Courses at the University of Michigan
Trainees in the region interested in pursuing a career/vocation in injury prevention may choose from a broad array of courses to develop their knowledge and skills. University of Michigan’s support for injury education is vast, with significant educational and training resources. On this page you will find a listing of injury-related courses and free online learning modules.
This list is updated continually, and we will add more courses as we move forward. Please contact us if you know of any courses we should add to the list.
Available to U-M Students
Graduate Courses
U-M School of Public Health
Concepts and techniques related to the evaluation of occupational exposures to gases, vapors, and aerosols. Emphasis on operating mechanisms and practical aspects of industrial hygiene air-monitoring equipment, characterizing exposure distributions, and developing sampling strategies. Lectures, laboratory exercises, demonstrations, problems, technical reports, and reading. Primarily for students in occupational health and safety. Prerequisites: Previous or concurrent enrollment in biostatistics course.
Credits: 3
Fall 2026
Lectures, discussions, demonstrations on the health effects, measurements methods, regulations, and control technologies related to physical hazards, including temperature extremes, noise, vibration, lasers, non-ionizing radiation (rf, microwave, IR, visible, and UV), and ionizing radiation. Prerequisites: Graduate Standing or Perm. Instr.
Credits: 2
Fall 2026
Students gain an overview of adolescent substance use prevention form a public health perspective. Students learn about the evidence-base on adolescent substance use prevention. They apply course content to create prevention interventions. The course examines both illicit (e.g., opiates, marijuana, methamphetamine) and licit (e.g., alcohol tobacco) substances.
Credits: 3
Not Offered Fall 2026
Special Topic — Master’s level seminar designed to provide an extensive review of a number of substantive and methods and skill areas in health behavior and health education. Readings, discussion, and assignments are organized around issues of mutual interest to faculty and students.
Credits: 3
Not offered Fall 2026
The purpose of this course is to examine the legal context of the relationship the individual and the community, and to understand public health regulation in the context of a market-driven system. The goals of the course are for students to understand generally: constitutional authority and limits on governmental intervention in public health (i.e., individual rights vs. society’s rights); the function of the interactions between courts, legislatures, and regulators; how law will affect students as strategic thinkers in public health positions; how to recognize legal result and communicate with attorneys; and the process of public health regulation and potential legal barriers to public health intervention strategies. Specific topics will vary, but will usually include; the nature and scope of public health authority; constitutional constraints on public health initiatives; tobacco control; youth violence; injury prevention; the spread of communicable disease; and regulating environmental risk.
Credits: 3
Not Offered Fall 2026
Introduces the epidemiology of psychiatric and substance use disorders. Addresses conceptual and methodological considerations in psychiatric research, descriptive and analytic epidemiology of common psychiatric and substance use disorders, and issues of classification and measurement for epidemiologic research. Students analyze epidemiologic data pertaining to psychiatric and substance use disorders.
Credits: 3
Not Offered Fall 2026
U-M School of Social Work
This course is a workshop-based inter-professional education course offered by the School of Social Work in partnership with the School of Nursing and School of Education. It is the first course in a 3-course sequence in Trauma-Informed Practice (TIP). This first course will provide basic, foundational knowledge about the cognitive, social-emotional, behavioral, and health-related outcomes of trauma in children. A key focus of the course will be on enhancing awareness of trauma in children; assessing and responding to the needs of children who encounter trauma; and changing systems to become more responsive to vulnerable children and their families. Exploration of factors known to promote resilience and well-being will be emphasized and examined throughout the course. The course will examine principles of interprofessional education, which focuses on helping students in the professions of social work, nursing, and education work collaboratively in generalist and specialty practice roles. This course is available only to Social Work, Nursing, and Education students. SW students must enroll under SW 540. Nursing students under HS 540; Education students under EDUC 540.
Credits: 1
Fall 2026
This course will provide foundational knowledge about developing and sustaining a school or organizational culture that is trauma-informed. The course will incorporate principles of interprofessional education, which focuses on helping students in the professions work collaboratively in generalist and specialty practice roles. A primary goal of the course is to prepare students to use interprofessional and team-based strategies to achieve organizational change. A key focus will be on teachers, social workers, and nurses going beyond their practice role to collaborate on organizational work. Examples including educating colleagues, planning for a long-term project, evaluating programs, and obtaining resources to sustain collaborative models and programs to address trauma in schools. This course is available only to Social Work, Nursing, and Education students.
Credits: 1
Fall 2026
This course targets students who elect to learn more about chemical dependency and other addictive behaviors. Course content and instructional methodologies that are used to enable students to develop knowledge and practice skills in areas of prevention and client intervention of chemical abuse and other addictive behaviors. The course uses a framework for student understanding that addresses chemical abuse and other addictive behaviors based on both theoretical and science-based prevention and intervention approaches.
Credits: 3
Not Offered Fall 2026
This mini-course will provide an introduction to substance use and neuroscience in the context of social work and cover topics such as the ethical and legal aspects in neuroscience, potential alterations in brain function (e.g., cognitive) and structure (e.g., D2 dopamine receptor) linked to substance use behaviors, gene x environment interaction (e.g., neurogenetics), and the developmental and cultural aspects of neuroscience. Developing a fuller understanding of the neuroscience-related mechanisms underlying substance use behaviors is promising with respect to advancing the etiology literature, which has the potential to lead to optimally efficacious and effective social work prevention and treatment programs.
Credits: 1
Fall 2026
Researchers are most commonly aware of methods that are suitable for continuous dependent variables (e.g. mental health scores), such as the use of ordinary least squares regression. However many outcomes of interest to social workers, and other social researchers, are decidedly not continuous, but are dichotomous or binary in nature: entered the program versus did not enter the program; left the program versus stayed in the program; received a particular diagnosis; did not receive a diagnosis. Many researchers are familiar with the basics of logistic regression, yet do not have a grounding in some of the intricacies of logistic regression, such as generating predicted probabilities, or using interaction terms in a categorical model, which can lead to clearer and more accurate reporting of results. Further, the basic logistic regression model serves as the foundation for a wide variety of more advanced statistical approaches that can help advance social work research. Study of the logistic regression model can lead to variations of logistic regression such as logistic regression for ordered variables, or multinomial logistic regression where are more than two categories of the outcome variable (e.g. multiple forms of family violence). An understanding of logistic regression also helps to motivate understanding of models for censored data, such as the tobit model (useful. in studies of income and wealth), along with models for count data such as the Poisson and negative binomial model suitable for studying counts of events such as incidence of disease or incidence of violence. Lastly, categorical data model serve as the foundation for event history models that are used to study the timing of events, such as the timing of program entry, program departure, or receipt of a diagnosis.
Credits: 3
Not Offered Fall 2026
U-M Law School
This course will provide an overview of contemporary family law. The course will cover constitutional questions such as the state’s power over private relations, access to marriage, gender equality, and the rights of parents to raise their children. It will examine marriage, non-marital families, economic rights and obligations, intra-family violence, parenthood including adoption, surrogacy and assisted reproductive technologies, divorce, child support, child custody and visitation, child protection and foster care, dispute resolution methods, and private agreements in family law (prenuptial and separation). We will address ethical issues and the practice of family law.
The course will consider the rapid trajectory of doctrinal and cultural change in modern family law and provide a foundation for understanding and participating in the ongoing evolution of the field. The course will include several practice-based exercises throughout the semester.
Enforced Pre-Requisite: Law Professional.
Credits: 3
Not Offered Fall 2026
U-M College of Engineering
General procedures and state-of-the-art tools to evaluate vehicle crash safety, apply fundamental principles to interpret injury mechanisms, safety concerns, and design benefits in different types of crashes, and assess safety systems using finite element crash simulations.
Credits: 3
Fall 2026
Anatomical and physiological concepts are introduced to understand and predict human motor capabilities, with particular emphasis on the evaluation and design of manual activities in various occupations.
Quantitative models are developed to explain:
- muscle strength performance
- cumulative and acute musculoskeletal injury
- physical fatigue
- human motion control
Credits: 3
Not Offered Fall 2026
Recognition, evaluation, and control of generic safety hazards (confined spaces, electricity, fire, mechanical energy, etc.) found in contemporary workplaces, using case studies from manufacturing, transportation and power generation. Students perform an interdisciplinary team project using contemporary systems safety methods (e.g., fault tree analysis, failure modes and effects analysis, or job safety analysis) to redesign a work station or consumer product.
Credits: 3
Not Offered Fall 2026
This seminar is to provide an opportunity for graduate students interested in occupational health and safety-engineering problems to become acquainted with various related contemporary research and professional activities, as presented by both staff and guest speakers.
Credits: 1
Not Offered Fall 2026
U-M College of Kinesiology
This course is designed to help students develop the knowledge, skills and values necessary to assess injuries to the upper extremity of athletes and others involved in physical activity. Upon completion of this course, students will be comfortable evaluating injuries that occur to the head, spine, shoulder, elbow, wrist, and hand.
Credits: 3
Fall 2026
Undergraduate Courses
U-M College of Kinesiology
Topic: Surg Neuroanat & Periop Injury. New experimental course in Movement Science. Course description is available from instructor.
Credits: 3
Not Offered Fall 2026
U-M College of Literature, Science, and the Arts
This course explores the various government wars on crime and drugs in the United States during the twentieth century, from alcohol prohibition through the crack cocaine and opioid “epidemics,” from anti-vice crusades in the Progressive Era through the recent rise of mass incarceration under what critics label the American prison-industrial complex.
Credits: 4
Fall 2026
This freshman seminar is focused on the study of violence. Using readings, lectures, clinical case presentations, films, and class discussions, we cover the range of psychological theories that can account for violence across the lifespan. The course begins with a discussion of a range of violence events and definitions of violence victimization and violence perpetration. Theoretical frameworks and models useful for understanding violence are introduced, including developmental psychopathology, cognitive development, neuropsychology, bio-behavioral theory, and intergenerational systems theory. Following the developmental psychopathology model, research on relevant risk and protective factors associated with violence is also presented. In addition, the evidence for best intervention practices in treating violence victims is examined.
Credits: 3
Not offered Fall 2026
Terrorism, Torture, and Violence — This course analyzes contemporary trajectories of violence in three parts, starting with the analysis of terrorism, continuing with torture and ending with campus sexual assault. It thus traces violence from the macro to the micro level.
Credits: 4
Not Offered Fall 2026
Summer Internship
The University of Michigan Injury Prevention Center offers paid summer internship positions for graduate, medical school, and upper-level undergraduate students to support their development and generate interest in the area of injury prevention. We invite highly qualified students AND those with appropriate placement opportunities to participate in this educational experience.