{"id":24452,"date":"2010-09-20T12:33:38","date_gmt":"2010-09-20T16:33:38","guid":{"rendered":"https:\/\/www.bu.edu\/academics\/?page_id=24452"},"modified":"2026-06-10T11:53:06","modified_gmt":"2026-06-10T15:53:06","slug":"social-behavioral-sciences","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/academics\/sph\/courses\/social-behavioral-sciences\/","title":{"rendered":"Social &amp; Behavioral Sciences"},"content":{"rendered":"<div class=\"course-filter\">\n<p>View courses in<\/p><ul>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/social-behavioral-sciences\/\">Social &amp; Behavioral Sciences<\/a>\n<ul>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/\">All Departments<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/biostatistics\/\">Biostatistics<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/environmental-health\/\">Environmental Health<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/epidemiology\/\">Epidemiology<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/global-health\/\">Global Health<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/health-equity\/\">Health Equity<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/health-law-bioethics-human-rights\/\">Health Law, Ethics &amp; Human Rights<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/health-policy-management\/\">Health Policy &amp; Management<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/maternal-child-health\/\">Maternal &amp; Child Health<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/public-health-core\/\">Public Health Core<\/a><\/li>\n<li><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/social-behavioral-sciences\/\">Social &amp; Behavioral Sciences<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n    <ul class=\"course-feed\">\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-730\/\"><strong>SPH SB 730: Stress as a Public Health Problem<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tResearch on the impact of excessive stress indicates that it plays a significant role in physical and psychological health, in rising incidence of substance use and violence in communities, in increased absenteeism and decreased productivity in the work place, and increased medical costs. This course examines the impact of psychological, biological, environmental and social stressors on health, illness, health-risking behavior and its economic and public health consequences. Education and intervention strategies and programs involving stress management, community awareness and participation are evaluated. Through readings, lecture and discussion, students examine the field and explore its application to public health. \t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-733\/\"><strong>SPH SB 733: Mass Communication and Public Health<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. - This course explores the use of mass communication as a tool for health promotion, both domestically and internationally. The course examines the role of the mass media in shaping a social and cultural environment that affects the public health, and then reviews a range of mass media strategies available to the practitioner--public communication campaigns, social marketing, public relations, and media advocacy. Students discuss the strengths and limitations of each approach and gain experience in applying these strategies to specific public health problems. Students work in groups on a final project in which they develop and present a proposal for a plan for a public health communication campaign that uses mass media.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-745\/\"><strong>SPH SB 745: Homelessness: Stories, Solutions, and Advocacy<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tHomelessness is one of the most urgent and misunderstood public health challenges of our time. This course asks a bold question: What would it take to respond differently and more effectively to homelessness in America? We examine structural roots, human consequences, and policy responses at the individual, family, community, and systems levels. Using the Mass and Cass encampment near BUSPH as a case study, alongside examples from cities across the U.S. and globally, students analyze current policies, service systems, and advocacy strategies. A central feature of the course is storytelling as a tool for public understanding and change. Students learn to translate data and lived experience into ethical, persuasive communication with assistance from guest speakers, shelter engagement, legislative advocacy, and team presentations. This class is ONLY for students ready to wrestle with complexity and lead meaningful change.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-747\/\"><strong>SPH SB 747: Gun Violence and Community Health Equity<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGun violence is a public health crisis in the U.S. that disproportionately affects communities of color. Why is this, what can be done, and how will we know whether efforts are working? This community-partnered course brings students to the frontlines of efforts to prevent gun violence and address its traumatic aftermath. We will focus on the case study of Massachusetts, where firearm death rates are low overall, but racial and ethnic disparities are vast. The course will review the epidemiology of gun violence and its legal and structural underpinnings, including segregation, disinvestment, and mass incarceration. Students will hear directly from community organizations who are working to improve services for the individuals and families most exposed to gun violence. Along the way, students will gain a critical understanding of the study designs that inform our current scientific knowledge on community gun violence interventions, including methodological skills in causal inference and quantitative program evaluation (no prior background required). For their final deliverable, students will partner with a community-based organization on a research proposal, data analysis, or other product that will advance the organization\u2019s mission and prepare the students for community-engaged public health work.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-753\/\"><strong>SPH SB 753: Preventing Sexual and Intimate Partner Violence: A Public Health Perspective<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tThis course addresses key topics in sexual violence and intimate partner violence, focusing on primary prevention (preventing violence before it occurs). Taking a social-ecological perspective, and informed by principles of intersectionality, lectures and discussion will address broad concepts in interpersonal violence (e.g., bystander intervention, polyvictimization) and dynamics for specific populations (e.g., LGBTQ+ people, adolescents, college students). Students will choose one of two semester-long project options: developing a workshop lesson plan or research grant proposal relevant to interpersonal violence prevention. With supportive feedback from the instructor and their peers, students will complete the course with a work product suitable for real-world practice or research. NOTE: This course addresses emotionally intense topics. Detailed descriptions of violence will be kept to a minimum. However, students considering the course should reflect on their current capacity to engage with these topics in a classroom setting.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-760\/\"><strong>SPH SB 760: LGBTQ Health<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tThis course prepares emerging leaders to address the health inequities experienced by lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) populations. Grounded in social justice and health equity frameworks, the course critically examines how structural systems of oppression\u2014including heterosexism, racism, patriarchy, transphobia, and colonialism\u2014shape health risks, access to care, and health outcomes across diverse LGBTQ+ communities. Students will engage with epidemiologic trends, intersectional theory, policy analysis, and community-driven research to understand LGBTQ+ health from local, national, and global perspectives. The course explores advocacy strategies, program development, and structural interventions designed to advance equitable health systems. The course adopts a strengths-based lens, highlighting how LGBTQ+ communities cultivate resilience and resistance, build social support networks, mobilize collective action, and influence policy environments for health promotion. By the end of the course, students will be equipped to design, implement, and influence policies, programs, and research initiatives that affirm LGBTQ+ lives and advance transformative change in public health practice.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-767\/\"><strong>SPH SB 767: Health (Mis)Information: Understanding and Countering Infodemics<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. Alcohol, tobacco and other drug (ATOD) use is the leading cause of preventable death in the United States. Because virtually everyone has some experience with ATOD use themselves or in others, much about this topic is thought to be common knowledge, but in this course students will be surprised at the depth of scientific knowledge known that is not widely understood, in part evidenced by common policies and approaches that are not evidence-based. This course asks students to critically examine current ATOD research, policy and intervention and prevention practice, with the goal of acquiring skills with which to improve strategies to reduce ATOD-related consequences, illness and injury. Specifically, students will become well-versed in models for understanding ATOD use; gain knowledge in ATOD use across multiple populations and throughout the lifespan; understand contemporary public health debates regarding ATOD research and prevention strategies; learn how to address the deficiencies in current public health approaches to ATOD use; and be able to apply knowledge to emerging public health problems.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-780\/\"><strong>SPH SB 780: Mental Health and Public Health: A Social and Behavioral Sciences Perspective<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. This course provides an investigation into mental health and mental illness from a public health perspective. The courses examines the social determinants of mental health, and evaluates the ways in which key public health strategies (i.e., surveillance, screening, prevention, wellness promotion, community and policy advocacy) address mental health in various communities. Students develop an understanding of the challenges facing the current system of services and the role public health must play going forward. Student teams develop and apply skills by evaluating programs and strategies to promote mental health and wellbeing for vulnerable populations.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-785\/\"><strong>SPH SB 785: Alcohol, Tobacco and Other Drug Use: People, Populations and Policies<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. - Alcohol, tobacco and other drug (ATOD) use is the leading cause of preventable death in the United States. Because virtually everyone has some experience with ATOD use themselves or in others, much about this topic is thought to be common knowledge, but in this course students will be surprised at the depth of scientific knowledge known that is not widely understood, in part evidenced by common policies and approaches that are not evidence-based. This course asks students to critically examine current ATOD research, policy and intervention and prevention practice, with the goal of acquiring skills with which to improve strategies to reduce ATOD-related consequences, illness and injury. Specifically, students will become well-versed in models for understanding ATOD use; gain knowledge in ATOD use across multiple populations and throughout the lifespan; understand contemporary public health debates regarding ATOD research and prevention strategies; learn how to address the deficiencies in current public health approaches to ATOD use; and be able to apply knowledge to emerging public health problems.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-806\/\"><strong>SPH SB 806: Designing Strategic Interventions and Communications to Advance Public Health<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. - This core communications course focuses on 1) the development of an evidence- informed and innovative intervention and 2) the execution of a strategic and creative communications plan for a public health organization that is responsible for the intervention developed. The course also features a review of basic theory and research that can inform the health communications process as well as strategies for accessing the literature. Students are assigned a public health problem faced by a public health agency, and consult with the public health agency throughout the semester. Working through a sequence of written assignments, students conduct a literature review to inform an intervention plan, design an innovative and feasible intervention, and then prepare several materials to execute a communications strategy in support of the intervention. Communication pieces may include, but are not limited to: press release, letter to the editor, pitch letter with infographic, editorial, social media, video, website wireframes, texting campaigns and mHealth, videos, chatbots, podcasts, and press event. Writing workshops in class, skill-based exercises, and consultations with the teaching team and stakeholders are designed to give students ideas for their projects, interim feedback on their written assignments, and tools necessary to successfully develop and present a product that can be implemented by the public health agency. Students present their final project to the class and to the public health agency.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-818\/\"><strong>SPH SB 818: Qualitative Research Methods<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tThis course provides an introduction to the use of qualitative research methods in public health. Students will gain experience in the use and application of qualitative research methods including participant observation, in-depth and key informant interviewing, focus group discussions, systematic data collection, and document analysis. Students examine different qualitative methods and techniques and learn how they can be used alone or in conjunction with quantitative methods. The course also includes attention to topics such as credibility, transferability, dependability, triangulation, site and resource identification, sampling methods, and interview and focus group guide design. Students will focus a semester-long project on a topic of their choice. Students will gain experience with basic data analysis, including coding and memoing and development of data displays. At the end of the course, students will present the results of their research and propose next steps for future research on their topic.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-820\/\"><strong>SPH SB 820: Assessment and Planning for Health Promotion<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. - This practice-based course will introduce students to neighborhoods of Boston or the greater Boston area, and provide opportunities for acquiring and practicing applying community health assessment skills with an eye toward advancing health equity. We address the fundamental question: How do public health scientists and practitioners demonstrate that a health issue in a community warrants intervention? Students will learn to consult the literature, large data sets (such as the U.S. Census, hospitalization data, vital records, and national survey data) and geographic\/mapping data, as well as conduct key informant interviews or surveys and site visits to assess health promotion needs and assets of a specific neighborhood and groups. The course will culminate in the production of a community needs assessment report integrating the various sources of data gathered over the course of the semester.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-821\/\"><strong>SPH SB 821: Intervention Strategies for Health Promotion<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. - This course focuses on strategic planning for public health practice. Social science approaches are included. Working in teams through a sequence of written assignments, students develop a strategic plan for a program designed to change a health behavior or a health outcome. Work in class and during team consultations are designed to give students practice with elements of the strategic planning process, ideas for their project, and interim feedback on their written assignments.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-822\/\"><strong>SPH SB 822: Quantitative Methods for Program Evaluation<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tThis course provides an overview of the major principles and methods associated with systematic evaluation of public health programs. The overall goal is to help students develop skills needed to review, critique, plan, and conduct evaluation research. The course covers: program logic models; formative, process and outcome evaluations; threats to internal and external validity; quasi-experimental and experimental study designs; probability and non-probability sampling methods; sample size and power analysis; measurement of constructs; questionnaire development; statistical analysis strategies; and dissemination evaluation.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-832\/\"><strong>SPH SB 832: Trauma, Trauma-Informed Care, Recovery & Resilience<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPHPH 720 or instructor permission. This course will provide students the opportunity to understand the public health impact of trauma (e.g., interpersonal violence, military-related, disasters) and strategies for prevention. The first part of the course is devoted to building foundational understanding of key concepts and frameworks associated with trauma-informed and equitable practices and systems from the literature. The second half of the course will focus on exploring concrete strategies for promoting resiliency\/protective factors and preventing trauma\/risk factors at multiple levels (individual, community, institutional, etc.). Students will apply their knowledge and skills to create a trauma-informed and equitable strategic plan for a context of their choosing (e.g., healthcare, community-based organization, education, etc.).\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-855\/\"><strong>SPH SB 855: Social Justice in Action: Theories and Methods for Community Health Sciences<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tEnrollment restricted to doctoral students and other degree candidates with consent of instructor. In this four-credit course, students will explore critical social and behavioral theories that inform community health research through a social justice lens. Students will examine foundational theories \u2014such as Critical Race Theory, Intersectionality, Eco-Social Theory, and Structural Violence\u2014and their applications in addressing systemic inequities in public health. By analyzing these frameworks, we will discuss how they explain and challenge power dynamics that shape health outcomes for marginalized communities. Students will learn to apply these theories to health equity research, considering the influence of privilege, positionality, and radical self- awareness in shaping their research perspectives. The curriculum introduces a range of qualitative, quantitative, and mixed methods\u2014such as ethnography, discourse analysis, and structural equation modeling\u2014 focusing on the theoretical underpinnings of these approaches. Rather than emphasizing technical skills, this course prioritizes understanding how to critically engage with and apply methods that expose and address health disparities. Through case studies, discussions, and hands-on projects, students will develop the skills to conduct research that actively promotes social justice and health equity. Central themes include evaluating power structures, creating equitable research questions, and developing strategies for community-engaged health research. The course emphasizes active learning, encouraging students to critique existing research and design culturally congruent and ethically rigorous approaches to public health challenges.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-860\/\"><strong>SPH SB 860: Strategies for Public Health Advocacy<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tGraduate Prerequisites: SPH PH720 or instructor permission. This course is for advanced MPH students. This course explores the role public health practitioners can play in advocating for programs and policies to improve the public's health and examines strategies and techniques to promote the adoption of public health policies through legislation or regulation. It first introduces the concept of advocacy and its relationship to the practice of public health. It then reviews the theory and practice of community organizing, including basic organizing philosophy, building coalitions, community empowerment, and basic strategies for community change. It then covers the public policy making process, the role of public opinion in public policy formation, the role of the news media in setting the policy agenda and in framing issues, the role of marketing and public relations in shaping public opinion, and the influence of lobbying at the federal, state, and local levels. Students learn basic skills in community organizing, grassroots mobilization, policy analysis, media advocacy, and legislative lobbying. Classes include lectures and discussions, class exercises, and discussions of advocacy case studies, and culminate in a mock state legislative hearing in which students must advocate for or against a public health policy proposal. Students will prepare framing memos, press releases, op-eds, and legislative testimony relating to a policy issue.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-865\/\"><strong>SPH SB 865: Community-Engaged Research for Social Justice<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tEnrollment is restricted to doctoral students and other degree candidates with the instructor's consent. This seminar offers an advanced examination of the theories, ethics, and practices that underpin community-engaged research for social justice. Students will critically explore how equitable partnerships between researchers and communities can address the structural and social determinants that shape health inequities. Grounded in traditions of critical pedagogy and social theory\u2014including the work of Paulo Freire, Michel Foucault, and other leading scholars\u2014the course interrogates how power, knowledge production, racism, and colonial legacies influence public health research and practice. Through lectures, dialogue, guest speakers, and case analyses, students will examine participatory approaches, including community-based participatory research (CBPR) and community\u2013academic partnerships. Emphasis is placed on centering community expertise across the research continuum\u2014from problem formulation and study design to data interpretation and dissemination. Students will develop the skills to design and implement research that not only generates knowledge but also helps dismantle racial inequities, redress the impacts of colonial and imperial systems, and advance transformative social change in public health. This seminar provides an in-depth exploration of the theoretical frameworks and practices for developing, implementing, and disseminating community-engaged research for social justice. Students will thoroughly understand the role of equitable partnerships between researchers and communities to address social factors that influence health. Students will learn how to conduct community-engaged research that seeks to dismantle racial inequities in health and redress the impacts of colonial\/imperial projects that sustain health inequalities. The course integrates the work of leading scholars, including Paulo Freire, Michel Foucault, among others. Through lectures, discussions, guest speakers, and case studies, we will analyze methods to conduct community-engaged research for social justice, including community-based participatory research and community-academic partnerships. Students will learn how to center community voices in the research process, from problem definition and data collection to analysis, interpretation, and dissemination of findings. Discussions will investigate the implications of these dynamics on social change for public health.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-900s\/\"><strong>SPH SB 900S: FT Doctoral Study in Community Health Sciences<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tDoctoral Student Summer Enrollment for students engaged in coursework.\t\t\t\t\t<\/li>\n\t\t<li>\n\t\t\t<a href=\"\/academics\/wp-json\/wp\/v2\/pages\/sph-sb-905s\/\"><strong>SPH SB 905S: PT Doctoral Study in Community Health Sciences<\/strong><\/a><br \/>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\tDoctoral Student Summer Enrollment for students engaged in coursework.\t\t\t\t\t<\/li>\n    <\/ul>\n<div class=\"pagination\"><span class=\"current\">1<\/span><span><a href=\"https:\/\/www.bu.edu\/academics\/sph\/courses\/social-behavioral-sciences\/2\/\">2<\/a><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2129,"featured_media":0,"parent":271,"menu_order":10,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/pages\/24452"}],"collection":[{"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/users\/2129"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/comments?post=24452"}],"version-history":[{"count":9,"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/pages\/24452\/revisions"}],"predecessor-version":[{"id":102037,"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/pages\/24452\/revisions\/102037"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/pages\/271"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/academics\/wp-json\/wp\/v2\/media?parent=24452"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}