Spring 2013 Hunter College

COMHE 200

Controversial Issues in Health

and its impact on the HIV epidemic
(COMHE 200)
Wednesdays 9:10am-11:40pm
Room 604 HW, 68th St. Campus

Instructor: Pedro Mateu-Gelabert, PhD

Email: pm64@hunter.cuny.edu
Office hours: Wednesday 2:30pm-4:30pm, and by appointment
Office: Room 523, Silberman Building, 2180 Third Avenue @ 119 th Street
Catalogue Description: A contemporary health controversy examined through
the disciplines of public health and community health education.
Required Textbook: HIV Prevention: A comprehensive approach. Mayer K, and
Pizer H, eds. London: Academic Press (Elsevier); 2009 (this book is available for free
online at: http://www.jhsph.edu/research/centers-and-institutes/center-for-publichealth-and-human-rights/_pdf/MayerandPizer_HIVPrevention_eBookNov2008.pdf
Course Overview
The purpose of this course is to provide students with an introduction to some
controversial issues in public health. The course will present several major ongoing
controversies and their impact on the HIV/AIDS epidemic. The intention of the
course is to illustrate how disease control and prevention is a social struggle as
much as it is a biological and clinical one. We will examine the following
controversies (subject to change based on class dynamics and interest):
incarceration; illicit drug use; harm reduction; urban poverty; LGBTQ and stigma;
and sex work. Additionally, we will study the HIV/AIDS epidemic in the United States
and explore the many organizations that work to prevent the spread of HIV in the
NYC.
Course Objectives
Program Competencies

Course Learning Objectives

Sessions

This course will help you to

achieve the following
competencies:

After successfully completing this

course you are expected to be
able to:

Relevant Sessions and

assignments

1. Articulate critical thinking

when reading HIV related
materials. Understand the
HIV epidemic as a public
health threat.
2. Understand the behavioral
and structural complexities
of the HIV epidemic.

1. Demonstrate critical thinking

through clear, well-organized
writing.

1. Writing assignments

2. Describe how underlying

social, political, policy,
environmental, and economic
factors affect HIV rates.

2. All sessions, and

assignments.

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3. Become familiar with,
review and analyze methods
to communicate healthrelated information visually,
verbally and in writing to a
range of audiences.
4. Understand public health
data and make inferences
based on empirical data
5. Analytic thinking &
problem solving

6. Review and analyze peer

reviewed literature

COMHE 200
3. Discuss and critically review
materials that influence public
health

3. All sessions, writing

assignments and oral
presentation.

4. Become familiar with HIV

incidence and prevalence among
different groups.
5. Demonstrate clear, data
informed thinking when preparing
presentations on public health
related topics. Develop good
presentation skills.
6. Gain a basic understanding of
and ability to read peer reviewed
literature.

4. All sessions.
Students oral
presentations
5. Oral presentations.

6. All sessions and

written assignments.

Student Responsibilities and Assessment

Your understanding and mastery of course content will be evaluated based on: a)
class participation; b) two written assignment on an HIV-related controversy; c) an
oral presentation; d) final report.
Class participation (10 points).
Since the class only meets once a week, it is especially important that each student
attend regularly, participate in class activities including in- class writing exercises,
and attend the entire class period. If something prevents you from being able to
meet your obligation for attending and participating in the entire class, please email
me before the class that you must come late to, leave early from, or miss.
Attendance will be recorded for each class.
Written assignments of an HIV-related controversy (20 points).
Due date: February 20 (class sessions 4).
There are two writing assignments that are required for this course (between 8501000 words). The details for both writing assignments will be given out one week
ahead of the assignment deadline.
In this first assignment, you will be required to write an analysis of how a given
controversial health issue affects the control and prevention of HIV/AIDS.
Writing Assignment #2: Health Controversy (25 points)
Due date: March 13 (class session 7)
In this assignment you will describe the health topic selected and the health
controversies associated with your topic. The paper must include a minimum of 5
references and demonstrate a general understanding of the different positions
associated your health topic, describing the pros and cons associated with each side
of the controversy. The paper should have a title.

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In preparing for this paper you should also consider what community based
organization(s) work on issues related to the health controversy you are studying.
Future assignments (interview, interview summary and class presentation) will be
based on a site visit to one such organization.
The writing assignment should be typed, double spaced, spell checked and
proofread. Please use one-inch margins all around and 12-point font. The length of
the paper should be between 850-1000 words (no more than 4 pages).

Field report and transcript on field visit to community program dealing

with your health controversy due (20 points).
Due date: April 24 (class session 11).
An important component of this class will be to learn, first hand, about efforts to
manage HIV/AIDS at the community level. Therefore, a field site visit will serve as
an important opportunity to familiarize yourself with these efforts. Students will
need to write a report based on this visit; report guidelines and instructions will be
provided. Basic requirement of the report will be to:
a. Identify and visit an community prevention program that targets a
group/population of study.
b. Describe prevention efforts tailored to your group/population. Discuss pros
and cons of the approach and how they related to some of the controversies
discussed in class.
c. Interview a staff member regarding the nature of their work and the
challenges they face.
Oral presentation (10 points).
Due date: November 28 (class session 13).
In this 10-minute oral presentation the student will present on the site they visited
(including sites goals, impact, target population, controversies surrounding their
work) and their assessment of the site based on the field report.
Course Evaluation Summary
Assignment
Class Attendance and Participation
Writing Assignment
Writing Assignment on Health Controversy
Field Visit Report-Transcript
Oral Presentation
Total

Points
10
20
20
20
20
100

Course Expectations

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It is expected that everyone will actively participate in class activities and

discussions. It is expected that students will keep up with assigned readings.
Each assignment is due at the beginning of the class on the due date indicated on
the syllabus (Wednesdays). Due dates for the assignments are indicated in the
course syllabus. Assignments or exams missed because of a legitimate excuse (i.e.,
illness, family emergencies, military obligation, or participation in university athletic
or scholastic activity) have to be made up and handed in within ONE week of the
scheduled due date. Written documentation from appropriate authority is required.
Exams. There will be one final exam. The exam will be based on lectures, class
activities, student presentations and readings. The exams may consist of short
answer/essay, fill in the blanks, and/or objective (i.e., multiple choice and matching)
items. Approved make-up exams will be allowed only under extenuating
circumstances (i.e., significant illness or sudden death in the family) substantiated
through documentation and require prior approval.
If you have a learning disability and/or need special assistance, please notify the
instructor.
Note on Use of Computers in the Classroom
I would appreciate if students did not use personal computers in the classroom to
take notes. We have Internet access in the classroom, and it is distracting for me
and other students if you are surfing the Web rather than participating in class.
Please also refrain from surfing the Web with handheld devices during class.
Late Submission of Assignments
Assignments handed in after the due date without prior permission from the
instructor will have points deducted. If students anticipate needing to submit work
late, please discuss with instructor to determine mutually acceptable submission
plan in advance of the established due date. Please do not send an e-mail request
or ask for an extension the date the assignment is due. The final exam will only be
given in class if you miss it, you miss the final exam.
Attendance and Class Participation
Attendance will be taken in this class and a portion of your grade will be based on
attendance and participation in class activities. You will be penalized for tardiness or
leaving class early. If you miss class for any reason, or if you are late to class for
any reason, you must inform the instructor as soon as possible to avoid point
deductions for attendance.
Note about this Syllabus
To the extent possible this syllabus details the class schedule, visual texts, readings,
reading due dates, and assignment due dates. However, it is ultimately up to the
instructor if some dates need to be changed or if the schedule and readings need to
be modified. This will usually happen in consultation with students, though not
always. You must be a) present in class to hear about these changes and b) check
your HUNTER email regularly to see if any changes have been made.

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Hunter Email
Details about the class schedule, reading assignments, and locations for class
session will be emailed to your HUNTER EMAIL ADDRESS, so make sure that you
check your Hunter email on a daily basis (better to have it forwarded to your most
often used email address).
Institutional Policies
Accessibility
Support services and accommodations are available to provide students with
disabilities greater accessibility to the academic environment. Those eligible
include students with mobility, visual and hearing impairments. It also included
students with learning disabilities, psychiatric disorders or any medical condition
that limits one or more of lifes basic functions. The Office of Disabled Students is
located in Student Services, 1128 East Building, 68 th Street Campus, (212) 7724857/TTY (212) 650-3230. For more information visit:
http://www.hunter.cuny.edu/studentservices/access). If a student has special
accommodations that are necessary for class sessions, exams or presentations,
please let the instructor know at the beginning of the semester.
Academic Integrity
Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on
exams, obtaining unfair advantage, and falsification of records and official
documents) as serious offenses against the values of intellectual honesty. The
College is committed to enforcing the CUNY Policy on Academic Integrity and will
pursue cases of academic dishonesty according to the Hunter College Academic
Integrity Procedures. For more information, visit:
http://www.hunter.cuny.edu/studentservices/advising/policies-sub/policies-academicintegrity .
Help with research and writing
Feedback will be given on the quality of all written assignments. If you require
further assistance with improving your writing skills, consider visiting the Student
Reading and Writing Center on the main campus. For more information, visit
http://rwc.hunter.cuny.edu/ .
Last day to drop the course without the grade of W will be Nov 9th
Hunter has three types of grades of withdrawal: W, WA, and WU. There may be
serious academic and financial consequences associated with course withdrawal.
Discuss your situation with an Advisor in the Office of Student Services, 1119 East
Building or in the Office of Financial Aid, Room 241 North Building.
http://www.hunter.cuny.edu/studentservices/advising/policies-sub/policies-coursewithdrawal.
Grade of Incomplete
Incomplete final grades will not be granted unless the request is justified by
legitimate and documented emergencies. The granting of an INCOMPLETE is at the
discretion of the instructor. Only students averaging C or above in the course are
eligible to request an incomplete course grade. According to Hunter regulations,
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there is no absolute right to a grade of incomplete. In the case that an incomplete

grade is granted, the student must negotiate and prepare a signed contract with the
instructor specifying the terms and timeline for completion of all outstanding work.
The student will not be permitted to register for classes in the upcoming semester
unless this contract is on file in the UPH office and the instructor advises the
Program Director when the INCOMPLETE has been resolved.
Grade appeals
When a student considers a final course grade unsatisfactory, the student should
first confer with the instructor. Please consult with the instructor within the first
three weeks of the following semester. If the student is still not satisfied, s/he
should promptly contact the department chair in writing giving the factual reasons
and basis for the complaint. Students have the right to request in writing that the
chair appoint a student as a member to the department/school Grade Appeals
Committee. This appeal at the department/school level must be submitted within
the first five weeks of the semester following receipt of the grade. For further
guidance, please refer to the College-wide Grade Appeals Procedures adopted by
the Senate in fall 1985. Copies of this procedure may be obtained in the Senate
Office, the Office of Student Services, or departmental offices. For more
information, visit:
http://www.hunter.cuny.edu/studentservices/advising/policies-sub/policiesacademic-appeals.
Schedule and Assignments
Some classes will include additional reading assignments outside of the Mayer and
Pizer book; please note that these reading assignments will be given in class as well
as posted on Blackboard.
Class Session 1 (January 30).
Introduction, Syllabus Review, Course Expectations, and the first lecture:
Epidemiology of HIV/AIDS and an introduction to controversies.
2012 HIV/AIDS in the United States [CDC At a Glance Fact Sheet]:
Source: http://www.cdc.gov/hiv/resources/factsheets/PDF/HIV_at_a_glance.pdf
2010 HIV/AIDS in New York City [Surveillance report from the NYC DOHMH]:
http://www.nyc.gov/html/doh/downloads/pdf/ah/surveillance2010-table1.1.pdf
NYC Trends in the HIV/AIDS Epidemic, Pre-1981 to 2010:
http://www.nyc.gov/html/doh/downloads/pdf/ah/surveillance2010-trend-tables.pdf
Class Session 2 (February 5).
Continuation of introduction to health controversies and HIV/AIDS with an
introduction of the first focus area.
Reading Assignments
Epidemiology of HIV/AIDS
Chapter 1. Current and future trends: implications for HIV prevention. Vikrant V.
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Sahasrabuddhe and Sten H. Vermund. In Mayer K, and Pizer H, eds. HIV Prevention
A comprehensive approach. London: Academic Press (Elsevier); 2009: pp.11-30
A generalized HIV epidemic in high risk areas of New York City? Holly Hagan, Sam
Jenness, Alan Neaigus, Travis Wendel, Camila Gelpi-Acosta. Conference
presentation. Dec 2010.
Source: http://cduhr.org/docs/reports/Hagan%20NHBS%20HET%20Dec2010.pdf
First focus area: Incarceration
The Caging of America: Why do we lock up so many people? Adam Gopnik. The New
Yorker. January 30, 2012
Source:
http://www.newyorker.com/arts/critics/atlarge/2012/01/30/120130crat_atlarge_gopni
k
Class Session 3 (February 13).
Continuation on Incarceration.
Reading assignments
Bick, JA. Infection Control in Jails and Prisons. Clinical Infectious Diseases; 2007,
(45): p. 1047-1055.
Interventions with incarcerated persons. Ank Nijhawan, Nickolas Zaller, David Cohen
and Josiah D. Rick. In HIV Prevention: A comprehensive approach. London: Academic
Press (Elsevier); 2009: pp. 444-472.
Class Session 4 (February 20).
Introduction of second focus area: Urban poverty and HIV/AIDS.
Reading Assignments
Singer, Merrill. AIDS and the health crisis of the US urban poor; the perspective of
critical medical anthropology. Social Science and Medicine, 1994, 39(7); p 931-948.
Please note: There will no be class on September 26. Next scheduled class will be
on October 3rd.
First writing assignment due on September 26; the assignment must be
submitted via email to : pm64@hunter.cuny.edu
Class Session 5 (February 27).

Students' perceptions of the alcohol environment in Hunter campus. Guest

Speaker: Stephanie Kneeshaw-Price.

Class Session 6 (March 6).

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Introduction of third focus area: Illicit drug use.

Injecting Drugs in NYC: Life, Risk and Infections. Mateu-Gelabert, P. Presented at
Nicholas A. Rango HIV Scholars Program. New York, November 18, 2009.
Presentation in class.
Reading Assignments
Injection drug use and HIV: past and future considerations for HIV prevention and
interventions. Crystal M. Fuller, Chandra Ford and Abby Rudolph. In Mayer K, and
Pizer H, eds. HIV Prevention A comprehensive approach. London: Academic Press
(Elsevier); 2009: pp. 305-339.

Class Session 7 (March 13).

Introduction of fourth focus area: Harm Reduction as an approach to disease
prevention.
Reading Assignments
Harm reduction, human rights and public health. Chris Beyrer, Susan G. Sherman
and Stefan Baral. In HIV Prevention A comprehensive approach. London: Academic
Press (Elsevier); 2009: pp. 501-523
Principles of harm reduction. Source: http://harmreduction.org/about-us/principlesof-harm-reduction/
Writing assignment #2 Health Controversy due. This assignment must
be submitted in hard copy at the start of the class.

March 20 NO CLASS-HUNTER CLASSES FOLLOW MONDAY SCHEDULE

March 27 NO CLASS-SPRING RECESS
Class Session 8 (April 3).
Introduction of fifth focus area: Commercial sex work and survival sex.
Reading Assignments
Criminalization, legalization or decriminalization of sex work: what female sex

workers say in San Francisco, USA. A Lutnick, D Cohan / Reproductive Health

Matters 2009;17(34):3846
Class Session 9 (April 10).
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Continuation of fifth focus area: Criminalization or decriminalization of sex work?

Reading Assignments
Sex Workers and HIV Prevention. http://www.avert.org/sex-workers.htm Accessed Oct 4, 2012.

A Misguided Moral Crusade. By Noy Thupkaew. New York Times, September 22,
2012.

Class Session 10 (April 17).

Introduction of sixth focus area: high-risk MSMs.
Reading Assignments
Updating HIV prevention with gay men: current challenges and opportunities to
advance health among gay men. Ron Stall, Amy Herrick, Thomas E. Guadamuz and
Mark S. Friedman. In Mayer K, and Pizer H, eds. HIV Prevention A comprehensive
approach. London: Academic Press (Elsevier); 2009: pp.267-280
Informational Interview field report and transcript due. Please submit hard
copy at the beginning of the class.
Class Session 11 (April 24).
Continuation of sixth focus area: high-risk MSMs.
Reading Assignments
New York Times Magazine: Whats So Bad About a Boy Who Wants to Wear a Dress?
Source: http://www.nytimes.com/2012/08/12/magazine/whats-so-bad-about-a-boywho-wants-to-wear-a-dress.html?_r=1&emc=eta1
California Is First State to Ban Gay Cure for Minors. By Erick Eckholm. September
30, 2012. Source: http://www.nytimes.com/2012/10/01/us/california-bans-therapiesto-cure-gay-minors.html
HIV among gay and bisexual men. Source:
http://www.cdc.gov/hiv/topics/msm/pdf/msm.pdf
Class Session 12 (May 1).
Oral Presentations on Health Controversy and Informational Interview.
Reading Assignments

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Prescription for Addiction. Thomas Catan, Devlin Barrett, and Timothy W. Martin.
Wall Street Journal, October 5, 2012.
http://online.wsj.com/article/SB10000872396390444223104578036933277566700.
html
CDC Grand Rounds: Prescription Drug Overdoses a U.S. Epidemic. Pp 10-13
http://www.cdc.gov/mmwr/pdf/wk/mm6101.pdf

Class Session 13 (May 8).

Oral Presentations on Health Controversy and Informational Interview.
Time permitting: An introduction to widespread abuse of prescription drugs.
Class Session 14 (May 15) Last session.
Oral Presentations on Health Controversy and Informational Interview.

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