The micro-credential provides a means to develop skills, and a knowledge base, for addressing health inequities. Developed for the non-profit and for-profit community and open to anyone who has completed an undergraduate degree including all UB graduate students, this program consists of two courses and a portfolio building experience.
The courses will help you to gain content expertise on the origins of health inequities and tools for intervening to eliminate health disparities. Additional portfolio building experience will enable you to demonstrate your ability to design a strategy for reducing health disparities such as a program, policy initiative or other intervention. The micro-credential can be completed in one or two semesters. Currently, one course can be completed online and one must be completed in person.
After completing the micro-credential, learners will be able to:
Applicants who are not currently enrolled in a UB graduate program who have earned a 4-year degree from an accredited college are eligible to join the micro-credential.
UB graduate students who have earned a 4-year degree from an accredited college or who have graduate student status in a combined undergraduate/graduate degree program may earn the micro-credential badge.
To earn the micro-credential learners complete either:
Health Disparities is designed to give students an in-depth understanding of the social determinants of health and how their ills and benefits are unequally distributed across society. We will cover differences in health status associated with race, ethnicity, immigrant status, education, income, disability, geographic location, gender, sexual orientation, and gender identity. We will examine the multiple pathways through which these inequities are produced and reinforced, including structural and interpersonal discrimination and stigma. The course will provide historical and theoretical perspectives on health disparities and provide a critical examination of empiric research on explanatory pathways. We will also discuss methods for conducting research and intervening in disadvantaged communities. Students will have an opportunity to engage in work on a health disparities topic of their choosing.
The course will introduce students to historical trends in the population burden of sexual risk behaviors, the social ecology of these risks, and current controversies in practice and policy. We will also examine surveillance systems and nationally representative samples used to monitor trends in high-risk sexual behaviors and related consequences. Students will critically examine the logic and impact of current domestic standards for sexual health policy and practice through a comparative look at sexual health needs (e.g., contraceptive use, STI prevention and treatment, and HIV-related services) in a range of diverse clinical and social settings with different populations (adolescents, young adults, older adults). Using a variety of teaching methods, students will receive an overview of the dynamics of high-risk sexual activity among individuals, communities, and populations. Topics will include an assessment of current peer-reviewed research and professional guidelines for effective sexual risk reduction, federal and state policies related to sexuality, pregnancy, contraception, and HIV/STI prevention, and current curricula at the national and state level for sexuality education.
3 Credits, Fall Semester
Models and principles of program planning and evaluation are presented and contrasted. Data gathering techniques, design considerations, and implementation strategies are covered. Other topics include systems theory applications, strategic planning methods, proposal development, and report writing.
Format: seated and online
Learners will plan a novel strategy for reducing a health inequity and prepare a slide deck for presenting the strategy. This strategy can be a program, policy proposal, systems change process or other initiative. The presentation does not need to be presented; however, ideally it would be presented in a community setting.
Admissions are ongoing, however applications must be submitted by August 15 to start the micro-credential in the Fall semester and by January 15 to start in the Spring semester.
If you are not a current UB student:
Apply to the micro-credential by completing the Community Health and Health Behavior Non-Degree Student application.
You will be asked to submit a copy of your transcript for your highest degree and a 300 word statement describing why you would like to complete the micro-credential. You will be required to pay a $50 application fee.
If you are currently a UB graduate student:
Please notify Barbara Sen at email@example.com that you would like to complete the micro-credential. UB graduate students may enroll in the micro-credential at any stage in their career, including after they have completed the necessary coursework.
Contact undergraduate advisement at firstname.lastname@example.org or (716) 829-5000.