
1.8%
Total - All Occupations
10,139,732 $61,500
1.00
389,455
3.9%
394,171
1.4%
8,059,588
3,397,596
4,367,004
294,988
0.4%
Source: JobsEQ®
Data as of 2019Q2 unless noted otherwise
Note: Figures may not sum due to rounding.
1. Data based on a four-quarter moving average unless noted otherwise.
2. Wage data are as of 2018 and represent the average for all Covered Employment
3. Data represent found online ads active within the last thirty days in the selected region; data represents a sampling rather than the complete universe of postings. Ads lacking zip code
information but designating a place (city, town, etc.) may be assigned to the zip code with greatest employment in that place for queries in this analytic. Due to alternative county-assignment
algorithms, ad counts in this analytic may not match that shown in RTI (nor in the popup window ad list).
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2. Wages by occupation are as
of 2018 provided by the BLS and imputed where necessary. Forecast employment growth uses national projections from the Bureau of Labor Statistics adapted for regional growth patterns.
Occupation unemployment figures are imputed by Chmura.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
7
Employment by Industry
The table illustrates the industries in New York which most employ occupations linked to Behavioral Aspects of
Health. The single industry most employing these occupations in the region is Colleges, Universities, and
Professional Schools, NAICS 6113. This industry employs 17,082 workers in the linked occupations—employment
which is expected to increase by 3,885 jobs over the next ten years; furthermore, 14,177 additional new workers in
these linked occupations will be needed for this industry due to separation demand, that is, to replace workers in this
occupation and industry that retire or move into a different occupation.
Industry Distribution for Occupations Linked to Behavioral Aspects of Health in New York
Current
10-Year Demand
NAICS
Code
Industry Title
% of Occ
Empl
Empl
Exits
Transfers
Empl Growth
Total
Demand
6113 Colleges, Universities, and Professional Schools
56.6%
17,082
6,958
7,220
3,885
18,062
6221 General Medical and Surgical Hospitals
9.6%
2,889
1,243
1,767
231
3,242
6241 Individual and Family Services
6.2%
1,885
990
1,628
711
3,330
6112 Junior Colleges
4.8%
1,445
568
587
214
1,369
6214 Outpatient Care Centers
2.2%
653
328
521
203
1,053
9211 Executive, Legislative, and Other General Government Support
2.1%
637
284
467
-5
746
8132 Grantmaking and Giving Services
1.9%
559
272
447
102
820
8133 Social Advocacy Organizations
1.7%
508
236
388
40
664
6211 Offices of Physicians
1.6%
480
227
361
82
671
9221 Justice, Public Order, and Safety Activities
1.4%
419
193
317
25
535
6242
Community Food and Housing, and Emergency and Other Relief
Services
1.1%
318
149
245
32
426
6216 Home Health Care Services
1.0%
300
163
268
142
573
6232
Residential Intellectual and Developmental Disability, Mental
Health, and Substance Abuse Facilities
0.8%
256
124
203
45
371
5241 Insurance Carriers
0.7%
197
97
160
42
299
5511 Management of Companies and Enterprises
0.6%
180
81
133
3
217
8131 Religious Organizations
0.6%
171
77
127
4
209
-All Others-
7.4%
2,245
1,013
1,596
163
2,772
Source: JobsEQ®
Data as of 2019Q2 except wages which are as of 2018. Note that occupation-by-industry wages represent adjusted national data and may not be consistent with regional, all-industry occupation
wages shown elsewhere in JobsEQ.
Note: Figures may not sum due to rounding.
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2. Forecast employment growth
uses national projections from the Bureau of Labor Statistics adapted for regional growth patterns.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
8
Geographic Distribution
The map below illustrates the county-level distribution of employed workers in New York in occupations linked to
Behavioral Aspects of Health. Employment is shown by place of work.
Top Counties with Employment Linked to Behavioral Aspects of Health, 2019Q2
Region
Employment
New York County, New York
8,748
Kings County, New York
2,269
Monroe County, New York
2,015
Nassau County, New York
1,528
Suffolk County, New York
1,454
Queens County, New York
1,444
Erie County, New York
1,414
Bronx County, New York
1,398
Westchester County, New York
1,101
Tompkins County, New York
1,070
Source: JobsEQ®
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
9
Demographic Profile
The population in New York was 19,798,228 per American Community Survey data for 2013-2017.
Of individuals 25 to 64 in New York, 37.6% have a bachelor’s degree or higher which compares with 32.3% in the
nation. Per American Community Survey 2013-2017 estimates, the region has about 260,915 students enrolled in
grade 12.
Summary1
Percent
Value
New York
USA
New York
USA
Demographics
Population (ACS)
—
—
19,798,228
321,004,407
Male
48.5%
49.2%
9,604,111
158,018,753
Female
51.5%
50.8%
10,194,117
162,985,654
Median Age2
—
—
38.4
37.8
Under 18 Years
21.2%
22.9%
4,203,304
73,601,279
18 to 24 Years
9.8%
9.7%
1,934,115
31,131,484
25 to 34 Years
14.6%
13.7%
2,883,167
44,044,173
35 to 44 Years
12.6%
12.7%
2,485,508
40,656,419
45 to 54 Years
13.9%
13.4%
2,744,981
43,091,143
55 to 64 Years
12.8%
12.7%
2,538,802
40,747,520
65 to 74 Years
8.5%
8.6%
1,675,514
27,503,389
Population Growth
Population (Pop Estimates)4
—
—
19,542,209
327,167,434
Population Annual Average Growth4
0.2%
0.7%
32,977
2,307,347
Educational Attainment, Age 25-64
No High School Diploma
12.0%
11.4%
1,273,179
19,230,541
High School Graduate
24.6%
26.0%
2,615,245
43,784,920
Some College, No Degree
16.4%
21.2%
1,745,824
35,803,629
Associate's Degree
9.5%
9.0%
1,010,938
15,199,517
Bachelor's Degree
21.9%
20.5%
2,336,493
34,602,913
Postgraduate Degree
15.7%
11.8%
1,670,779
19,917,735
Social
Poverty Level (of all people)
15.1%
14.6%
2,908,471
45,650,345
Households Receiving Food Stamps/SNAP
15.2%
12.6%
1,110,617
15,029,498
Enrolled in Grade 12 (% of total population)
1.3%
1.4%
260,915
4,437,324
Disconnected Youth3
2.7%
2.7%
27,330
456,548
Children in Single Parent Families (% of all children)
35.1%
34.5%
1,406,751
24,106,567
Speak English Less Than Very Well (population 5 yrs and over)
13.6%
8.5%
2,524,549
25,654,421
Source: JobsEQ®
1. American Community Survey 2013-2017, unless noted otherwise
2. Median values for certain aggregate regions (such as MSAs) may be estimated as the weighted averages of the median values from the composing counties.
3. Disconnected Youth are 16-19 year olds who are (1) not in school, (2) not high school graduates, and (3) either unemployed or not in the labor force.
4. Census 2018, annual average growth rate since 2008
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
10
FAQ
What is CIP?
The 2010 Classification of Instructional Programs (CIP) is taxonomy of instructional program classifications and descriptions. It was developed and
has been updated by the U.S. Department of Education’s National Center for Education Statistics (NCES).
What is SOC?
The Standard Occupational Classification system (SOC) is used to classify workers into occupational categories. All workers are classified into one of
over 840 occupations according to their occupational definition. To facilitate classification, occupations are combined to form 23 major groups, 97
minor groups, and 461 occupation groups. Each occupation group includes detailed occupations requiring similar job duties, skills, education, or
experience.
What is training concentration?
Training concentration analysis compares local postsecondary training output to the national norm. As an example consider registered nurses. If in
the nation, one RN award is granted for every twelve RNs employed, that 1:12 ratio is the national norm. If in your region your schools also grant one
RN award for every twelve RNs employed, then your region will be right at the national norm, or we say at 100% of the national norm which is termed
a 100% training concentration. If your region grants two RN awards for every twelve employed, your region would be at twice the national norm or
have a 200% training concentration. Similarly, if your region grants one RN award for every twenty-four employed, your region would be at half the
national norm or have a 50% training concentration. (Note that this analysis, relying on data provided by Title IV postsecondary schools, provides an
incomplete training picture for occupations receiving much of their training from other sources.)
What is the program-to-occupation crosswalk?
Training programs are classified according to the Classification of Instructional Programs (CIP codes). For relating training programs, this report uses
a modified version of the CIP to SOC crosswalk from the National Center for Education Statistics (NCES). While this is a very helpful crosswalk for
estimating occupation production from training program awards data, the crosswalk is neither perfect nor comprehensive. Indeed, it is hard to imagine
such a crosswalk being perfect since many training program graduates for one reason or another do not end up employed in occupations that are
most related to the training program from which they graduated. Therefore, the education program analyses should be considered in this light.
As an example of the many scenarios that may unfold, consider a journalism degree that crosswalks into three occupations: editors, writers, and
postsecondary communications teachers. Graduates with a journalism degree may get a job in one of these occupations—and that may be the most-
likely scenario—but a good number of these graduates may get a job in a different occupation altogether (the job may be somewhat related, such as
a reporter, or the job may be totally unrelated, such as a real estate agent). Furthermore, a graduate may stay in school or go back to school for a
degree that will lead to other occupation possibilities. Still another possibility includes the graduate not entering the labor market (maybe being
unemployed, being a non-participant, or moving to another region).
What is separation demand?
Separation demand is the number of jobs required due to separations—labor force exits (including retirements) and turnover resulting from workers
moving from one occupation into another. Note that separation demand does not include all turnover—it does not include when workers stay in the
same occupation but switch employers. The total projected demand for an occupation is the sum of the separation demand and the growth demand
(which is the increase or decrease of jobs in an occupation expected due to expansion or contraction of the overall number of jobs in that occupation).
What is a location quotient?
A location quotient (LQ) is a measurement of concentration in comparison to the nation. An LQ of 1.00 indicates a region has the same concentration
of an occupation (or industry) as the nation. An LQ of 2.00 would mean the region has twice the expected employment compared to the nation and an
LQ of 0.50 would mean the region has half the expected employment in comparison to the nation.
What is NAICS?
The North American Industry Classification System (NAICS) is used to classify business establishments according to the type of economic activity.
The NAICS Code comprises six levels, from the “all industry” level to the 6-digit level. The first two digits define the top level category, known as the
“sector,” which is the level examined in this report.
About This Report
This report and all data herein were produced by JobsEQ®, a product of Chmura Economics & Analytics. The information contained herein was obtained from sources we believe to be reliable.
However, we cannot guarantee its accuracy and completeness.
Education Report for Community Health and Preventive
Medicine
New York
December 13, 2019
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
2
DEFINITION OF COMMUNITY HEALTH AND PREVENTIVE MEDICINE, CIP 51.2208 ........................................................................... 3
AWARDS ............................................................................................................................................................................................. 4
OCCUPATION CROSSWALK ................................................................................................................................................................. 5
OCCUPATION DETAILS ........................................................................................................................................................................ 6
EMPLOYMENT BY INDUSTRY .............................................................................................................................................................. 7
GEOGRAPHIC DISTRIBUTION .............................................................................................................................................................. 8
DEMOGRAPHIC PROFILE .................................................................................................................................................................... 9
FAQ ................................................................................................................................................................................................... 10
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
3
Definition of Community Health and Preventive Medicine,
CIP 51.2208
A program that prepares public health specialists to plan and manage health services in local community settings,
including the coordination of related support services, government agencies, and private resources. Includes
instruction in public health, community health services and delivery, health behavior and cultural factors, local
government operations, human services, health communication and promotion, health services administration in
local settings, environmental health, preventive and comparative medicine, epidemiology, biostatistics, family and
community health, and applicable law and regulations.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
4
Awards
The table below is a list of postsecondary awards in CIP 51.2208 that were granted by institutions located in New
York in the 2018 academic year.
Annual Awards, CIP 51.2208 - New York
Regions and Schools
4yr Awards1
Post-Grad Awards2
Adelphi University
2
Canisius College
8
Daemen College
5
Hofstra University
70
Long Island University
1
SUNY Cortland
52
9
University at Buffalo
2
New York-All Schools
122
27
1. Bachelor's degrees and post-baccalaureates
2. Master's, post-master's, and doctorates
Awards data are per the National Center for Education Statistics (NCES) and JobsEQ for the 2018 academic year. Any programs shown here reflect only data reported to the NCES; reporting is
required of all schools participating in any federal finance assistance program authorized by Title IV of the Higher Education Act of 1965, as amended—other training providers in the region that do
not report data to the NCES are not reflected in the above.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
5
Occupation Crosswalk
The below table lists all occupations linked with the program, Community Health and Preventive Medicine, CIP
51.2208. The educational attainment mix data shown are based upon survey data for the years 2014-2015.
Education and Training Requirements
Educational Attainment, Age 25+
Typical Education
Needed for Entry
Work Experience in a
Related Occupation
Typical On-the-Job
Training Needed to
Attain Competency in
the Occupation
No College
Some College,
No Degree
Associate's
Degree
Bachelor's
Degree
Postgraduate
Degree
11-9111
Medical and Health
Services Managers
Bachelor's degree
Less than 5 years
None
9%
15%
12%
32%
32%
21-1094
Community Health
Workers
High school diploma
or equivalent
None
Short-term on-the-job
training
14%
22%
9%
32%
23%
Education and training requirements are from the Bureau of Labor Statistics (BLS); educational attainment mix are regional data modeled by Chmura using Census educational attainment data
projected to 2019Q2 along with source data from the BLS
Definition of Medical and Health Services Managers (11-9111)
Plan, direct, or coordinate medical and health services in hospitals, clinics, managed care organizations, public health agencies, or similar
organizations.
Definition of Community Health Workers (21-1094)
Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to
implement programs in the community that promote, maintain, and improve individual and community health. May provide information on
available resources, provide social support and informal counseling, advocate for individuals and community health needs, and provide
services such as first aid and blood pressure screening. May collect data to help identify community health needs. Excludes “Health
Educators” (21-1091).
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
6
Occupation Details
As of 2019Q2, total employment for occupations linked to Community Health and Preventive Medicine in New York
was 33,438. Over the past three years, linked occupations added 4,098 jobs in the region and are expected to need
in aggregate approximately 24,458 newly trained workers over the next seven years.
Snapshot of Occupations Linked to Community Health and Preventive Medicine in New York1
Current
3-Year
History
7-Year Forecast
SOC
Occupation
Empl
Avg Ann
Wages2
LQ
Unempl
Unempl
Rate
Online
Job Ads3
Ann %
Total
Demand
Exits
Transfers
Empl
Growth
Avg Ann
Growth %
11‑ 9111 Medical and Health
Services Managers
27,563
$143,000
1.09
248
0.9%
5,876
3.9%
18,544
5,548
10,069
2,927
1.5%
21‑ 1094 Community Health
Workers
5,875
$44,300
1.53
246
4.3%
50
7.0%
5,914
1,982
3,260
672
1.6%
Total - Linked Occupations
33,438
$125,700
1.15
494
1.5%
5,926
4.5%
24,458
7,531
13,329
3,599
1.5%
Total - All Occupations
10,139,732 $61,500
1.00
389,455
3.9%
394,171
1.4%
8,059,588
3,397,596
4,367,004
294,988
0.4%
Source: JobsEQ®
Data as of 2019Q2 unless noted otherwise
Note: Figures may not sum due to rounding.
1. Data based on a four-quarter moving average unless noted otherwise.
2. Wage data are as of 2018 and represent the average for all Covered Employment
3. Data represent found online ads active within the last thirty days in the selected region; data represents a sampling rather than the complete universe of postings. Ads lacking zip code
information but designating a place (city, town, etc.) may be assigned to the zip code with greatest employment in that place for queries in this analytic. Due to alternative county-assignment
algorithms, ad counts in this analytic may not match that shown in RTI (nor in the popup window ad list).
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2. Wages by occupation are as
of 2018 provided by the BLS and imputed where necessary. Forecast employment growth uses national projections from the Bureau of Labor Statistics adapted for regional growth patterns.
Occupation unemployment figures are imputed by Chmura.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
7
Employment by Industry
The table illustrates the industries in New York which most employ occupations linked to Community Health and
Preventive Medicine. The single industry most employing these occupations in the region is General Medical and
Surgical Hospitals, NAICS 6221. This industry employs 10,481 workers in the linked occupations—employment
which is expected to increase by 112 jobs over the next ten years; furthermore, 8,196 additional new workers in
these linked occupations will be needed for this industry due to separation demand, that is, to replace workers in this
occupation and industry that retire or move into a different occupation.
Industry Distribution for Occupations Linked to Community Health and Preventive Medicine in New York
Current
10-Year Demand
NAICS
Code
Industry Title
% of Occ
Empl
Empl
Exits
Transfers
Empl Growth
Total
Demand
6221 General Medical and Surgical Hospitals
31.3%
10,481
2,927
5,269
112
8,308
6211 Offices of Physicians
9.5%
3,180
1,050
1,886
1,233
4,168
6216 Home Health Care Services
9.3%
3,125
1,044
1,876
1,320
4,240
6231 Nursing Care Facilities (Skilled Nursing Facilities)
6.4%
2,153
571
1,034
-84
1,520
6241 Individual and Family Services
5.5%
1,843
861
1,443
684
2,988
6214 Outpatient Care Centers
5.4%
1,809
648
1,146
769
2,563
6213 Offices of Other Health Practitioners
2.5%
825
277
494
288
1,059
6232
Residential Intellectual and Developmental Disability, Mental
Health, and Substance Abuse Facilities
2.3%
770
263
460
123
846
5511 Management of Companies and Enterprises
2.2%
749
219
391
13
623
9211 Executive, Legislative, and Other General Government Support
2.1%
695
251
428
-7
672
6113 Colleges, Universities, and Professional Schools
1.9%
630
193
342
44
579
5241 Insurance Carriers
1.8%
590
195
344
123
662
9221 Justice, Public Order, and Safety Activities
1.6%
546
189
327
23
538
6223 Specialty (except Psychiatric and Substance Abuse) Hospitals
1.6%
543
171
308
160
638
8133 Social Advocacy Organizations
1.3%
429
194
321
34
549
6222 Psychiatric and Substance Abuse Hospitals
1.1%
370
98
177
-40
235
6219 Other Ambulatory Health Care Services
1.0%
347
109
194
64
367
8132 Grantmaking and Giving Services
1.0%
328
150
249
60
459
6215 Medical and Diagnostic Laboratories
1.0%
322
95
173
72
341
6233
Continuing Care Retirement Communities and Assisted Living
Facilities for the Elderly
0.9%
308
93
169
76
338
-All Others-
10.1%
3,391
1,152
1,997
190
3,338
Source: JobsEQ®
Data as of 2019Q2 except wages which are as of 2018. Note that occupation-by-industry wages represent adjusted national data and may not be consistent with regional, all-industry occupation
wages shown elsewhere in JobsEQ.
Note: Figures may not sum due to rounding.
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2. Forecast employment growth
uses national projections from the Bureau of Labor Statistics adapted for regional growth patterns.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
8
Geographic Distribution
The map below illustrates the county-level distribution of employed workers in New York in occupations linked to
Community Health and Preventive Medicine. Employment is shown by place of work.
Top Counties with Employment Linked to Community Health and Preventive Medicine, 2019Q2
Region
Employment
New York County, New York
6,453
Kings County, New York
3,832
Nassau County, New York
2,731
Queens County, New York
2,696
Bronx County, New York
2,021
Suffolk County, New York
1,983
Erie County, New York
1,755
Westchester County, New York
1,617
Monroe County, New York
1,483
Albany County, New York
1,001
Source: JobsEQ®
Occupation employment data are estimated via industry employment data and the industry/occupation mix. Industry employment data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 2018Q4, imputed where necessary with preliminary estimates updated to 2019Q2.
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
9
Demographic Profile
The population in New York was 19,798,228 per American Community Survey data for 2013-2017.
Of individuals 25 to 64 in New York, 37.6% have a bachelor’s degree or higher which compares with 32.3% in the
nation. Per American Community Survey 2013-2017 estimates, the region has about 260,915 students enrolled in
grade 12.
Summary1
Percent
Value
New York
USA
New York
USA
Demographics
Population (ACS)
—
—
19,798,228
321,004,407
Male
48.5%
49.2%
9,604,111
158,018,753
Female
51.5%
50.8%
10,194,117
162,985,654
Median Age2
—
—
38.4
37.8
Under 18 Years
21.2%
22.9%
4,203,304
73,601,279
18 to 24 Years
9.8%
9.7%
1,934,115
31,131,484
25 to 34 Years
14.6%
13.7%
2,883,167
44,044,173
35 to 44 Years
12.6%
12.7%
2,485,508
40,656,419
45 to 54 Years
13.9%
13.4%
2,744,981
43,091,143
55 to 64 Years
12.8%
12.7%
2,538,802
40,747,520
65 to 74 Years
8.5%
8.6%
1,675,514
27,503,389
Population Growth
Population (Pop Estimates)4
—
—
19,542,209
327,167,434
Population Annual Average Growth4
0.2%
0.7%
32,977
2,307,347
Educational Attainment, Age 25-64
No High School Diploma
12.0%
11.4%
1,273,179
19,230,541
High School Graduate
24.6%
26.0%
2,615,245
43,784,920
Some College, No Degree
16.4%
21.2%
1,745,824
35,803,629
Associate's Degree
9.5%
9.0%
1,010,938
15,199,517
Bachelor's Degree
21.9%
20.5%
2,336,493
34,602,913
Postgraduate Degree
15.7%
11.8%
1,670,779
19,917,735
Social
Poverty Level (of all people)
15.1%
14.6%
2,908,471
45,650,345
Households Receiving Food Stamps/SNAP
15.2%
12.6%
1,110,617
15,029,498
Enrolled in Grade 12 (% of total population)
1.3%
1.4%
260,915
4,437,324
Disconnected Youth3
2.7%
2.7%
27,330
456,548
Children in Single Parent Families (% of all children)
35.1%
34.5%
1,406,751
24,106,567
Speak English Less Than Very Well (population 5 yrs and over)
13.6%
8.5%
2,524,549
25,654,421
Source: JobsEQ®
1. American Community Survey 2013-2017, unless noted otherwise
2. Median values for certain aggregate regions (such as MSAs) may be estimated as the weighted averages of the median values from the composing counties.
3. Disconnected Youth are 16-19 year olds who are (1) not in school, (2) not high school graduates, and (3) either unemployed or not in the labor force.
4. Census 2018, annual average growth rate since 2008
Source: JobsEQ®, http://www.chmuraecon.com/jobseq
Copyright © 2019 Chmura Economics & Analytics, All Rights Reserved.
10
FAQ
What is CIP?
The 2010 Classification of Instructional Programs (CIP) is taxonomy of instructional program classifications and descriptions. It was developed and
has been updated by the U.S. Department of Education’s National Center for Education Statistics (NCES).
What is SOC?
The Standard Occupational Classification system (SOC) is used to classify workers into occupational categories. All workers are classified into one of
over 840 occupations according to their occupational definition. To facilitate classification, occupations are combined to form 23 major groups, 97
minor groups, and 461 occupation groups. Each occupation group includes detailed occupations requiring similar job duties, skills, education, or
experience.
What is training concentration?
Training concentration analysis compares local postsecondary training output to the national norm. As an example consider registered nurses. If in
the nation, one RN award is granted for every twelve RNs employed, that 1:12 ratio is the national norm. If in your region your schools also grant one
RN award for every twelve RNs employed, then your region will be right at the national norm, or we say at 100% of the national norm which is termed
a 100% training concentration. If your region grants two RN awards for every twelve employed, your region would be at twice the national norm or
have a 200% training concentration. Similarly, if your region grants one RN award for every twenty-four employed, your region would be at half the
national norm or have a 50% training concentration. (Note that this analysis, relying on data provided by Title IV postsecondary schools, provides an
incomplete training picture for occupations receiving much of their training from other sources.)
What is the program-to-occupation crosswalk?
Training programs are classified according to the Classification of Instructional Programs (CIP codes). For relating training programs, this report uses
a modified version of the CIP to SOC crosswalk from the National Center for Education Statistics (NCES). While this is a very helpful crosswalk for
estimating occupation production from training program awards data, the crosswalk is neither perfect nor comprehensive. Indeed, it is hard to imagine
such a crosswalk being perfect since many training program graduates for one reason or another do not end up employed in occupations that are
most related to the training program from which they graduated. Therefore, the education program analyses should be considered in this light.
As an example of the many scenarios that may unfold, consider a journalism degree that crosswalks into three occupations: editors, writers, and
postsecondary communications teachers. Graduates with a journalism degree may get a job in one of these occupations—and that may be the most-
likely scenario—but a good number of these graduates may get a job in a different occupation altogether (the job may be somewhat related, such as
a reporter, or the job may be totally unrelated, such as a real estate agent). Furthermore, a graduate may stay in school or go back to school for a
degree that will lead to other occupation possibilities. Still another possibility includes the graduate not entering the labor market (maybe being
unemployed, being a non-participant, or moving to another region).
What is separation demand?
Separation demand is the number of jobs required due to separations—labor force exits (including retirements) and turnover resulting from workers
moving from one occupation into another. Note that separation demand does not include all turnover—it does not include when workers stay in the
same occupation but switch employers. The total projected demand for an occupation is the sum of the separation demand and the growth demand
(which is the increase or decrease of jobs in an occupation expected due to expansion or contraction of the overall number of jobs in that occupation).
What is a location quotient?
A location quotient (LQ) is a measurement of concentration in comparison to the nation. An LQ of 1.00 indicates a region has the same concentration
of an occupation (or industry) as the nation. An LQ of 2.00 would mean the region has twice the expected employment compared to the nation and an
LQ of 0.50 would mean the region has half the expected employment in comparison to the nation.
What is NAICS?
The North American Industry Classification System (NAICS) is used to classify business establishments according to the type of economic activity.
The NAICS Code comprises six levels, from the “all industry” level to the 6-digit level. The first two digits define the top level category, known as the
“sector,” which is the level examined in this report.
About This Report
This report and all data herein were produced by JobsEQ®, a product of Chmura Economics & Analytics. The information contained herein was obtained from sources we believe to be reliable.
However, we cannot guarantee its accuracy and completeness.
University at Albany
New Program Proposal
Advanced Graduate Certificate in HIV Studies
Appendix 2
Letter of Support
New York State Department of Health
September 14, 2020
Tomoko Udo, PhD
Co-Associate Director
Center for Collaborative HIV Research in Practice and Policy (CCHRPP)
University at Albany School of Public Health
One University Place
Rensselaer, NY 12144
Dear Dr. Udo:
On behalf of the New York State Department of Health AIDS Institute (AI), I enthusiastically support
your proposal for the HIV Studies certificate program to be administered by the University at Albany
School of Public Health (SPH).
The AI oversees a wide range of public health programs and policies related to HIV, STIs, viral
hepatitis, and drug user health. We regularly involve graduate students from the SPH as public
health interns and graduate assistants. We have hired SPH graduates for staff positions and have
staff who enroll in coursework or degree programs at SPH. Furthermore, we work closely with local
health departments, community-based organizations, and other partners that are responsible for
carrying out HIV, hepatitis and drug user health programs and policies at the local level.
The addition of a graduate certificate in HIV Studies has the potential to better position the AI’s
workforce to carry out its programs and policies. As a founding partner in the CCHRPP, we had an
opportunity to provide information about competencies that we look for when we hire interns and
new employees. The certificate will lead to increases in students’ relevant knowledge and skills
related to HIV studies and related issues across multiple areas of public health, including health
policy, epidemiology, and community health. Several AI staff serve as faculty at the SPH and have
committed to active participation in the certificate program as teaching faculty and internship
mentors. The certificate will also build on existing opportunities for our staff to enhance their
professional development through serving as guest instructors for courses. When recruiting for
interns and staff positions, the certificate will help us to identify individuals with a dedicated interest
and commitment to the fields of HIV, STIs, viral hepatitis, and drug user health. For professionals
already working in the field of public health, completing the certificate may be an appealing option to
enhance their knowledge and skills and provide opportunities for advancement within the AI. An
initial survey of AI staff yielded strong interest in the certificate program.
We look forward to collaborating with you to support the HIV Studies certificate at SPH.
Sincerely,
Johanne E. Morne, MS
Director
AIDS Institute
University at Albany
New Program Proposal
Advanced Graduate Certificate in HIV Studies
Appendix 3
Curriculum Map
Graduate Certificate in HIV Studies: Applied Track
Required
Students select at least ONE of the following courses:
EPI
610 –
AIDS
Epidemi
ology
HPM –
611
Addiction
and
Public
Health
HPM
535 –
Communi
ty Based
Public
Health
EPI 612 –
Quantitative
Methods in
Epidemiolog
y
HPM 501
–
Health
Policy
Analysis
HPM 641
– Principles
of Health
Organizatio
n
Manageme
nt
HPM
647 –
Program
Evaluatio
n
HPM 650
– Strategy
and
Leadership
Application
s in Health
Manageme
nt
PAD 501 –
Public and
Nonprofit
Financial
Manageme
nt
PAD
504 –
Data
Models,
and
Decision
s
PAD
522 –
Politic
s and
Policy
PAD
604 –
Inequalit
y and
Public
Policy
PAD 616 –
Nonprofits
and Social
Transformati
on
PAD
642 –
Public
Budgetin
g
PAD 653
– Public
Health
Politics
and Policy:
Global and
Domestic
Perspectiv
es
Student Learning
Outcomes
Basic knowledge
of key HIV content
areas, including:
Epidemiology of
and surveillance
methods used
for HIV, STIs
and HCV in the
United States
and New York
State
X
Issues related
to persons who
use drugs
X
Additional
knowledge in at
least one area
important for
work in HIV
studies, such as
program
evaluation, data
analysis, health
policy, project
management, and
community
engagement
X
X
X
X
X
X
X
X
X
X
X
X
Recognition of the
range of career
opportunities,
work settings, and
professional roles
available working
on HIV and related
issues, including
opportunities for
cross‐disciplinary
collaboration
X
X
Graduate Certificate in HIV Studies: Applied Track
Required
Students select at least ONE of the following courses:
EPI
610 –
AIDS
Epidemi
ology
HPM –
611
Addiction
and
Public
Health
HPM
535 –
Commun
ity Based
Public
Health
EPI 612 –
Quantitative
Methods in
Epidemiology
HPM 501
–
Health
Policy
Analysis
HPM 641
– Principles
of Health
Organizatio
n
Manageme
nt
HPM
647 –
Program
Evaluatio
n
HPM 650
– Strategy
and
Leadership
Application
s in Health
Manageme
nt
PAD 501 –
Public and
Nonprofit
Financial
Manageme
nt
PAD
504 –
Data
Models,
and
Decision
s
PAD
522 –
Politic
s and
Policy
PAD
604 –
Inequalit
y and
Public
Policy
PAD 616 –
Nonprofits
and Social
Transformati
on
PAD
642 –
Public
Budgetin
g
PAD 653
– Public
Health
Politics
and Policy:
Global and
Domestic
Perspectiv
es
Increased
proficiency in at
least ONE
communication‐
related public
health
competency,
applied
specifically to HIV
Develop written
and oral
presentations
based on
statistical
analyses for
both public
health
professionals
and educated
lay audiences
X
X
X
Explain the
importance of
epidemiology
for informing
scientific,
ethical,
economic and
political
discussion of
health issues
X
X
Communicate
epidemiologic
information to
lay and
professional
audiences
X
X
Communicate
health policy
and
management
issues using
appropriate
channels and
technologies
X
X
X
X
X
X
X
X
Graduate Certificate in HIV Studies: Research Track
Required
Students select at least TWO of the following courses:
Student Learning Outcomes
EPI 610 –
AIDS
Epidemiology
HPM – 611
Addiction and
Public Health
EPI 612 –
Quantitative Methods
in Epidemiology
HPM 647 –
Program
Evaluation
EHS 612 – Geographical
Information Systems (GIS)
and Public Health
POS/PAD 517 –
Quantitative
Research Methods
POS 618 –
Qualitative
Methods
PAD 504 –
Data Models,
and Decisions
PAD 505 –
Statistics for Public
Managers and
Policy Analysis
Student Learning Outcomes
Basic knowledge of key HIV content
areas, including:
Epidemiology of and surveillance
methods used for HIV, STIs and
HCV in the United States and
New York State
X
Issues related to persons who
use drugs
X
Additional knowledge in at least
one area important for work in HIV
studies, such as program
evaluation, data analysis, health
policy, project management, and
community engagement
X
X
X
X
X
X
X
Recognition of the range of career
opportunities, work settings, and
professional roles available working
on HIV and related issues, including
opportunities for cross‐disciplinary
collaboration
X
X
Increased proficiency in at least
ONE communication‐related public
health competency, applied
specifically to HIV
Develop written and oral
presentations based on statistical
analyses for both public health
professionals and educated lay
audiences
X
X
X
X
Explain the importance of
epidemiology for informing
scientific, ethical, economic and
political discussion of health
issues
X
X
Communicate epidemiologic
information to lay and
professional audiences
X
X
Communicate health policy and
management issues using
appropriate channels and
technologies
X
X
X
X
University at Albany New
Program Proposal
Advanced Certificate, HIV Studies
Appendix 4 Course Catalog Descriptions
ENVIRONMENTAL HEALTH SCIENCES
Ehs 612 (Epi 621) Geographic Information Systems (GIS) and Public Health (3)
This course covers the basics of geographic information systems (GIS) as applied toward epidemiologic
research and surveillance. GIS software functionality, geocoding, use of global positioning systems
(GPS), sources of data and spatial statistical methods are among the topics covered. Prerequisite: Epi
501.
EPIDEMIOLOGY
Epi 610 AIDS Epidemiology (3)
Application of basic principles and methods of epidemiology to the investigation and control of the AIDS
epidemic. Participation of epidemiologists, prevention program managers, and policy makers involved in
the development and implementation of control strategy in New York State in classroom lectures, and
student-initiated research projects and presentations. Major issues explored include surveillance, clinical
manifestation of AIDS, modes of transmissions, implications for the health care system, control measures
and the ethical dilemmas associated with managing the Aids epidemic. Prerequisite(s): Bms 505 or
equivalent and college level biology course, or permission of course director.
Epi 612 Quantitative Methods in Epidemiology (4)
Application of the concepts introduced in Sta 552 and Sta 553 to the analysis of epidemiological studies.
Topics include: simple and stratified analyses of cross-sectional, case-control, cumulative follow- up, and
density follow-up studies; matching in epidemiologic studies; logistic regression; theoretical
considerations, analysis strategy, and applications. Prerequisites: Epi 501 and Epi 502 or equivalent are
required; Sta 552 and Sta 553 or equivalent are required; Epi 601 is recommended.
HEALTH POLICY, MANAGEMENT AND BEHAVIOR
Hpm 501 (Pad 657) Health Policy Analysis (3)
This course introduces students to policy analysis and management by examining issues in the health
sector. It fosters an appreciation of the complexity of policy problems and provides the basic tools used in
policy design, implementation and evaluation. Prerequisite: Hpm 500.
Hpm 535 Community Based Public Health (3)
The goal of this course is to learn a community based perspective of public health and health promotion,
stressing an understanding of social determinants of health. The course will include readings about the
importance of working with diverse communities, concepts and best strategies for assessing community
assets and needs, as well as approaches for community based public health interventions and strategies
for collaborating with community members to improve the health of the community. Some topics that will
be covered include; coalition building, community assessment approaches, community health workers,
social capital, empowerment, and participatory health promotion approaches. The course is geared for
students who are interested in working at community based organizations, government agencies,
advocacy organizations, and in community based research.
Hpm 611 Addiction and Public Health (3)
Substance abuse disorders are among the most difficult problems that confront public health
professionals. This course provides an introduction to the basis of addictive disorders, specific drugs of
abuse, at-risk populations, comorbidity of substance abuse and medical/mental health disorders, and
public health interventions at multiple ecological levels. Prerequisite: Hpm 525 or permission of course
director.
Hpm 641 Principles of Health Organization Management (3)
This course is designed to cover the major aspects of managing both public and private health care
organizations. These aspects include managing external relationships with key stakeholders like patients
and providers, understanding the individual and group dynamics that occur within health care delivery
settings, and applying the business and emerging tools used in managing on an everyday basis in health
care delivery settings. Topics that would be covered in this course include the strategic management
process in health care (overview), forming organizational alliances, human resources issues in managing
health care professionals, organizational behavior and culture, business essentials in the areas of
marketing, accounting, and finance as they apply to specific health management needs, and emerging
management tools like quality management and health information systems. Prerequisites: Hpm 500,
Hpm 501, advanced standing or permission of Instructor.
Hpm 647 Program Evaluation (3)
Provide students with a basic understanding of and skills in the uses and principles of evaluation models
and methodologies. The course will provide an overview of evaluation, evaluation models, evaluation
design methodology, principles of sampling, principles of measurement and data collection, the
application of qualitative and quantitative analysis tools to evaluation data, as well as methods for
enhancing the likelihood that evaluation results are utilized. Both quantitative and qualitative models and
methods will be discussed. Prerequisites: Epi 501, Sta 552, or equivalent.
Hpm 650 Strategy & Leadership Applications in Health Management (3)
This course deals with the application of strategic management principles, organization theory, and
leadership skills to a variety of “real world” management issues in both private and public sector health
organizations. Primary focus is placed on using a strategic framework for identifying, thinking about, and
addressing these issues as a health care manager. The course emphasized group decision making
processes and case-based learning. In addition, leadership and an understanding of organizational
dynamics in health care are included as critical factors determining how well the strategic planning
process will work. In this course, it is expected that students will bring knowledge learned in other
courses to bear in making strategic assessments and decisions for various cases. Thus, it is strongly
recommended that students take this course toward the end of their program of study.
PUBLIC ADMINISTRATION AND POLICY
Pad 501 Public and Nonprofit Financial Management (4)
This course focuses on teaching students how to use financial information to make decisions in public
and not-for-profit organizations. The first half of the course focuses on developing, implementing and
controlling agency financial plans. The course covers an introduction to financial management, the
development of operating budgets, tools for short-term decision-making, capital-budgeting decisions, and
the analysis of long-term financial options. The second half of the course focuses on summarizing,
reporting on and analyzing an organization’s financial position, and the results of its operations.
Pad 504 Data Models, and Decisions (4)
This course introduces computer-based tools for planning, policy analysis, and decision making. Topics
include evaluating the quality of data for decisionmaking, database construction and information
management, administrative and policy models in spreadsheets, making decisions with multiple criteria,
an introduction to probability and decision trees, and the use of simulation models as testbeds for policy
making. Emphasis is placed on summarizing information meaningfully for policymakers and different
stakeholders, and using standard spreadsheet programs likely to be encountered in the workplace.
Pad 505 Statistics for Public Managers and Policy Analysts (4)
The goal of this course is to develop a basic level of statistical literacy that will allow students to critically
examine research evidence on important policy and public administration issues. This includes making
students better consumers of news stories that cite empirical studies, reports by think tanks and other
sources of policy analysis as well as original research studies published in academic journals. Topics
include summarizing, presenting and cleaning data; sampling; study design; and data analysis including
hypothesis testing and regression. In this course, students will also learn how to use a statistical package
(Stata) to analyze and present data.
Pad 522 Politics and Policy (4)
Examination of the influence of political factors on the initiation, formulation and implementation of public
policy. Considers the role of political institutions and forces in defining and shaping policy options and
choices. Seeks to equip the student with the background necessary to operate effectively within the
political environment of policy-making.
Pad 604 (Pos 604, Wss 604) Inequality and Public Policy (4)
This course addresses the formulation and implementation of public policies that seek to end inequalities
based on gender, race, class, sexual identity and/or other categories of marginalization. Theoretical and
case study readings focus on the challenges, paradoxes and successes of a variety of social change
initiatives. Prerequisite: Wss 525 (Feminist Thought and Public Policy) recommended.
Pad 616 Nonprofits and Social Transformation (4)
This course addresses the role of nonprofit organizations in creating social change in a democracy. The
course will focus primarily on strategies and tactics that nonprofit organizations can and do use to make
change at individual, policy and societal levels. Theoretical and case study readings focus on the
challenges, paradoxes and successes of a variety of social change initiatives. While this class will focus
on nonprofit organizations, a central aim is to provide students who do/will work in nonprofits,
government agencies or any other organization with a public purpose with the opportunity to learn tools
of social change. Through class discussions and exercises, students will learn to apply these tools in
diverse institutional settings and policy domains.
Pos 618 Qualitative Methods (4)
This course examines qualitative research and how it fits in the broader discipline of political science. It
covers the contributions and limitations of qualitative research; the nuts and bolts of conducting
qualitative research; and how to analyze the results. Prerequisites: Pos 516, Pos 517 or equivalent.
Pad 642 Public Budgeting (4)
This course will involve a detailed examination of the processes and analytical techniques involved in
developing and managing public budgets. Extensive attention will be put on budget processes and
politics, the analysis of public revenue sources, and the techniques of budget analysis. The course will
include considerable analysis of public budgets as well as a detailed examination of current issues,
controversies and research in public budgeting. Prerequisite: Pad 501 or equivalent or Pad 504 or
equivalent.
Pad 653 – Public Health Politics and Policy: Global and Domestic Perspectives (4)
This course examines major political factors that shape health policy decisions and the government
response to various diseases and health conditions. Specific questions include: Why are some diseases
more likely to get on the public agenda domestically and internationally? Why is it so hard to incorporate
clinical and economic evidence into public health policy decisions? What public policy tools are available
to target health conditions, and what are the legal constraints on public health intervention? When should
public health campaigns employ fear and scare tactics versus positive social messaging? This course
explores how policy is used as a tool to further public health goals both domestically and globally. The
course is designed to introduce students of policy and politics to concepts and debates specific to the
field of public health. Likewise, the course is also designed to introduce students of public health to public
policy concepts and approaches. The course will draw on readings examples both from high-income and
low- and middle-income countries and will explore similarities as well as differences in theories of the
policy process pertaining to each.
POLITICAL SCIENCE
Pos 517 (Pad 517) Quantitative Research Methods (4)
Introduction to a variety of data-analysis techniques ranging in complexity from simple table construction
and interpretation to causal analysis. Within this range are coding, scale and index construction,
multidimensional scaling, levels of measurement, measures of association, correlation and regression,
panel and cohort analysis, and Markov chains. Introduction to computer technology and functional
software. Basic competence in statistics necessary. Prerequisite: One course in statistics or consent of
instructor.
Pos 618 Qualitative Methods (3)
This course examines qualitative research and how it fits in the broader discipline of political science. It
covers the contributions and limitations of qualitative research; the nuts and bolts of conducting qualitative
research; and how to analyze the results. Prerequistes: Pos 516, Pos 517 or equivalent.
University at Albany New
Program Proposal
Advanced Certificate, HIV Studies
Appendix 5
Course Syllabi for Existing Courses Created after MPH Registration
EPI 610 Aids Epidemiology
HPM 611 Addiction in Public Health
1
EPI 610 – AIDS Epidemiology (3 credits)
Course Syllabus, Spring 2021
Key Information
Course Director:
Mark H. Kuniholm, PhD
Associate Professor
Department of Epidemiology and Biostatistics
Health Campus GEC Rm. 137
mkuniholm@albany.edu
Time & Location: Mondays 3:00 PM – 5:50 PM; 10 minute break 4:20PM-4:30PM
By Zoom and in Classroom C4 (per calendar)
Office Hours:
By Zoom: please contact the instructor to schedule an appointment
Prerequisites:
Epi 501 or equivalent
Other course leaders:
•
Dr. Gus Birkhead MD, MPH, Professor Emeritus, Department of Epidemiology and
Biostatistics, Health Campus GEC Rm. 131, gbirkhead@albany.edu
•
Dr. Eli Rosenberg, PhD, Associate Professor, Department of Epidemiology and Biostatistics,
Health Campus GEC Rm. 123, erosenberg@albany.edu
•
Dr. James (Jim) Tesoriero, Director, NYS DOH AIDS Institute Center for Program
Development, Implementation, Research, and Evaluation & Clinical Associate Professor,
Department of Health Policy, Management and Behavior. james.tesoriero@health.ny.gov
•
Dr. Rachel Hart-Malloy, Director, NYS DOH AIDS Institute Office of Sexual Health &
Epidemiology and Assistant Professor, Department of Epidemiology and Biostatistics.
rachel.malloy@health.ny.gov
1.
Course Goals
The HIV/AIDS epidemic, driven by infection with human immunodeficiency virus (HIV), has been a
major issue in global and US health since its emergence in the early 1980s, affecting millions of lives
and also the development of public health systems and methods. Understanding the HIV/AIDS
epidemic requires an integrated understanding of clinical, biological, and epidemiological issues
alongside social, behavioral, and policy ones.
The purpose of this course is to introduce students to the epidemiologic principles, methods and
data necessary to understand the epidemiology of HIV infection and AIDS. Topics covered will
include the history of the epidemic, clinical features of HIV infection, key approaches and trends in
surveillance, prevention and treatment interventions, the relation of maternal and child health to
HIV/AIDS, national and local policies for HIV epidemic control, intersections with the sexually
transmitted infection and drug epidemics, and laboratory methods. We will focus on applications in
New York State and the broader United States, with some attention given to differences in the
2
international context. Guest lectures by experts in HIV/AIDS medicine, laboratory science,
epidemiology, surveillance, program management, and public health policy will add diversity of
perspectives on the HIV/AIDS pandemic.
2. Learning Objectives
a. Describe the epidemiology, pathogenesis and natural history of HIV/AIDS
b. Explain how age, sex, race/ethnicity, geographic region and behaviors may affect the
epidemiology of HIV/AIDS
c. Interpret results of data analysis of biomedical and behavioral interventions for prevention and
treatment of HIV/AIDS
d. Describe the overlapping epidemiology of HIV/AIDS and related syndemics such as sexually
transmitted infections, illicit drug use and viral hepatitis and the interactions between
e. Calculate descriptive and multivariable statistics related to HIV/AIDS using statistical software
f. Design a new surveillance project, observational study, and/or intervention trial that addresses
gaps in knowledge related to HIV/AIDS
3. Course Organization
Classes will take place Mondays from 3:00 PM – 5:50 PM by Zoom and/or in Classroom C4 in the
George Education Building, UAlbany Health Sciences Campus.
Attendance in class is expected. If you are unable to attend class on a particular day, you do not
need to notify the instructor. However, students will still be responsible for the class material and
assignments and will not have the ability to earn class participation points (see below in section 4)
during the class period that they missed.
The topics of each lecture along with assigned student activities are listed in section 9 below. The
syllabus and other course materials, e.g., lecture notes and assigned articles, will be available to
download from the course website on the Blackboard Learning System. Paper copies of the lecture
notes and other course materials will not be provided.
4. Reading Material
Reading materials for each course module will be posted on Blackboard. These readings will typically
be review papers and seminal study findings that will be crucial for introducing you to each week’s
concepts and should not be considered optional. Students are expected to read these materials
and be prepared to discuss them in class. There is no textbook for the course.
5. Grading
Your grade in this course will be calculated based on your performance on the following:
Class participation (Each instance of class participation is worth 1% – combined 10%): Each student is
expected to participate in class discussion ≥10 times over the course of the semester. Each student
should keep a record of their own class participation. Class participation records should be uploaded to
the Participation folder in Blackboard for Modules 1-7 and 8-14 by the due dates shown on the calendar.
Class participation records should be in MS Word format and include the date each class participation
occurred. The topic covered in the class participation should not be included in the participation record.
MS Word files should have filenames like: Surname_Participation_HEPI610_Modules1_7_date.
3
Students do not need to participate during all class modules in order to receive full credit for class
participation. Rather, students should plan to participate zero (0), one (1) or two (2) times during each
module. A maximum of 5 participation points is allowable for each of modules 1-7 and 8-14.
Quizzes (2 quizzes for 10% each – combined 20%): Students will complete two (2) timed quizzes based
on material presented in class lectures, reference documents/papers and web pages. The time allotted
for each quiz will be 1 hour. Quiz 1 will cover material presented in modules 1-4 and quiz 2 will cover
material in modules 5-8. Quizzes are open book and open notes, but students must take the quizzes
alone. Students must not discuss the quiz material with their classmates prior to the quiz due date.
Quiz questions may be in a multiple choice or short written response format. Once started, each quiz
will only be available to students for 1 hour. Students are therefore encouraged to take the quizzes on a
desktop or laptop computer or other device with a stable internet connection. After the quiz deadline
passes, students will not be able to access the quiz on Blackboard and will receive no credit (0 points).
See further explanation in section 5, Late Policies.
Computer labs (2 labs for 10% each – combined 20%): Each student will complete two (2) computer lab
assignments. Group work is encouraged but each student should turn in their own work. Grading criteria
for each computer lab is as follows: Completeness (8%) – Did the student attempt to run all computer
code presented in the laboratory and attempt to answer all questions in the laboratory? Partial credit
may be awarded if some but not all questions are answered; Accuracy of results (2%): Did the student
obtain correct answers to the questions posed in the laboratory and are interpretations based on the
data correct? Computer labs in MS Word format should be uploaded to the Computer lab folder in
Blackboard. MS Word files should have filenames like: Surname_Computerlab_1_HEPI610_date.
Please note that the computer laboratories are written in the SAS programming language. Students
should plan to complete their computer laboratories using SAS (available in the SPH computer lab or for
home installation through UAlbany and SPH IT support) or another statistical programming language
(e.g., Stata, R).
Class presentation (20%): The class presentation will be a group project, generally in groups of 2-3
students. Groups will be assigned by the instructor following initiation of the course. Each group will be
assigned a non-US country on which to focus their class presentation (e.g, Brazil, Mexico, Nigeria, South
Africa, Rwanda, Australia, Thailand, India, Russia, Ukraine).
Each class presentation should include no less than 15 but no more than 20 Powerpoint slides. Slides of
references do not count against the slide limit. The assignment is to review the HIV epidemiological
situation of a non-US country and identify key gaps in understanding of HIV/AIDS for that country (~75%
of the presentation). Then develop and propose a new surveillance project, observational study, and/or
intervention trial that addresses that gap, drawing from methods covered in the course (~25% of the
presentation). No specific budget needs to developed or adhered to, but projects should be reasonable
and feasible (e.g. a household survey that HIV tests the entire country is generally not feasible).
Each member of the group should give approximately equal parts of their group’s presentation. Prior to
their presentation, each group should upload their presentation to the Class presentation folder in
Blackboard. MS Powerpoint files should have filenames like: Group1_Presentation_HEPI610_date.
4
Grading of the class presentation will be conducted both by the instructor (10%) and by peer-grading
(10%). Grading criteria are the same for both instructor and peer-grading: Completeness (8%) – Did the
group complete the assignment as described above?; Accuracy and effort (2%) – Did the group correctly
interpret the available epidemiological data from the non-US country and propose an informative and
compelling new surveillance project, observational study, and/or intervention trial?
Peer-grading assignments will be assigned following initiation of the course (e.g., Group 2 is assigned to
grade Group 1). In addition to a numerical grade, groups should provide a ~200 word justification for the
grade that they submit. Please note that no course credit is provided to groups for completing peer-
grading assignments. Peer grades in MS Word format should be uploaded to the Class presentation
folder in Blackboard one (1) week following the presentation. MS Word files should have filenames like:
Group2_grade_Group1_Presentation_HEPI610_date.
Final paper (30%): The final paper is an individual assignment. The assignment is to review the
epidemiology of an HIV/AIDS topic of major current interest (student’s choice - minimum of 1,500 words
and maximum of 2,000 words) and to then develop and propose a new surveillance project,
observational study, and/or intervention trial that addresses gaps in knowledge related to the HIV/AIDS
topic of interest, drawing from methods covered in the course (minimum of 500 words and maximum of
1,000 words). References (minimum of 10 and maximum of 20) should be included at the end of the text
and can be in the format of any journal that routinely publishes HIV/AIDS epidemiology studies
(examples include, but are not limited to: New England Journal of Medicine, Clinical Infectious Diseases,
Journal of Infectious Diseases, American Journal of Public Health, AIDS, JAIDS, Journal of the
International AIDS Society). References do not count against the word count limits.
Grading criteria for the final paper
Final Paper Grading Consideration #1: MPH students in Epidemiology at the University at Albany School
of Public Health.
MPH students at CEPH-accredited institutions are required to complete an integrative learning
experience (ILE) that demonstrates synthesis of foundational and concentration competencies during
their last year of studies. MPH students in the Epidemiology concentration can meet their ILE
requirement either in conjunction with a 600-level Epidemiology course or through a non-credit special
assignment for ILE. Epidemiology MPH students must demonstrate at least 1 foundational
competency and at least 1 epidemiology competency, with a total of at least 3 competencies. There is
no ILE requirement for MS EPI, doctoral, and non-degree students.
MPH students in Epidemiology are eligible to demonstrate the following ILE competencies as part of
their HEPI 610 final paper:
ILE Competencies - Foundational
4. Interpret results of data analysis for public health research, policy or practice
9. Design a population-based policy, program, project or intervention
ILE Competencies - Epidemiology
1. Design, implement or participate in an epidemiologic study, taking into account the research
question, strengths, limitations, and public health implications as appropriate to the specific project.
5
3. Identify and address sources of bias in an epidemiologic study or surveillance system of a specific
public health problem, including confounding, selection bias, and measurement error.
5. Conduct and/or evaluate multivariable statistical analyses and draw appropriate inferences.
Grading criteria for the final paper for MPH Epidemiology students who wish to use their final paper
towards their ILE requirement is as follows:
(5%) Did the student choose a topic of major current interest in HIV/AIDS epidemiology for their paper?
•
Topics of primarily historical interest (e.g., at what CD4 cell level to start antiretroviral therapy)
do not meet this criteria
•
Topics for which there are few available HIV/AIDS epidemiology data do not meet this criteria
(e.g., where most available data are from basic science studies, qualitative studies, veterinary
studies, case reports, health policy studies or when just a few epidemiology studies on the topic
are available)
***Student tip: It is recommended – but not required – that students communicate with the instructor
in advance of the final paper deadline to ensure that the proposed topic of their final paper meets these
criteria***
(15%) Did the student identify, evaluate and interpret HIV/AIDS epidemiology data analyses, including
multivariable statistical analyses, and draw appropriate inferences and conclusions? Did the student
identify sources of bias in epidemiologic studies of HIV/AIDS, including confounding, selection bias, and
measurement error? (ILE Competencies - Foundational: 4; Epidemiology: 3, 5)
•
Students are expected to identify peer-reviewed manuscripts, conference abstracts,
government reports and/or other scientific resources that report on the collection and analysis
of quantitative HIV/AIDS epidemiology data (i.e., the primary literature). Interpretations and
statements based on reading of review papers are fine to include but should supplement but
not replace discussion of the primary literature.
•
Students should select an HIV/AIDS topic of major current interest that is sufficiently narrow
such that the data analyses, results, and sources of bias across different studies can be easily
compared and contrasted in the text of the final paper, and if the student chooses, in tables.
•
A few examples of acceptable topics may be:
o Primary prevention of cardiovascular disease in United States men living with HIV
o Pre-exposure prophylaxis in pregnant women living in sub-Saharan Africa
o COVID-19 susceptibility and outcomes in older United States people living with HIV
o Smart pill bottles as an adherence intervention in United States gay and bisexual men
living with HIV on antiretroviral therapy
o Risk of birth defects in HIV-infected women exposed to integrase inhibitors during
pregnancy
o Initiation and retention in opioid use disorder treatment programs in United States
people who inject drugs who are living with HIV
o Treatment of drug-resistant tuberculosis in South African people living with HIV
o Hazardous alcohol consumption and risk of HIV infection in homeless United States
adolescents
o Acceptability of assisted partner notification services in United States people living
with HIV
o Pre-exposure prophylaxis and health behaviors in serodiscordant male couples living in
the United States
6
o Racial disparities in clinical outcomes amongst women living with HIV in the Southern
United States
•
A reasonable structure for the first section of the final paper (minimum of 1,500 words and
maximum of 2,000 words) would be to provide a few paragraphs of general introduction (e.g.,
based on reading of review papers and Introduction and Discussion sections in the primary
literature) followed by focused sub-sections that compare and contrast the study designs,
methods, biases, statistical analysis strategies and results of specific studies from the primary
literature. This could be followed by a couple paragraphs of general Discussion and
interpretation based on the data that you have presented in the focused sub-sections.
•
You are required to include a minimum of 10 and maximum of 20 references in your final
paper. Thus, if I selected the first example topic from the list above (i.e., “Primary prevention of
cardiovascular disease in United States men living with HIV”), I might base the first few
paragraphs of my text around what I learned from 4 review papers on the topic, and then
include two sub-sections on primary prevention of cardiovascular disease – one section for
men 40 – 69 years of age (e.g., comparing and contrasting 4 primary literature studies) and one
section for men ≥70 years of age (e.g., comparing and contrasting 5 primary literature studies)
followed by a general discussion and interpretation based on the data and information that I
just presented. The organization of your paper is up to you, provided it meets the grading
criteria, but breaking your paper into sections is a common way to stay organized and keep the
reader oriented. You might break your text into sections based on study population
characteristics (e.g., age (as in the cardiovascular disease example above), race/ethnicity, sex
or gender identification, income or education, United States region or country, HIV risk
behavior (e.g., men who have sex with men and women)) or alternatively by type of study
design or data collection mechanism (e.g., observational studies vs. randomized studies;
passive vs. active surveillance system data).
(10%) Did the student develop and propose a new surveillance project, observational study, and/or
intervention trial that addresses gaps in knowledge related to the HIV/AIDS topic of interest, drawing
from methods covered in the course (minimum of 500 words and maximum of 1,000 words)?
•
Students should propose and develop a new project, study or trial that is similar in scale and
scope to one of the primary literature studies they reviewed in the first section of their final
paper. As mentioned above, no specific budget needs to be developed or adhered to, but
projects should be reasonable and feasible. As you describe the new project, study or trial, tell
the reader: (ILE Competencies - Foundational: 9; Epidemiology: 1)
o Why will you collect the data (e.g., what is the gap in knowledge related to HIV/AIDS that
your study will address)
o Who will collect the data (e.g., state health department employees, nurses at a hospital,
volunteers from an advocacy organization, virologists in a wet laboratory)
o How the data will be collected (e.g., self-reported information on an interviewer-
administered questionnaire, peripheral blood by venipuncture screened in a hospital
laboratory, secure linkage and informatics harmonization of surveillance databases),
o If there will be any strategies at the design phase to minimize bias, confounding, selection
bias, and measurement error (e.g., matching controls to cases by age in a case-control
study, inclusion of double-blinding in an interventional study, adjudication of clinical events,
inclusion of laboratory positive and negative controls),
o How will the data analysis be conducted, including multivariable statistical analyses (e.g. In
Table 1, the study will compare demographic and clinical characteristics of men who have
sex with men vs. men who have sex with men and women; in Table 2, we will use survival
7
analysis to estimate relative risk of incident clinical AIDS for these two study groups,
adjusted for age and income level)
o How the results of the study will be disseminated (e.g., academic manuscript, government
report, presentation to health department staff, presentation to patient group or advocacy
organization, briefing of governmental officials).
Please note that to receive a “satisfactory grade” or “pass” for the integrative learning experience (ILE)
as a part of HEPI 610, the final paper must meet these criteria:
•
It demonstrates that all selected ILE competencies are adequately met
•
It is well written
•
There is no evidence of plagiarism
“Pass” is equivalent to a “B” or higher, which translates to 80% (B cut-off for HEPI 610) * 30% (point
allocation for the final paper) = 24/30 points. Thus, it is possible to receive an overall course grade of A
or B but still not attain a sufficient score on the final paper to receive credit for the ILE.
Final Paper Grading Consideration #2: Students pursuing a graduate certificate in maternal and child
health (MCH) at the University at Albany School of Public Health.
This course has been approved as an elective for the Graduate Certificate in Maternal and Child Health.
The course teaches topics and skills that address the following national MCH Leadership Competencies,
Version 4.0.
•
Self: MCH Knowledge Base/Context; Ethics and Professionalism; Critical Thinking
•
Others: Communication
•
Wider Community: Policy
A complete version of the competencies is available at:
https://mchb.hrsa.gov/training/documents/MCH_Leadership_Competencies_v4.pdf
Students who wish to apply this course as an elective for the MCH certificate must select a topic related
to MCH for their final paper assignment, subject to instructor approval. Otherwise, grading criteria for
the final paper are identical to those described above for MPH students planning to receive credit for an
integrative learning experience (ILE).
Final Paper Grading Consideration #3: Students who are not planning to receive credit for an integrative
learning experience (ILE) or pursuing a graduate certificate in maternal and child health (MCH) at the
University at Albany School of Public Health.
Grading criteria for the final paper are identical to those described above for MPH students planning to
receive credit for an integrative learning experience (ILE).
Course percentage grade
Letter grade
90 – 100
A
80 – 89
B
65 – 79
C
< 65
E (fail)
6. Late Policies
8
For individual course submissions, two percent (2%) will be deducted for each 24 hours following
the assignment due date and time. This policy applies to submission of: (i) class participation
records; (ii) computer labs; and (iii) the final paper. Quizzes will not be available on Blackboard after
their due date/time – if a student fails to complete the quiz by the due date/time then no credit for
the quiz will be awarded (or partial credit if a subset of the quiz has been completed). The class
presentation will not be subject to late policies because it is a group project.
Please note that planning and time management are critical for success in graduate school, and that
excuses for missed deadlines and submissions are generally not accepted. An occasional slightly late
assignment should not be a cause for worry, but repeated late submissions, incomplete submissions,
and/or missing a quiz can jeopardize your ability to achieve your desired course grade. Please also
note that the instructor will not proactively send you warning notices for poor class performance. It
is your responsibility to keep grade records for yourself, and if you have concerns, please contact
the instructor for an office hours appointment to discuss strategies and interventions to enhance
support and class performance.
7. Academic Integrity
Academic dishonesty (please refer to the Community Rights and Responsibilities booklet and the
University Academic Integrity policy at https://www.albany.edu/eltl/academic_integrity.php) will
not be tolerated and will lead to actions as deemed appropriate by the faculty and/or the
University's judicial process.
Examples of academic misconduct in this course include copying of answers on the quizzes from
other students and plagiarism in your final project. Academic integrity violations can seriously
tarnish a transcript and subsequent job/graduate school applications. Let’s please not go there!
8. University statement on accommodations in the classroom:
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health (psychiatric) disabilities. If you believe you
have a disability requiring accommodation in this class, please notify the Disability Resource Center
(518- 442-5490; drc@albany.edu). Upon verification and after the registration process is complete,
the DRC will provide you with a letter that informs the course instructor that you are a student with
a disability registered with the DRC and list the recommended reasonable accommodations.
Course schedule (subject to change upon notice)
9
Section 9. Course Schedule (subject to change upon notice)
Module/Class
Date/Modality Topic
Faculty Lecturer
Student activities
Percentage of grade
determined
Module 1
February 1st
Zoom
Course overview, history, epidemiology,
pathogenesis, and clinical features of
HIV/AIDS (119 slides, 2 reference
documents/papers)
Kuniholm, Birkhead
• Communicating degree program, prior
experience and goals for the course
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Module 2
February 8th
Zoom
Understanding and explaining
epidemiological patterns in the US HIV
epidemic + worksheet & discussion (70
slides, 4 reference documents/papers and 1
score sheet, 7 discussion questions)
Rosenberg, Kuniholm
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
• Writing interpretations of reference
documents/papers
• Discussing interpretations of reference
documents/papers
Participation: 0-2%
Module 3
February 15th
Zoom
HIV surveillance in the US and NYS (Swain
lecture: 95 slides & Rosenberg lecture: 47
slides, 5 reference documents/papers & 5
web pages)
Rosenberg, Carol-
Ann Swain (AIDS
Institute)
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Module 4
February 22nd
Zoom
HIV prevention interventions worksheet &
discussion (no lecture slides, 3 reference
documents/papers, 1 score sheet, 15 web
pages) + computer laboratory exercise in
programming and statistics in HIV/AIDS
epidemiology
Rosenberg, Kuniholm
• Reading reference documents/papers
• Writing interpretations of reference
documents/papers
• Discussing interpretations of reference
documents/papers
• Statistical programming for HIV/AIDS
epidemiology
Participation: 0-2%
Quiz 1 (covers
modules 1-4) due
Friday February 26th
at 5pm: 0-10%
Module 5
March 1st
Zoom
HIV policies and priorities in NYS and
nationally ETE lecture: 77 slides & Holtgrave
lecture: 33 slides; 2 reference
documents/papers, 4 discussion questions
Holtgrave, Tesoriero,
Malloy
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Computer lab 1 due
Friday March 5th at
5pm: 0-10%
10
Module 6
March 8th
Surveillance as an intervention (93 slides; 3
reference documents/papers, 2 discussion
questions)
Tesoriero, Malloy
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Module 7
March 15th
Zoom
Sexually transmitted infections and their
relationship with HIV + worksheet and
discussion (75 slides, 3 reference
documents/papers, 1 score sheet)
Malloy
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
• Writing interpretations of reference
documents/papers
• Discussing interpretations of reference
documents/papers
Participation: 0-2%
Class participation
records for modules
1-7 due Friday March
19th at 5pm
Module 8
March 22nd
Zoom
Laboratory and diagnostics; Perinatal HIV
transmission, (Parker: 45 slides; Birkhead:
90 slides; 3 reference papers/documents)
Monica Parker
(Wadsworth Center),
Birkhead,
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Quiz 2 (covers
modules 5-8) due
Friday March 26th at
5pm: 0-10%
Module 9
March 29th
Zoom
HIV internationally, including child and
adolescent health (37 slides, 1 reference
paper/document, 3 web pages, 4 discussion
questions) + computer laboratory exercise
in programming and statistics in HIV/AIDS
epidemiology
Kuniholm
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
• Statistical programming for HIV/AIDS
epidemiology
Participation: 0-2%
Module 10
April 5th
In-person
Student presentations
Kuniholm
• Listening actively
• Communicating questions/comments
Participation: 0-2%
Computer lab 2 due
Friday April 9th at
5pm: 0-10%
Student presentation:
0-20%
Module 11
April 12th
In-person
Student presentations
Kuniholm
• Listening actively
• Communicating questions/comments
Participation: 0-2%
Student presentation:
0-20%
11
Module 12
April 19th
In-person
The drug epidemic and HIV (Birkhead
lecture: 50 slides & Udo lecture: 39 slides; 3
reference documents/papers, 4 discussion
questions
Birkhead, Udo
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
Participation: 0-2%
Module 13
April 26th
In-person
Clinical HIV epidemiology in the US +
academic writing for HIV/AIDS epidemiology Kuniholm
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
• Individual and group tutoring
Participation: 0-2%
Module 14
May 3rd
In-person
Future of Prevention and Treatment (41
slides, 1 reference paper) + academic
writing for HIV/AIDS epidemiology
Kuniholm
• Listening actively
• Communicating questions/comments
• Reading reference documents/papers
• Individual and group tutoring
Participation: 0-2%
Module 15th
May 10th
In-person
Clinical care for HIV/AIDS in New York,
physician perspectives
Cyndi Miller (Albany
Medical Center)
•
Listening actively
•
Communicating questions/comments
•
Reading reference documents/papers
Final paper due
Tuesday May 11th at
5pm; 0-30%
Class participation
records for modules
8-14 due Tuesday
May 11th at 5pm
1
HPM 611: Addiction and Public Health (Spring 2019)
Mondays 9:20 – 12:10 PM
School of Public Health, Room C1
Course description:
Course Description:
The goal for students in this class is to provide an introduction to the etiology and epidemiology of
addictive disorders, and public health approaches to addiction. We will also discuss on-going, current
issues related with addiction and public health. The class also incorporates guest lectures that
exemplifies some important/innovative local (i.e., Capital Region) public health programs for
individuals with substance use problems. After taking this course, students should have basic knowledge
about the mechanisms underlying addiction, the epidemiology of addiction, social and behavioral factors
affecting addictive patterns in individuals and populations, and treatment models and the application of
evidence-based approaches in the development and evaluation of addiction interventions. Each class will
consist of a didactic lecture by the instructor or guest lectures and in-class discussion of assigned papers.
Course Competencies:
MPH Core Competencies addressed by this course:
(See the MPH Core Competency Guide at http://www.albany.edu/MPH_Internship_Handbook_2012.pdf )
After completing this course, you will be able to:
Analyzes determinants of health and disease in the population, and identifies appropriate
intervention targets, using an ecological approach.
Describes the role of social, behavioral, and cultural factors in development of addiction.
Incorporates ethical standards of practice (e.g., Public Health Code of Ethics) into all interactions
with individuals, organizations, and communities
Understands the use of communication strategies for developing public health interventions and
disseminating health information to diverse populations
In addition to the MPH Core Competencies, this course focuses on the following skill development:
1. Critical evaluation of scientific evidence
2. Scientific writing
3. How to deliver constructive criticisms
4. Research methodologies commonly used in addiction research
Tomoko Udo, PhD
Office Location: HPMB Room 167
Phone: 518-473-5861
Email: tschaller@albany.edu
Office hours: Thursdays, from 10:00-12:00, and by appt. (contact by email)
2
Required Readings:
This course will involve formal lectures by the instructor, guest lectures, and student-led discussion of
peer-reviewed studies. There is no required text for this class. There will be required articles to read for
each class. The list of readings for each class begins on page 6. These articles are available through
course’s Blackboard page or will be handed by the instructor. All students are expected to read the
reading assignments BEFORE each class and be ready for in-class discussion of the assigned articles.
Course requirements:
Class participation
5%
Addiction Journal
20%
Discussion leader
15%
Reflection papers
10%
Mid-term paper
15%
Final presentation
15%
Final term paper 20%
(Final grading scheme: A-E)
ALL assignments should be typed, double-spaced, and use 12-point New Times Roman font.
Assignments not meeting these minimum standards will be returned and counted as late.
Class Participation/Contribution (5%): This portion of your grade recognizes student contributions
to the course through in-class discussions, keeping up to date with the readings, seeking help for
assignments in a timely manner, and working effectively with others in the classroom activity.
Discussion Leader (15%): Each student will be assigned to a published research paper to lead seminar-
type discussion of the assigned paper. Each student is expected to prepare presentation slides and spend
20-25 minutes to summarize the articles (background, methods, results, and conclusions), in-depth
critique of the studies (e.g., What did you learn? Is the methodology of the study appropriate to address
the research question? Does the data support the conclusions? Do you agree with the conclusions? What
are the limitations of the study [in addition to those mentioned in the paper, you need to come up with
your own critique], What are the implications for clinical and public health practices?), and come up
with discussion questions and lead the discussion. If necessary, do additional readings to understand
background of the research question(s) being investigated in the assigned paper. It is expected that all
students will read the papers prior to the class, and engage in discussion. Your own presentation will be
worth 10% of the final grade, and your participation to discussion throughout the semester will be worth
5% of the final grade.
Addiction Journal (20%): This exercise is designed to help you understand the experience individuals
with addiction would face when they quit or change use of their drug or behavior of their choice. This
exercise requires that you give up a substance (e.g., alcohol, caffeine, or chocolate) or a behavior (e.g.,
Internet use, eating sweets, playing video/computer games, watching television, cell-phone usage, social
media use) that help you relax, cope with stress, or improve moods for a period of 2 weeks between
02/04 and 04/07. You can pick any two weeks that fit your schedule, but it has to be 2 consecutive
weeks. A substance or behavior has to be something that is challenging for you to give up. For those of
3
you who have difficulty identifying a substance or behavior to abstain from, please consult with the
instructor.
You are to keep a journal describing and reflecting upon your abstinence, with at least 3 entries per
week describing your experiences, thoughts, feelings, successes and struggles. Each day’s entry should
be one double-spaced page, making at least 3 pages per week. You will not be penalized for not
successfully maintaining abstinence for two weeks. However, it is important to make your best effort to
abstain for the full 2 weeks.
In your journal, describe yourself and your environment in terms of such areas as the following:
Your reasons for choosing this substance or behavior to abstain from
Changes in other aspects of your life to maintain abstinence
Social support you sought (if any)
Your daily experiences and feelings
Your physical state (health, energy, sleep, nutrition)
Your psychological state (motivation, emotions, coping skills, self-esteem, thoughts, insights,
confidence, self-efficacy, emotional management)
Your social life (social support, undermining, changes, friends, family, classmates, insights about
others, reactions by others)
What you are learning about yourself
What you are learning about your environment
What you are learning about addiction
What you are learning about behavior and attitude change
If you lapse/relapse, what preceded the relapse episode? How did you feel?
Finally, write a 3 page double-spaced conclusion about how this experience will assist you in: 1)
understanding or working with individuals with addiction, and 2) thinking about public health practice
and policy approaches to support individuals with addiction. Be specific and support your statements
with citations. The final report is due on 04/08/2019 at 11:59 PM (by email).
Reflection papers (10%): In addition to formal lectures by the instructor, there are five guest lectures
that represent efforts by local organizations to provide important and innovative services for individuals
with substance use problems, their friends, and family. Students are expected to write a 2-page (double-
space) paper to reflect on the following points:
Title of the presentation and the name of the lecturer
A brief summary of the presentation
What new information did you learn?
How does the program try to address addiction as a public health issue?
Each paper will be graded pass/fail, and will be worth 2 points. You are expected to submit the paper within 1
week from each guest lecture.
Research Project (Mid-term report 15%, Final presentation 15%, Final term paper 20%):
Student will be asked to form a 2 or 3 person group and design a small-scale research study to answer a
research question related with addiction. For example, you may be interested in understanding the
4
relationship between sleep and overconsumption of junk food, and their role in obesity. One way to
explore the question is to conduct a survey with your peers or friends; you can conduct an in-depth
interview with a few people; if your group feel comfortable with quantitative skills, you may complete
secondary data analysis of publicly available data sets; you can also complete a systematic review of the
literature on the topic. The project must have clear implications for clinical or public health practices.
There are three components in this assignment.
Mid-term Report: a 5-7 pages paper that clearly states: a) Research question; b) Significance of
the research question; and c) Methods to answer the question. If you plan to conduct a
survey/interview, you are expected to submit the questions for the instructor’s feedback.
Final Presentation: Each student is expected to give a 20-25 minutes presentation
Final term paper: write a 12-15 pages paper (excluding title and references).
The term papers should be prepared in the APA format, including both main text and references. You
should include citation(s) throughout the report where it is appropriate. If you have a question about the
project or scientific writing, consult your instructor before submission of your work. The mid-term
report is due on 3/11/2019 at 11:59 PM (email). Each group will have an opportunity to meet with the
instructor to discuss the final paper on 4/8/2019 during the class-meeting period, where they have an
opportunity to discuss the feedbacks on their mid-term report, and about their final products. The final
presentation will take place on 5/6/2019. All student will engage in peer-review and will provide
structured feedback on each presentation. The group then should try to incorporate these feedbacks into
their final paper (e.g., mention as a limitation of the study). The final term paper is due on 5/13/2019 at
11:59 PM (email your paper and presentation file). I will inform you of the grading rubric.
GRADING:
The following grading scale will be used in this course:
Course Average
Final
Grade
94-100
A
90-93
A-
87-89
B+
83-86
B
80-82
B-
77-79
C+
73-76
C
< 60
E
5
Class policies and expectations (READ CAREFULLY ON YOUR OWN):
All students are expected to attend class, participate in class discussions and complete the required
readings. Class absences will need to be justified ahead of time.
Act professionally in the class. Cell phones are a distraction and disruptive to the learning process; in
consideration of others, phones should be muted during class session. Laptop use for the purposes
other than note taking is also prohibited. Late arrivals are also disruptive; make every effort to arrive
prior to the start of class. Violation of these polices could result in reduction of participation points.
Email Policies: you are expected to address your instructor in professional, proper written English.
This means no abbreviations (as used in phone text messages), no casual use of language (slang),
and attention to misspellings or grammar mistakes.
All assignments are to be handed in on time. A minimum of 5% per day will be deducted for
assignments.
For all written assignments, the students should follow the APA writing format. The information
about the APA format can be found at the University Library website
(http://library.albany.edu/usered/cite/index.html). You can also borrow the APA citation guideline
(6th edition) from your instructor.
The interactive nature of this course allows for the expression of a variety of views and opinions.
The discussions are to be guided by respect for each other’s opinion and view point. Personal
accusations and abusive speech is not acceptable.
Academic dishonesty, such as plagiarism or unauthorized collaboration on any assignment, will
result in a fail grade for that assignment or exam, and may result in a failing grade for the course.
There will be no exceptions.
Plagiarism: According to University policy, you must correctly cite outside material in your papers.
Directly copying published material without appropriately indicating it is copied and adequately
citing the author(s) and source are examples of plagiarism.
Please see the UAlbany Library website (http://library.albany.edu/usered/plagiarism/index.html)
where there is more information on what constitutes plagiarism and how to avoid it. For any
assignment, feel free to consult with the professor to get clarification about potential plagiarism
issues, PRIOR to handing in your assignment.
As per University policy, the burden on avoiding plagiarism falls solely on the student.
Please refer to the current University at Albany Community Rights and Responsibilities
(http://www.albany.edu/judicial_affairs/standardsofconduct.html) for more information on policies
on academic dishonesty. Please be advised that professors are required to report instances of
academic dishonesty to the Dean of Graduate Studies.
Any student in this course who has a disability that may prevent him/her from fully demonstrating
his/her abilities should contact me by the second week of class to discuss accommodations necessary to
ensure full participation and facilitate your educational experience.
6
HPM 611
Class schedule, SPRING 2019
Date & Week #
Topic & Assignment Due
Week 1
January 28th
Session 1: Introduction
Week 2
February 4th
Session 2: Neurobiology of Addiction
Week 3
February 11th
Session 3: Marijuana Legalization
Special trip to “NY's Cannabis Question: Debating Pros, Cons & Practicalities”
Week 4
February 18th
Session 4: Epidemiology of Addiction
Week 5
February 25th
Session 5: Harm Reduction Approach
Guest lecture: Joseph Filippone
Director of Prevention Services, Catholic Charities Care Coordination Services
Week 6
March 4th
Session 6: Police Assisted Addiction Recovery Initiative – Chatham Cares 4 U
Guest lecture: Peter Volkmann, MSW
Chief of Chatham Police Department
Week 7
March 11th
Session 7: Addiction Treatment
***Research Project Mid-term Report Due at 11:59 PM
Week 8
March 18th
NO CLASS
SPRING BREAK
Week 9
March 25th
Session 8: Opioid Epidemic
Week 10
April 1st
Session 9: Substance Abuse and Suicide
Guest lecture: Brett Harris, DrPH
Director, Public Health Initiatives at Suicide Prevention Office, NYS OMH
Week 11
April 8th
Session 10: Individual meeting with the instructor on your final project
(Sign-up sheet will be distributed)
***Addiction Journal Final Report Due at 11:59 PM
Week 12
April 15th
Session 11: Addiction in Aging Population
Guest lecture: Nicole MacFarland, PhD
Executive director, Senior Hope
Week 13
April 22nd
NO CLASS
Week 14
April 29th
Session 12: College substance use prevention and intervention
Guest lecture: Dolores Cimini, PhD
Director for Behavioral Health Promotion and Applied Research
University at Albany, Counseling and Psychological Services
Week 15
May 6th
Session 13: Presentation Day
REFLECTION PAPER DUE BY 11:59 PM (VIA EMAIL)
May 13th
FINAL PROJECT AND BY 11:59 PM (VIA EMAIL)
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Reading assignments
Reading assignments are subject to change. Any changes will be announced by 2 weeks prior to the
class.
February 4th (Session 2 – Neurobiology of Addiction):
For lecture:
Koob G. F., & Volkow, N. D. (2016). Neurobiology of addiction: A neurocircuitry analysis. Lancet Psychiatry, 3,
760-773.
Goldman, D., Oroszi, G., & Ducci, F. (2005). The genetics of addictions: Uncovering the genes. Nature Reviews
Genetics, 6(7), 521-532.
For in-class discussion:
Guterstam, J., Jayaram-Lindstrom, N., Berrebi, J., Petrovic, P., Ingvar, M., Fransson, P., & Franck, J. (2018). Cue
reactivity and opioid blockade in amphetamine dependence: A randomized, controlled fMRI study. Drug
Alcohol Depend, 191, 91-97. doi:10.1016/j.drugalcdep.2018.06.023
February 11th (Session 3 – Marijuana Legalization):
For lecture (i.e., the event)
Carliner, H., Brown, Q. L., Sarvet, A. L., & Hasin, D. S. (2017). Cannabis use, attitudes, and legal status in the
U.S.: A review. Preventive Medicine. doi:10.1016/j.ypmed.2017.07.008
Cambron, C., Guttmannova, K., & Fleming, C. B. (2017). State and national contexts in evaluating cannabis laws:
A case study of Washington State. Journal of Drug Issues, 47(1), 74-90. doi:10.1177/0022042616678607
Lau, N., Sales, P., Averill, S., Murphy, F., Sato, S., & Murphy, S. (2015). A safer alternative: Cannabis
substitution as harm reduction. Drug and Alcohol Review, 34(6), 654-659. doi: 10.1111/dar.12275
February 18th (Session 4 – Epidemiology of Addiction):
For lecture:
Grant, B. F., Goldstein, R. B., Saha, T. D., Chou, S. P., Jung, J., Zhang, H., …, Hasin, D.S. (2015). Epidemiology
of DSM-5 alcohol use disorder: Results from the National Epidemiologic Survey on Alcohol and Related
Conditions III. JAMA Psychiatry, 72(8), 757-766.
Grant, B. F., Saha, T. D., Ruan, W. J., Goldstein, R. B., Chou, S. P., Jung, J., …, Hasin, D.S. (2016).
Epidemiology of DSM-5 drug use disorder: Results from the National Epidemiologic Survey on Alcohol
and Related Conditions-III. JAMA Psychiatry, 73(1), 39-47.
For in-class discussion:
Lechner, W. V., Janssen, T., Kahler, C. W., Audrain-McGovern, J., & Leventhal, A. M. (2017). Bi-directional
associations of electronic and combustible cigarette use onset patterns with depressive symptoms in
adolescents. Preventive Medicine, 96, 73-78. Shelby Ruppenthal
February 25th (Session 5 – Harm Reduction Approach):
For lecture:
Wiessing, L., Ferri, M., Belackova, V., Carrieri, P., Friedman, S. R., Folch, C., . . . Griffiths, P. (2017).
Monitoring quality and coverage of harm reduction services for people who use drugs: A consensus
study. Harm Reduction Journal, 14(1), 19. doi:10.1186/s12954-017-0141-6
Marshall, Z., Dechman, M. K., Minichiello, A., Alcock, L., & Harris, G. E. (2015). Peering into the literature: A
systematic review of the roles of people who inject drugs in harm reduction initiatives. Drug and Alcohol
Dependence, 151, 1-14. doi:/10.1016/j.drugalcdep.2015.03.002
For in-class discussion:
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Small, W., Van Borek, N., Fairbairn, N., Wood, E., & Kerr, T. (2009). Access to health and social services for
IDU: The impact of a medically supervised injection facility. Drug and Alcohol Revivew, 28(4), 341-346.
doi:10.1111/j.1465-3362.2009.00025.x Stephanie Ramirez
March 4th (Session 6 – Police Diversion Program):
For lecture:
Schiff, D. M., Drainoni, M.-L., Bair-Merritt, M., Weinstein, Z., & Rosenbloom, D. (2016). A Police-Led
Addiction Treatment Referral Program in Massachusetts. New England Journal of Medicine, 375(25),
2502-2503. doi:10.1056/NEJMc1611640
Schiff, D. M., Drainoni, M.-L., Weinstein, Z. M., Chan, L., Bair-Merritt, M., & Rosenbloom, D. (2017). A police-
led addiction treatment referral program in Gloucester, MA: Implementation and participants'
experiences. J Subst Abuse Treat, 82, 41-47.
For in-class discussion:
Collins, S. E., Lonczak, H. S., & Clifasefi, S. L. (2017). Seattle's Law Enforcement Assisted Diversion (LEAD):
Program effects on recidivism outcomes. Evaluation and Program Planning, 64, 49-56.
Mia Stufflebeam
March 11th (Session 7 – Addiction Treatment):
For lecture:
Substance Abuse and Mental Health Services Administration, & Office of the Surgeon General. (2016). Reports
of the Surgeon General Facing Addiction in America: The Surgeon General's Report on Alcohol, Drugs,
and Health. Washington (DC): US Department of Health and Human Services.
**** Chapters 4 & 5 are assigned ****
Priester, M. A., Browne, T., Iachini, A., Clone, S., DeHart, D., & Seay, K. D. (2016). Treatment access barriers
and disparities among individuals with co-occurring mental health and substance use disorders: an
integrative literature review. J Subst Abuse Treat, 61, 47-59.
Also read this Atlantic article: https://www.theatlantic.com/magazine/archive/2015/04/the-irrationality-of-
alcoholics-anonymous/386255/
For in-class discussion:
Horn, B. P., Crandall, C., Forcehimes, A., French, M. T., & Bogenschutz, M. (2017). Benefit-cost analysis of
SBIRT interventions for substance using patients in emergency departments. Journal of Substance Abuse
Treatment, 79, 6-11. Frankie Pearson
March 25th (Session 8 – Opioid Epidemic):
For lecture:
Wilkerson, R. G., Kim, H. K., Windsor, T. A., & Mareiniss, D. P. (2009). The opioid epidemic in the United
States. Emergency Medicine Clinics of North America, 34(2), e1-e23.
Fischer, B., Keates, A., Bühringer, G., Reimer, J., & Rehm, J. (2014). Non-medical use of prescription opioids
and prescription opioid-related harms: Why so markedly higher in North America compared to the rest of
the world? Addiction, 109(2), 177-181.
For in-class discussion:
Williams, A. V., Marsden, J., & Strang, J. (2014). Training family members to manage heroin overdose and
administer naloxone: Randomized trial of effects on knowledge and attitudes. Addiction, 109(2), 250-259.
Kathryn Simpson
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April 1st (Session 9 – Substance Abuse and Suicide):
For lecture:
Babor, T. F., McRee, B. G., Kassebaum, P. A., Grimaldi, P. L., Ahmed, K., & Bray, J. (2007). Screening, Brief
Intervention, and Referral to Treatment (SBIRT): Toward a public health approach to the management of
substance abuse. Substance Abuse, 28(3), 7-30.
Stanley, B., Brown, G. K., Brenner, L. A., Galfalvy, H. C., Currier, G. W., Knox, K. L., Chaudhury, S. R., Bush,
A. L., & Green, K. L. (2018). Comparison of the safety planning intervention with follow-up vs usual
care of suicidal patients treated in the emergency department. JAMA Psychiatry, 75(9), 894-900. doi:
10.1001/jamapsychiatry.2018.1776.
Substance Abuse and Mental Health Administration (2016). Substance use and suicide: A nexus requiring a
public health approach. In Brief. Division of Systems Development, Center for Substance Abuse
Prevention, Substance Abuse and Mental Health Services Administration: Rockville, MD.
For in-class discussion:
Artenie, A. A., Bruneau, J., Zang, G., Lespérance, F., Renaud, J., Tremblay, J., & Jutras-Aswad, D. (2015).
Associations of substance use patterns with attempted suicide among persons who inject drugs: Can distinct
use patterns play a role? Drug and Alcohol Dependence, 147, 208-214.
doi:10.1016/j.drugalcdep.2014.11.011. Andrea Geary
Kerr, D. C. R., Bae, H., Phibbs, S., & Kern, A. C. (2017). Changes in undergraduates' marijuana, heavy alcohol
and cigarette use following legalization of recreational marijuana use in Oregon. Addiction, 112(11),
1992-2001. doi:10.1111/add.13906 Melanie Mongillo
April 15th (Session 11 – Addiction in Aging Population)
For lecture:
Larkin, H., Lee, E., Esaki, N., DeMasi, M., Trifoso, S., Briar-Lawson, K., . . . Bowen, L. (2018). The effects of
protective factors and adverse childhood experiences on behavioral health services use: Findings from a
population-based sample. Social Work in Health Care, 1-15.
Larkin, H., & MacFarland, N. S. (2012). Restorative integral support (RIS) for older adults experiencing co-
occurring disorders. International Journal of Aging & Human Development, 74(3), 231-241.
doi:10.2190/AG.74.3.d
https://www.samhsa.gov/homelessness-programs-resources/hpr-resources/substance-use-treatment-older-adults
https://blog.timesunion.com/giving/hope-for-aging-and-addicted-adults/4200/
For in-class discussion:
Lau, N., Sales, P., Averill, S., Murphy, F., Sato, S., & Murphy, S. (2015). Responsible and controlled use: Older
cannabis users and harm reduction. International Journal of Drug Policy, 26(8), 709-718. doi:
10.1016/j.drugpo.2015.03.008 Gabrielle Ferrara
Nawai, A., Leveille, S. G., Shmerling, R. H., van der Leeuw, G., & Bean, J. F. (2017). Pain severity and
pharmacologic pain management among community-living older adults: the MOBILIZE Boston study. Aging
Clinical and Experimental Research, 29(6), 1139-1147. Lauren Olsen
April 29th (Session 12 – College Substance Use Prevention and Intervention)
For lecture:
TBD
For in-class discussion:
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White, H. R., Jiao, Y., Ray, A. E., Huh, D., Atkins, D. C., Larimer, M. E., … Mun, E. Y. (2015). Are there
secondary effects on marijuana use from brief alcohol interventions for college students? Journal of
Studies on Alcohol and Drugs, 76(3), 367–377. doi:/10.15288/jsad.2015.76.367 Alyson Dorsey
