Shared Interprofessional Courses

Cross-disciplinary knowledge can broaden a student’s understanding of the contexts of different professional perspectives. This experience adds value to both our lives and careers. With that in mind, UNE Online offers a collection of interprofessional courses that you can take as an elective within your degree program or as a non-matriculated course for professional development.

Take a look at the cross-program courses currently available below. All of these courses are three credits each. If you are curious, please get in touch with an enrollment counselor to see when you can enroll or reach out to your student support specialist to add a course to your academic plan.

Interdisciplinary Courses Available to All Master’s and CAGS Students Who should take this course?
APN 707: Dietary Practices and the Environment (Credits: 3)

Diets, dietary practices, food choice and food patterns will be examined through the lens of sustainability at local, national and global levels. Consumer choices and their impact on food webs and global food systems will be explored, through analyzing the various inputs, outputs, and outcomes of food choices. Nutrient availability and nutritional status associated with a variety of dietary types will be considered through the context of dietary effects on personal and environmental health. Topics include policy, socioeconomic, cultural and ethical impacts of a variety of diets/dietary choices.

Those who want to cultivate a deeper understanding of the relationship between dietary choices and the impact of these choices on the environment. Different dietary patterns are examined.

APN 715: Measuring Social Media Impact (Credits: 3)

Social media metrics used to inform marketing campaigns and budgeting decisions will be explored. Analyzing social media metrics and developing strategies for viable advertising and social media information dissemination campaigns concerning nutrition and wellness will be emphasized. Topics include how to evaluate and manage the return on investment (ROI) of social media efforts and campaign strategy modification based on the outcomes of metric analyses and data visualization and presentation strategies.

Anyone with an interest in utilizing social media in relation to marketing and budgeting. The major product is a marketing campaign.

EDU 725: Behavior Considerations in the Inclusive Setting (Credits: 3)

This course will help participants identify and prioritize essential behavioral skills in their work with students. They will explore how to model, teach, and nurture behavioral skills and analyze differentiation strategies at Tier 1 of a Positive Behavior Intervention and Support model and prepare for intervention and monitoring at Tier 2 and 3. The course will engage participants in addressing factors that influence a school's response to behavioral considerations such as available resources, parent collaboration, and school and community culture. This is a new course in development in 2019 and this description is subject to change.

Anyone working with school-age children who is interested exploring the implications of behavioral challenges on educational experiences.

EDU 726: Telling Your School's Story of Inclusive Education Through Data Analysis (Credits: 3)

This course will focus on the use of data to create inclusive environments for all students. Participants in this course will apply the components of the Continuous School Improvement Framework (Plan-Implement- Evaluate-Improve). Participants will use data readily available in their classroom, school, or district. Several protocols for analysis will be used. Themes will include using data to support a shared vision and using data to examine school core values. This is a new course in development in 2019 and this description is subject to change.

Anyone interested who is using data to tell the story of an educational context.

EDU 727: Understanding the Whole Child in the Inclusive Setting (Credits: 3)

This course will deepen participants' understanding of the factors that affect a learner’s ability to access their education. Participants will explore the current research in neuroscience and its connection to social and emotional learning. Participants will review and understand practical strategies to address the social and emotional learning needs of all learners and develop a social and emotional learning plan including the development of self-regulation skills in all learners. This is a new course in development in 2019 and this description is subject to change.

Anyone working with school age children who is interested in understanding the theory and process of meeting the educational needs of differently abled learners.

EDU 759: Preparing Students for College, Careers & Citizenship (Credits: 3)

The initiation, building and continuation of educational, business and community partnerships and collaborations are critical to the success of CTE schools. This course will explore how these partnerships work and build upon that knowledge to put ideas into action. Students in this course will discover how vital and active partnerships provide ground for unique collaborations that serve students by fostering business apprenticeships, post-secondary articulations and dual enrollments, parental and community support, grants/scholarships/donations, curricula content expertise and the overall understanding of macro trends and opportunities. 

Anyone working in a career development position or advisory role.

EDU 760: Adult Learning Theory (Credits: 3)

Participants in this course will examine the major assumptions and tenets of adult learning theory including andragogy and self-directed learning, constructivism, experiential and situated learning, and transformative learning theory. The goal of this course is to familiarize participants with current research and its practical applications for use in settings such as workshops, classrooms, and training and development. Students will develop strategies to be more efficient and responsive to the needs of the learners they serve.

Anyone who works transferring knowledge to adults. This could include community educators, healthcare and social service providers, HR professionals, corporate trainers, and many others.

EDU 761: Adult Literacy (Credits: 3)

The goal of this course is to familiarize participants with the role literacy plays in the classroom and the workplace; specifically in regard to training and professional development as well as in formal classroom settings. Participants in this course will examine literacy in different contexts including social, digital, the media, and English as a second language. Students will create materials that adult learners can access at multiple literacy levels, and develop strategies for best practice.


For more information, visit

Literacy is important in the workplace and the classroom. This course will examine many aspects of literacy today and help students create useful materials for adult learners of varied literacy levels.

EDU 762: Designing Curriculum for Adults (Credits: 3)

This course provides the foundations of the curriculum planning processes with the goal of promoting the cognitive, personal, and social development of curriculum planners. Participants explore both theory and practice while examining the principles of curriculum development. The course also considers institutional and program contexts and the collaborative nature of curriculum work within the participant's own professional environment. 

This course covers the foundations of curriculum planning and encourages collaboration in the planning process. Participants are challenged to use the curriculum planning principles in their own professional environment.

GPH 702: An Interprofessional Approach to Policy and Advocacy (Credits: 3)

This course brings together graduate students in public health, education, social work, nutrition, and health informatics to work collaboratively to learn the fundamentals of policy-making as applied to the broad issue of student mental health in an educational setting. Students work in interprofessional groups to identify the social problem, describe the policy context, map potential policy solutions, and make final recommendations in an individual written policy analysis that incorporates learning from their interprofessional peers. Students will explore the structure and function of government systems as they relate to values-driven policy decisions.

Those who seek to improve the lives of those within their communities through advocacy by understanding how to navigate policy-making processes, as public policies affect every aspect of our lives from local school districts and health departments to funding priorities and federal laws.

GPH 721: Foundations of Maternal and Child Health (Credits: 3)

Maternal and child health provides a foundation for a community's development and sustainability. Students will apply public health frameworks to maternal and child health concepts and issues; in the process, they will gain a broad understanding of the field of maternal and child health from local and global standpoints. By the end of this course, students will be able to use data for action, apply evidence-based information, examine systems based approach to addressing issues, and examine cultural effects on maternal and child health.

Prerequisite: GPH 738.

Those seeking knowledge of current external factors influencing the health outcomes of diverse (local and global) populations of mothers and children across the lifespan.

GPH 727: Grant Writing (Credits: 3)

In this course students will have the opportunity to focus on the grant writing process (as it is designed and directed by a federal or state public health funding agency). Particular emphasis will be placed on identifying and applying the requisite skills to have a potential public health program funded. The course will feature hands-on assignments based on (current) real world topics, resources, and grant funding guidelines. While students do not need to have a background in accounting, many components of a grant application (including a line-item budget) will be addressed.

Those who want to gain the skills necessary to identify and apply for funding for a program (such as those found in the public health field, for instance).

GPH 738: Program Planning and Evaluation (Credits: 3)

This course provides an overview of the development of public health programs and the evaluation of those programs. The course will help students develop skills required to assess community needs and assets, identify and adapt evidence-based programs, evaluate program effects, and seek funding for these programs. Prerequisite: GPH 726.

Those who want to understand basic concepts in planning, development, implementation, and evaluation of programs (particularly those in public health).

GPH 740: Global Health (Credits: 3)

This course introduces you to critical issues in global health emphasizing a multidisciplinary approach to understanding global health problems. The concepts and issues of global health will be considered as well as emerging issues and future concerns. Selected critical global topics in such areas as maternal and child health, food security, environmental health, chronic disease, and infectious disease will be covered.

Those who want to gain a better understanding of health challenges in the developing world, from communicable diseases to nutrition/food security and environmental health issues, and the steps that can be taken to improve health outcomes.

HIN 700: Project Management (Credits: 3)

The implementation or integration of any new technology into healthcare requires careful planning and organization. This course will provide students with widely-accepted concepts and skills that can be used and scaled to successfully complete projects of varying sizes. Through coursework, students will gain experience with the common language used by professionals involved in project management. Students will explore concepts of project charter, work breakdown structures, scheduling, risk planning, and project reporting. Prerequisite: HIN 605.

Those interested in learning about widely-accepted concepts and skills that can be used and scaled to successfully complete projects of varying sizes.

HIN 720: Leadership and Strategic Management in Health Settings (Credits: 3)

This course explores the challenges and opportunities facing healthcare organizations and leaders in an age of accountable care and examines the critical role health informatics can and should play in the strategic management of healthcare organizations. Using case-based study techniques, students explore practice and system management, strategic planning, and change leadership. Students combine this insight into health leadership with the actionable insight offered through effective health informatics and business intelligence practices, to craft optimal solutions to internal organizational processes and to external business decisions. Prerequisite: HIN 605.

Anyone in or interested in a leadership position in health-related fields.

HIN 760: Healthcare Finance and Economics (Credits: 3)

This course explores the fundamentals of finance and economics in a health care system at both the local system and national levels. Students' understanding regarding the need for fiscal responsibility by complex payor systems is essential. The foci of this course include market supply and demand, the economics of care and managed care, budgeting, accounting, and fiscal reporting.

Those interested in understanding the fundamentals and effects of finance and commerce on health settings.

SSWO 585: Substance Abuse: A Social Work Perspective (Credits: 3)

The focus of this course is to examine issues associated with substance use and the intersection of multiple individual, family, organizational and societal systems that contribute to risk and resilience. We will explore the impact of social exclusion on the way in which substance use disorders are defined, who receives treatment, at what level, and at what cost. Students will learn to identify, through a person-centered, biopsychosocial lens, the strengths and challenges of those who are impacted by substance abuse. Students will develop competency and resources to aid in prevention and intervention with individuals, families, organizations and policy makers.

Anyone in the position to work with those who struggle with substance use disorder, or those that want to better understand the disorder and it’s impact.

SSWO 605: Social Determinants of Health: Inequality, Health, and Healing (Credits: 3)

This course is designed to introduce students to the various components of the social determinants of health and how those components contribute to the inequality in the distribution of health and its fundamental social causes. This course will provide an introductory examination of the health disparities among vulnerable populations. Further exploration through evidence-based research, students will be able to develop a basic understanding of the wealth/health relationship, how class and ethnicity has an impact on morbidity and mortality. The goal of this course is to understand the patterns of inequality in health and health care as a social structure that contributes to the relevance of understanding social determinants of health and shaping appropriate interventions for clients.

Those interested in learning about how the areas where we grow up, attend school, work, and live affect our health and economic trajectory, as well as how those components are created at the local, statewide, and national level, and how they contribute to the inequality in the distribution of health.

SSWO 635: Aging & Health (Credits: 3)

This course is a progressive overview of the field of aging beginning with the history and theories of gerontology and transitioning to the methods providers use with older consumers to maintain wellness and high functional levels in the later years. The latest research on exercise, nutrition and alternative and complementary health care for an aging population is emphasized. 

Caregivers, social services workers, and anyone interested in understanding what services and resources are available to the older adult in their own homes, and in community and residential settings, and how policy at all levels influence the development and delivery of services.

SSWO 670: Grief, Loss, Death & Dying in Social Work (Credits: 3)

An interdisciplinary course on death and dying, we will explore the death system, funerals, economic considerations of death, care of the dying and the bereaved of all ages, psychological dynamics dealing with the death, and ultimate questions in relationship to death and bereavement. The course will examine the basic principles of palliative care, bereavement and grief in all age groups, suicide and grief, issues around refugee and immigrant experience with death, various philosophical and religious understandings of death, meaning of life, ethical issues related to the care of the dying and the bereaved. We will explore the nature of grief and loss, the personal characteristics of effective practitioners, communication skills used in practice, the goals and techniques of practice with people who are grieving, approaches to helping those who are dying, and specific interventions that are helpful to bereaved clients in cases of prolonged grief, mourning a child or those whose deaths were stigmatized or unanticipated. Students will explore their own personal, cultural, and spiritual experiences, beliefs and values around death and dying.

Caregivers, social services workers, and anyone interested in understanding how the experiences of death, loss and grief are influenced by families, cultures, and spirituality. Topics such as end-of-life care, engaging in difficult conversations, and goals and techniques of practice with people who are grieving or dying are closely examined.

Request Information Apply Now