Global Public Health Bachelor of Science Degree
RIT’s degree in public health explores current health issues in order to prevent disease, improve health, and help people attain health equity locally and across the world.
Overview for Global Public Health BS
Why Pursue a Degree in Public Health at RIT?
A Cutting-Edge Public Health Courses: Innovative courses pertinent to today’s local, regional, national, and international public health issues prepare you for a high-demand position in global public health or graduate-level training in a wide range of clinical medicine and other health-related fields.
Two Dynamic Tracks: A choice of concentration in two important subspecialties: global health management or infectious diseases.
Hands-On Experience: Gain real-world skills via two required blocks of cooperative education or internships, and multiple research and study abroad opportunities.
The Perfect Pre-Med or Pre-Law Degree: StemJobs.com has rated a degree in public health as the best option for pre-med students, and course work provides a great foundation for law school.
Pre-Med/Pre-Health Advising Program: Receive personalized guidance to become a competitive candidate for admission to medical schools and graduate programs in the health professions.
Engaging, Passionate Faculty: Faculty with deep expertise and experience in global public health and health care are committed to preparing you for a rewarding career.
What is Public Health?
In March of 2020, the world watched as the COVID-19 virus spread around the world. As the virus quickly reached every town and city across the globe, it became imperative for local, national, and international public health officials to communicate and collaborate to understand the virus, treat patients who tested positive, and identify ways to mitigate its spread. It was, perhaps, the first time many watched a worldwide public health crisis play out in real-time.
COVID-19 illustrated to the world how vital the work is of public health officials who examine, evaluate, and respond to a range of health issues and challenges.
What can I do with a degree in public health?
Virtually all careers in public health strive to achieve the goal of preventing disease, promoting health, and prolonging life for people across the world. Public health professionals primarily pursue this goal via a pathway of education, public policy, or research to achieve the following:
- Educate the public on health and wellness
- Implement disease and injury prevention measures
- Equity in healthcare worldwide
A degree in public health is a wonderful launching pad for an exciting and dynamic career in individual patient care or efforts designed to improve the health of whole populations of people. RIT’s public health major gives you the knowledge and skills to promote health both locally and on a global scale.
RIT’s Public Health Degree
The public health BS is the study of health challenges locally and in communities across the globe, and the actions needed to resolve these issues. Infused with a global perspective, RIT’s public health degree empowers you to learn and understand:
- The various social, economic, environmental, and individual factors that impact people’s health.
- How to ensure the global population has the resources and knowledge needed to be healthy.
The public health major allows for significant customization according to your interests and aspirations, starting with your choice of two concentrations:
- Global Health Management: This concentration is ideal for those who are interested in future management or leadership opportunities within healthcare systems, nonprofit, or humanitarian organizations and may want a more international emphasis to their education. This is an excellent option for those who want to help shape future global public health and healthcare policies and practices.
- Infectious Diseases: This concentration is designed for the student who is more science-oriented and may be considering a career with a clinical or research focus. This may be the preferred concentration for future healthcare practitioners or those considering pursuing a graduate degree to research the best ways to prevent or treat infectious diseases.
Public Health Courses
With a range of related elective courses, immersions and minors, you can further explore many topics closely related to global public health, including:
- Culture
- Exercise and Nutrition
- Gender Studies
- The Climate
- The Environment
- Social Inequalities
- Public Policy
- International Relations
- Economics
The public health major will equip you to address the most pressing current global health challenges of today including mental health, the opioid epidemic, gun violence, climate change, reproductive health, and infectious diseases, to name a few. You will be well-prepared for high-demand positions that address challenges such as these in the public health workforce, health care systems, not-for profits, non-governmental or humanitarian organizations, academia, international relations, or government policy. You will also be prepared to pursue advanced degrees in medicine or the health sciences, or graduate degrees in fields such as epidemiology, health informatics, or law school.
RIT’s global public health BS degree is the ideal for students who are intellectually curious about science and the human body; forward-thinking regarding physical and mental health; advocates for social justice and the environment; and determined to make the world a better place.
The following sample of minors and immersions are available to enhance this degree:
- Anthropology and Sociology minor
- Chemistry minor or immersion
- Cultural Anthropology immersion
- Environmental Science minor
- Environmental Studies minor or immersion
- Exercise Science minor
- Globalization minor
- Global Justice immersion
- Health Communication minor
- Health, Culture, and Society minor or immersion
- International Relations minor or immersion
- Nutritional Sciences minor
- Psychology minor
- Public Policy minor or immersion
- Science, Technology, and Society minor or immersion
- Water Resources minor
View a full list of minors and immersions for a range of options that can boost your knowledge in public health and related fields, or allow you to pursue an area of personal interest.
Global Public Health as a Pathway to Medical School
If your goal is to attend medical school, you may be considering a degree such as biology or chemistry. What you might not realize, however, is that the best pre-med major might be less apparent.
An undergraduate degree in global public health is an excellent pre-med major. Not only do the major’s course requirements often parallel pre-med requirements, but a public health degree provides a strong foundation for health-related subjects such as epidemiology, biostatistics, health policy, and community health. These subjects are distinctly applicable to medicine, as physicians must have a keen understanding of social and environmental factors that affect health outcomes.
A degree in public health also enables you to examine the policies and processes in the medical industry. Global public health can reveal a side of medicine that most students do not see in medical school. With RIT’s robust co-op and internship program, you will have the opportunity to work alongside medical professionals in areas such as health care policy, prevention, and substance abuse to gain valuable hands-on experience prior to medical school.
Medical schools consider strong skills in leadership and management as positive qualities for admission. The skills you will gain from a public health degree will allow you to enter medical school better prepared to be a strong leader in understanding contributions to policy, participating in advocacy, or directing research projects.
A background in global public health, paired with a medical degree, will position you well for a successful career as a medical professional.
Pre-Med/Pre-Health Advising
RIT’s Office of Pre-Health Advising offers an advising program that’s open to all majors and provides personal, individualized academic counseling to help you create a comprehensive long-term strategy to assist you in building successful applications to medical, dental, and veterinary schools or graduate degrees in the health professions (e.g., occupational therapy, physical therapy, etc.). Our pre-health advisors will have in-depth conversations with you around critical topics that include academic planning and course selection, MCAT and other admission exams, undergraduate research opportunities, clinical experiences and field work, timelines, and much more. Learn more about pre-med/pre-health advising.
RIT’s Pre-Law Advising Program
RIT's global public health BS can be solid foundation for law school. You will have access to experienced advisors from RIT's pre-law program, who can help you navigate the admission process for law school, explore a range of legal careers, and guide you through course selection to ensure you build the skills and competencies required of competitive law school applicants.
Global Public Health Association @ RIT
Global Public Health Association @ RIT is a professional organization with both student and faculty leadership that increases awareness of health challenges faced by people throughout our interconnected planet and challenges its members to generate innovative solutions that will benefit our global society. The group hosts monthly educational events and the annual Innovations in Global Public Health Conference each spring. Students (from RIT and elsewhere), faculty, staff, and the general public are welcome at all of our events. Learn more about the Global Public Health Association @ RIT.
Careers and Experiential Learning
Typical Job Titles
| International/Global Public Health Professional | Medical and Health Services Manager | Health Care Consultant |
| Social and Community Service Manager | Health Educator | Public Health Officer |
| Maternal and Child Health Professional | Emergency / Disaster Preparedness Professional | Public Health Specialist in Early Intervention Programs |
| Disease Intervention Specialist |
Industries
Cooperative Education
What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top organizations in a variety of industries. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart. It’s exposure–early and often–to a variety of professional work environments, career paths, and industries.
Students in the global public health BS degree are required to complete two blocks of cooperative education or internship. These opportunities provide the hands-on experience that enables you to apply your public health knowledge in professional settings while you make valuable connections between classwork and real-world applications.
Featured Work and Profiles
-
Exploring Health Inequities: Global Public Health Students Dive Into Dominican Republic's Public Health Realities
Students traveled to the Dominican Republic to learn about local health challenges, gain insight into global health care systems, and understand community well-being.
Read More about Exploring Health Inequities: Global Public Health Students Dive Into Dominican Republic's Public Health Realities -
The Transformational Power of a Medical Mission
John Oliphant John Oliphant, global public health director, shares his extensive experience and research into best practices for working cross-culturally and participating in international medical missions.
Read More about The Transformational Power of a Medical Mission -
Elevating Public Health through Scientific Inquiry: Exploring Bacterial Dynamics in Lake Ontario
Hands-on learning enables Marissa Schroeter to explore the bacterial landscape of Lake Ontario, gaining practical insights into environmental dynamics and their potential impact on community well...
Read More about Elevating Public Health through Scientific Inquiry: Exploring Bacterial Dynamics in Lake Ontario
Curriculum for 2024-2025 for Global Public Health BS
Current Students: See Curriculum Requirements
Global Public Health, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| MEDG-101 | Human Biology I (General Education – Natural Science Inquiry Perspective) |
3 |
This course is one of a two-course set of courses that explores the biology of the human body. This course focuses on: cells, their structure, and organization; the human reproductive cycle; principle of genetic inheritance; transmission of disease and the body’s defense against disease. Recommended to concurrently take: MEDG-103 Human Biology Laboratory I *Note: Taken alone, this course fulfills the Scientific Principles Perspective. When taken with MEDG-103 the two courses together fulfill the Natural Science Inquiry Perspective Lecture 3 (Fall). | ||
| MEDG-102 | Human Biology II (General Education –Scientific Principles Perspective) |
3 |
This course is one of a two-course set of courses that explores the biology of the human body. This course focuses on the examination of the body's structure (anatomy), its function (physiology), the principle of homeostasis that governs the integrated control of all body organ systems, and various disease states (pathology) that affect its health. Recommended to concurrently take: MEDG-104 Human Biology Laboratory II *Note: Taken alone, this course fulfills the Scientific Principles Perspective. When taken with MEDG-104 the two courses together fulfill the Natural Science Inquiry Perspective Lecture 3 (Spring). | ||
| MEDG-103 | Human Biology I Lab (General Education – Natural Science Inquiry Perspective) |
1 |
This laboratory complements the lecture material of Human Biology I. Experiments are designed to illustrate the dynamic characteristics of a cell during processes of inheritance, development and disease. Recommended to concurrently take: MEDG-101 Human Biology I *Note: When taken with MEDG-101 the two courses together fulfill the Natural Science Inquiry Perspective Lab 2 (Fall). | ||
| MEDG-104 | Human Biology II (General Education –Scientific Principles Perspective) |
1 |
This laboratory course complements the lecture material presented in Human Biology II. Lab experiments are designed to illustrate the dynamic anatomy and physiology of the human body organ systems. Recommended to concurrently take: MEDG-102 Human Biology II *Note: When taken with MEDG-102 the two courses together fulfill the Natural Science Inquiry Perspective. Lab 2 (Spring). | ||
| GLPH-101 | Introduction to Public Health |
3 |
This course provides an introduction to the foundational concepts of public health including the definition and history of public health, as well as the role of and strategies utilized by the public health workforce when confronting population-based health issues. Lecture 3 (Fall). | ||
| GLPH-105 | Disease Awareness and Prevention |
3 |
This course explores the effects of wellness and disease prevention on the human lifecycle, lifestyles and overall health. Basic structure and function of selected human body systems are discussed and related to factors such as diet and nutrition, alcohol, drugs, tobacco use, stress and the environment in discussion of health promotion and disease prevention. Lecture and class discussion and student participation are used to explore health related issues. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Spring). | ||
| GLPH-107 | Human Diseases |
3 |
A general survey of human diseases using a body systems approach with an emphasis on disease etiology, signs and symptoms, diagnosis, and prognosis. Also included are a basic overview of immunology, oncology, endocrinology, and pathophysiology. Upon completion of this course, students will have a foundational knowledge of many diseases that afflict humanity, so they can be better prepared, through additional coursework and experience, to develop prevention, screening, and early intervention strategies when possible. It is highly recommended that students have at least taken high school Biology prior to taking this course. Lecture 3 (Fall). | ||
| STSO-120 | Introduction to Environmental Studies |
3 |
Introduction to Environmental Studies explores the human condition within an environmental context by emphasizing critical environmental problems facing humans on both global and regional scales, and by applying interdisciplinary approaches. Issues, their causes, and potential solutions will be analyzed with respect to ethical, social, historical, political, scientific, and technological factors. Key concepts and themes include climate change, natural resource use and waste, population and consumption, urban and built environments, food, energy, globalization, markets, politics, environmental justice and inequality, and environmentalism. Lecture 3 (Fall or Spring). | ||
| YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). | ||
General Education – First-Year Writing (WI) |
3 | |
General Education – Social Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – Global Perspective |
3 | |
| Second Year | ||
| COMM-344 | Health Communication |
3 |
An introduction to the subject of communication in health care delivery and in public health campaigns, with an emphasis on interpersonal, organizational, and mass communication approaches. Also covered is the interrelationship of health behavior and communication. Lecture 3 (Spring). | ||
| GLPH-355 | Introduction to Global Health |
3 |
This introductory course will evaluate the modern challenges of global health from a multidisciplinary perspective. The key concepts of global health will be discussed, including various health determinants, human rights, healthcare systems, culture’s impact on health, environmental concerns, nutrition, communicable and noncommunicable diseases, women’s health issues, child and adolescent health, injuries, natural disasters and complex humanitarian emergencies, poverty’s impact on health and more. Students will be expected to be active learners, lead classroom activities on certain days as part of group research project presentations, and actively participate in discussions. Lecture 3 (Spring). | ||
| GLPH-500 | Experiential Learning in Global Public Health (Summer) |
0 |
This course allows student immersion in the Global Public Health field as they begin to apply what they have been learning in the classroom. Students must complete two of these experiential learning opportunities before graduation and at least one of them must be an approved co-op or internship. Students may choose to do a second co-op or internship, or fulfill the experiential learning requirements through a variety of study abroad course options or a supervised research opportunity. The Global Public Health program must approve all experiences. Successful completion of the required elements will result in a grade of S (satisfactory) in this course. (Prerequisites: MEDG-107 and GLPH-101 and STSO-120 and MEDG-105 and MEDS-355 or equivalent courses.) CO OP, Internship (Fa/sp/su). | ||
| HLTH-320 | Legal Aspects of Health Care |
3 |
This course provides an overview of statues and regulations as they apply to the health care system. Topics include: an overview of the American legal system; licensure of institutions; licensure and discipline of practitioners; physician-patient relationship; reproductive issues; the right to die; organ donations; medical records; legal liability; malpractice; and labor law. Lecture 3 (Spring). | ||
| NUTR-215 | Concepts in Human Nutrition |
3 |
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Current health and nutrition problems, nutrition misinformation, chronic diseases, performance nutrition, food safety and technology, hunger and global nutrition will be discussed. Lecture 3 (Fall, Spring, Summer). | ||
| PSYC-101 | Introduction to Psychology |
3 |
Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). | ||
| PUBL-101 | Foundation of Public Policy |
3 |
This interdisciplinary course introduces the student to the key concepts of public policy, the policymaking process, the role of stakeholders and interest groups, and the basic dimensions policy analysis. Those concepts are then applied through a range of issues, such as the environment, clean energy, climate change, healthcare, cybersecurity, employment, privacy, telecommunications, and innovation, at local, state, federal and international levels. Lecture 3 (Fall). | ||
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) |
3 |
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). | ||
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) |
4 |
This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). | ||
General Education – Immersion 1, 2 |
6 | |
| Third Year | ||
| GLPH-351 | Technology Innovations in Global Public Health I |
3 |
This course provides an overview of various technology innovations that currently exist or are in development that have (or will hopefully have) a positive impact on the effectiveness of various global public health initiatives and the delivery of healthcare locally, regionally and around the world. (Prerequisites: GLPH-101 and MEDS-355 or equivalent courses.) Lecture 3 (Fall). | ||
| GLPH-352 | Technology Innovations in Global Public Health II |
3 |
This course provides an overview of various technology innovations that currently exist or are in development that have (or will hopefully have) a positive impact on the effectiveness of various global public health initiatives and the delivery of healthcare locally, regionally and around the world. (Prerequisites: GLPH-101 and MEDS-355 and GLPH-351 or equivalent courses.) Lecture 3 (Spring). | ||
| GLPH-371 | Global Mental Health |
3 |
This course covers to epidemiology and prevalence of mental health disorders across the globe. It also focuses on the diagnosis of psychopathology across the developmental life-span while considering cultural factors. This course emphasizes specific global mental health concerns and the importance of culturally appropriate screening, diagnosis, assessment and treatment. A major component of this course focuses on the use of technology to overcome barriers and bridge treatment gaps for mental health on a global level while keeping ethical considerations in mind. Lecture 3 (Fall). | ||
| GLPH-500 | Experiential Learning in Global Public Health |
0 |
This course allows student immersion in the Global Public Health field as they begin to apply what they have been learning in the classroom. Students must complete two of these experiential learning opportunities before graduation and at least one of them must be an approved co-op or internship. Students may choose to do a second co-op or internship, or fulfill the experiential learning requirements through a variety of study abroad course options or a supervised research opportunity. The Global Public Health program must approve all experiences. Successful completion of the required elements will result in a grade of S (satisfactory) in this course. (Prerequisites: MEDG-107 and GLPH-101 and STSO-120 and MEDG-105 and MEDS-355 or equivalent courses.) CO OP, Internship (Fa/sp/su). | ||
| HLTH-328 | Finance for Healthcare Professionals |
3 |
This is an overview course that will provide an in-depth investigation of the financial workings in the health care industry. The course will be presented through the investigation of the operations of various health care settings – hospitals, physician practices, long term care facilities and home health care providers. The course covers all the essential functions in health care internal financial operations that would be experienced throughout the industry, except for the insurance companies. There are several examples involving physician practices, inpatient hospitals, clinics, nursing homes, etc. During the course the participants will carefully evaluate what the finance department is expected to accomplish. They will better understand the role of the clinical operations manager in the financial health of a health care organization. The course is designed to provide an approach that includes some terminology used in accounting, but more so those terms associated with finance. Lecture 3 (Fall, Spring). | ||
| MEDS-430 | Epidemiology |
3 |
The course covers applications of epidemiology to the study of the distribution and determinants of health and diseases, morbidity, injuries, disability, and mortality in populations. Epidemiologic methods for the control of conditions such as infectious and chronic diseases, community and environmental health hazards, and unintentional injuries are discussed. Other topics include quantitative aspects of epidemiology, including data sources; measures of morbidity and mortality; evaluation of association and causality; and various study design methods. Contemporary topics in public health (e.g. swine flu, HIV/AIDS, SARS), outbreak investigation, and containment strategies will be examined, analyzed, and thoroughly discussed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring). | ||
Concentration Courses |
6 | |
General Education – Immersion 3 |
3 | |
Open Elective |
6 | |
| Fourth Year | ||
| GLPH-450 | Senior Seminar in Global Public Health |
3 |
This course will be the culmination for the students within the Global Public Health BS degree as they prepare for their future careers and/or progression on to graduate school. A focus will be on integrating their prior learning and preparing them for life after graduation. A key element of the course will be to develop a public health project proposal and presentation that builds on the experiential learning they have done in their earlier Experiential Learning Opportunities (e.g., Co-op, internship, study abroad, supervised research), the classroom learning they have done in HLTH 330 Health Needs Assessment & Program Evaluation, and the research deliverables produced in the NUTR 560 Health and Nutrition Research Foundations course. Within this course the students will create a proposal for an evidenced-based public health project that includes a description of the issue to be addressed and why an intervention is needed; an overview of the planned intervention; the proposed program resource needs (funding plan, personnel, equipment, facilities, etc.); an implementation plan and timeline; and any educational materials to be utilized, along with a description of how the program will be assessed and evaluated for effectiveness. (Prerequisites: GLPH-500 and HLTH-330 and NUTR-560 or equivalent courses.) Lecture 3 (Spring). | ||
| HLTH-325 | Health Care Leadership |
3 |
Highly trained clinical and administrative professionals drive the nature of work in health care. The purpose of this course is to provide students the opportunity to study leadership theory as it is applied in health care organizations. Leadership theories and applications geared toward professionals working in health service organizations will be emphasized. Students will learn to apply leadership theories via case studies and issue analysis of their active work environments. Lecture 3 (Fall, Spring). | ||
| HLTH-330 | Health Planning and Program Development |
3 |
This course provides a review of the methodology of planning effectively for health care services. The use of data systems and the methods of forecasting, identifying, and analyzing problems are explored. The course will all address the process of strategic planning, setting priorities, developing projects and allocating resources. Students prepare actual application for new programs to regulatory agencies. Lecture 3 (Spring). | ||
| HLTH-508 | Integrated Health Systems & Population Health |
3 |
This course discusses the delivery system of health care in the US. Specifically, the course will review the current status of American health care including research into population demographics and health and the concept of wellness and prevention. Following this a review of international health care models will occur to consider best practice as alternative care models for consideration for the US. In addition, the students will develop, for their area of interest and expertise, a strategy for incremental or radical innovation in how we provide health care to our constituents. (A minimum of 3rd year standing is required to enroll.) Lecture 3 (Spring). | ||
| MEDS-402 | Biomedical Ethics (WI) |
3 |
This course will explore key ethical principles, guidelines and regulations that inform decision making and best practices in biomedical research, public health and clinical medicine including issues of informed consent, experimental design, acceptable risk, research integrity, medical errors, for-profit medicine, refusal of care, end-of-life decisions, physician assisted death, substance abuse and ethical use of animals in research. Students will also have multiple opportunities to further develop critical thinking and effective professional communication skills in a seminar format. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) and (UWRT-150 or ENGL-150 or ISTE-110) or equivalent courses.) Lecture 3 (Fall). | ||
| WSHN-560 | Health Sciences Research Foundations (WI) |
3 |
This course offers students the opportunity to learn basic research principles and integrate them with skills and knowledge from other courses to design and develop a research proposal on an area of professional interest. The research proposal includes a background section with a literature review, a plan for gathering data, sense-making and concluding why the proposed research project benefits science and society. Students will complete activities to gain skills in project management and Human Subject Research (HSRO) submission. (Prerequisites: STAT-145 or equivalent course.) Lecture 3 (Fall). | ||
Concentration Course |
3 | |
General Education - Artistic Perspective |
3 | |
Open Electives |
6 | |
| Total Semester Credit Hours | 123 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor’s degrees are required to complete two different Wellness courses.
Concentrations
Students must complete three courses from one of the following concentrations:
| HLTH-510 | Global Health Systems |
|
This course will evaluate the modern challenges of global health from a multidisciplinary perspective. The key concepts of global health will be discussed, including various health determinants, human rights, health care systems, culture’s impact on health, environmental concerns, nutrition, communicable and noncommunicable diseases, women’s health issues, child and adolescent health, injuries, natural disasters and complex humanitarian emergencies, poverty’s impact on health and more. Students will be expected to be active learners, leading classroom activities on certain days as part of group research project presentations, and actively participate in discussions. (A minimum of 3rd year standing is required to enroll.) Lecture 3 (Fall). | ||
| HLTH-511 | Emergency Management in Healthcare |
|
The purpose of this course is to describe the fundamental attributes of emergency management to provide students with a foundation of understanding of the field, while also providing students with a basic understanding of how public health, medical, and health care services function as a part of disaster and emergency management. This course provides an introduction to emergency management and the role the health care organizations (public health, medicine, etc.) play in the four phases of emergency management (mitigation, preparedness, response, and recovery) and its core functions. Students will learn how to apply the core functions of emergency management in health-related disasters and other emergencies to identify solutions and methods to improve emergency management practice. (Prerequisites: HLTH-508 or equivalent course and at least 3rd year standing.) Lecture 3 (Spring). | ||
| HLTH-512 | Cultural Competency in Global Health |
|
The Centers for Disease Control and Prevention and the World Health Organization are two of many health organizations that have emphasized the importance of cultural competence in health care. As our society becomes more global, sensitivity to and respect for various cultural norms is an integral component of health care delivery. This course defines cultural competency both in theory and in practice. Select topics to be addressed include: Introduction to cultural competency; diversity, equity and inclusion; how cultural competency impacts health practice; health disparity; language and communication; culture and health literacy; cultural competency; strategies for cultural competency assessment; practicing cultural competency, etc. (Prerequisites: HLTH-508 or equivalent course and at least 3rd year standing.) Lecture 3 (Spring). | ||
| HLTH-521 | Leadership in Global Public Health |
|
This course is designed to build off of students’ understanding of health services delivery, population health management and global health issues, with an international perspective on leading health care delivery systems in the US and abroad. The course will expand student’s understanding of the management/ leadership continuum; the levels of leadership in public health practice; the work of local, state and national regulatory agencies to oversee and respond to community health needs; skills required for effective leadership within diverse cultural settings; and, developing the student as a leader. The focus of this course is to build an awareness of the knowledge, attitudes and skills required to improve the system within the US while influencing our global community. (Prerequisites: HLTH-508 or equivalent course.) Lecture 3 (Spring). | ||
Infectious Disease Concentration
| MEDS-313 | Introduction to Infectious Disease |
|
This is an advanced course in the mechanisms by which bacteria and fungi cause disease in humans. The course topics include the clinical signs of each disease, diagnosis of each disease, pathogenic mechanisms used by the organisms to cause disease, treatment of the disease, and prevention of the disease. The laboratory component of this course will consist of a mixture of methodologies used in the identification of the infectious agents, evaluation of the host response to the infection, case studies, student presentations of articles related to infectious disease and other assignments aimed at deepening the understanding the infectious disease process. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Fall). | ||
| MEDS-417 | Clinical Microbiology |
|
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring). | ||
| MEDS-421 | Parasitology |
|
Introduction to parasites of medical importance and the diseases they cause. It includes study of a variety of parasites classified by diseases such as blood and intestinal protozoan parasites, nematodes, trematodes, and cestodes. Examples of important parasitic diseases to be covered include malaria, sleeping sickness, elephantiasis, river blindness, leishmaniasis, amebic dysentery, and babesiosis. Coursework includes an examination of the distribution and transmission, pathogenesis, clinical signs and symptoms, diagnosis, treatment, and control. Contribution of parasitic infections to economic and health inequities between developed and developing countries will be analyzed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring). | ||
Admissions and Financial Aid
First-Year Admission
First-year applicants are expected to demonstrate a strong academic background that includes:
- 4 years of English
- 3 years of social studies and/or history
- 3 years of math is required and must include algebra, geometry, and algebra 2/trigonometry. Pre-calculus and/or statistics is preferred.
- 2-3 years of science. Biology and chemistry are required.
Transfer Admission
Transfer applicants should meet these minimum degree-specific requirements:
- A minimum of college algebra is required. Pre-calculus or calculus is preferred.
- Biology and chemistry are required.
Financial Aid and Scholarships
100% of all incoming first-year and transfer students receive aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships
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