1. Risk Assessment, Management, &
Communication
P8325
Environmental Health Sciences Spring 2015
CLASS SESSION(S)
M 05:30P-8:20P
Rosenfield Building, EHS Classroom 1101
INSTRUCTOR
Michael P. Musso, P.E., MS, MPH
Adjunct Instructor
E-mail: mpm36@columbia.edu
TEACHING ASSISTANT
Meredith Loth (MKL2125@cumc.columbia.edu)
COURSE DESCRIPTION
Risk Assessment is the process of correlating the amount of exposure (to a chemical, activity, or
situation) with expected harm. This Department core course is primarily concerned with toxic
chemical substances to which humans are exposed through their environments, in the context of
whether and how exposure to such toxicants should be controlled. Toxicological principles are used
primarily to provide (uncertain) quantitative estimates of the harm associated with a given level of
exposure. Using a dose-response relationship necessitates quantifying exposure, an uncertain
endeavor that relies on understanding human physiology and behavior. The quantitative estimates of
harm from anthropogenic activity that risk assessment gives are just the starting point for the
challenge of risk management: "What do we do now?" The resulting decisions are influenced by
both economic factors (e.g., cost-benefit analysis) and psychological factors (e.g., risk perception).
Risk assessment paradigms – in the U.S. and abroad – will be discussed, with the USEPA’s
Superfund program’s guidance used to illustrate the steps in the risk assessment process. An analysis
of a chemical risk assessment/regulation in the U.S. will be covered, with discussions on differences
in chemical regulations among countries/initiatives. From a global perspective, a risk assessment
framework utilized by the World Health Organization (WHO) will be presented. Emerging topics
and challenges in the field will also be discussed, and supplemented by assigned readings that will be
discussed during the semester.
PREREQUISITES
None
COURSE LEARNING OBJECTIVES
Students will learn about the risk assessment framework, uncertainties, policy decision points, and
the ways in which human exposures / risks can be evaluated. The course will provide overview
information and then follow the basic outline of risk assessment: hazard identification / data
interpretation, exposure assessment, toxicological assessment, and risk characterization. The risk
assessment steps will be demonstrated via USEPA Superfund guidance used at hazardous waste
sites. Examples of how scientific thought is utilized in risk assessment and corresponding
environmental policy will also be demonstrated.

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Students who successfully complete this course will be able to:
• Identify and Describe the 4 main parts of a human health risk assessment (NAS and EPA
paradigms);
• Have a general understanding of concepts used to interpret environmental data;
• Discuss exposure settings for contaminated waste sites and other scenarios, and identify media
of concern and exposure pathways that may be relevant to public health;
• Identify and discuss the differences among receptor populations as part of an exposure
assessment;
• Apply toxicology concepts to a quantitative risk assessment;
• Perform calculations of noncancer and cancer risks for a human health risk assessment, and
present findings in writing and orally;
• Describe elements of chemical risk assessment and toxicological data in terms of setting policy
or regulations;
• Identify areas of uncertainty in the risk assessment process;
• Compare and contrast U.S. risk assessment protocols to those of European Union and World
Health Organization (WHO);
• Understand the concepts behind the development of regulatory risk assessment protocols,
including cleanup goals and standards;
• Apply concepts of risk communication.
DEPARTMENTAL COMPETENCIES
This course fits into the MPH curriculum in the Department of Environmental Health Sciences by
advancing the science and practice of public health through the informed application of risk
assessment theories and procedures.
METHOD OF INSTRUCTION
Class Activities: Lecture sessions will include discussion and explanation of reading and/or web
material, and how to apply critical thinking to risk assessment topics. Core Reading assignments will
be provided on Courseworks. Additional Discussion reading or reference material may be assigned
during the course. Homework assignments will involve both hands-on and minds-on exercises that
will require either individual or group work/reporting.
For each lecture, notes will be posted on Courseworks prior to the class. Students should bring the
notes with them, either printed out or in electronic form, so they can add their own notes during the
lecture. Assigned readings, also posted on Courseworks, should be skimmed prior to the lecture and
then read in depth afterwards.
There may be a class trip to EPA Region 2 office (DATE TBD).
METHOD OF EVALUATION
1. Attendance, Class Participation, Group Presentations/Discussions, and Homework assignments.
Homework exercises will involve hands-on/minds-on exercises, with reports or written
deliverables due at a subsequent class meeting. Group discussions of homework assignments
and assigned media articles will be held during the class to encourage teamwork, presentation
experience, and debate. Discussion Readings will be assigned involving the following topics that are
meant to supplement lecture materials:

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- USEPA and State regulations and guidance documents;
- Risk assessment issues, including recent media coverage;
- Emerging Topics in Risk Assessment;
- Global issues in Human Health Exposure and Risk Assessment;
- Human Health considerations in Sustainability Initiatives.
2. Team presentations (2-3) will be assigned during the semester. Four Student groups will be formed
by the TA at the beginning of the term based on program certificate and interest (e.g., toxicology,
policy, global health, etc.). Briefly, the groups of students will summarize and critically evaluate real
or hypothetical risk assessment scenarios – or public health / environmental issues that lend
themselves to the risk assessment process - as provided by the instructor. Overview/summary of
article/situation, risks/exposures, risk communication / perception aspects, and potential policy
implications are to be presented and discussed in approximately 10 - 25 minute periods during class
time (depending on the nature of the particular Team assignment), with Q&A from students and the
instructor to follow. These Team presentations typically will not require visual aides; however, the
instructor will accommodate the Teams should such be requested/required.
The instructor will provide tips/suggestions for public speaking and preparing public presentations
for student reference. Team presentation information discussed in class may be included on the
exam.
3. An Exam (April 13*). Exam questions will consist of multiple choice, fill-in, short answer, numerical
calculations, and essay type questions. The exam will be “Closed” book / notes. Note that a
calculator – preferably a scientific calculator – is needed for this class.
4. A Final Group Presentation Assignment (May 11*) on a detailed human health scenario will be
delivered, involving a 20 minute Powerpoint group presentation, followed by class Q&A. Topics will
be developed and assigned by the instructor to provide ample time for presentation preparations.
*dates to be finalized.
Policy on submission of projects and homework assignments:
Ten percent (10%) of the grade will be deducted per day if homework reports are submitted past the
due dates. Materials that are submitted more than one week late may not be accepted.
Attendance of lecture sessions is expected since complementary material, in addition to required
readings, will be presented in lectures and included in examinations/discussions. Attendance will be
recorded.
ASSESSMENT AND GRADING POLICY
Student grades will be based on:
Attendance and Participation: 10 %
Homework Exercises: 30 %
Group Presentations: 30%
Exam: 30%

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Homework and Presentation Citations
Citations should be included with any material in which the original research, ideas, or interpretations are
not your own. If you have any questions about citations, please contact your TA. A good rule of
thumb is, when in doubt: cite
The final course grade will be determined using the School's letter grade system. Grades are: A, B,
C, with + and - as applicable. Grades are defined as follows:
A+ Reserved for highly exceptional achievement.
A Excellent. Outstanding achievement.
A- Excellent work, close to outstanding.
B+ Very good. Solid achievement expected of most graduate students.
B Good. Acceptable achievement.
B- Acceptable achievement, but below what is generally expected of graduate students.
C+ Fair achievement, above minimally acceptable level.
C Fair achievement, but only minimally acceptable.
C- Very low performance.
F Failure. Course usually may not be repeated unless it is a required course.
COURSE REQUIREMENTS
No incomplete grades will be given for this course.
MAILMAN SCHOOL POLICIES AND EXPECTATIONS
Students and faculty have a shared commitment to the School’s mission, values and oath.
http://mailman.columbia.edu/about-us/school-mission/
Academic Integrity
Students are required to adhere to the Mailman School Honor Code, available online at
http://mailman.columbia.edu/honorcode.
Disability Access
In order to receive disability-related academic accommodations, students must first be registered
with the Office of Disability Services (ODS). Students who have, or think they may have a disability
are invited to contact ODS for a confidential discussion at 212.854.2388 (V) 212.854.2378 (TTY), or
by email at disability@columbia.edu. If you have already registered with ODS, please speak to your
instructor to ensure that s/he has been notified of your recommended accommodations by Lillian
Morales (lm31@columbia.edu), the School’s liaison to the Office of Disability Services.
COURSE SCHEDULE
Please see the lecture section of Courseworks to download the readings, homework assignments,
and lecture slides.

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Session 1 – Introduction and Overview; Hazard Identification (USEPA Superfund focus)
[1/26] Learning Objectives:
• Course overview and expectations.
• Risk Assessment definitions, applications, and paradigm.
• Outline of USEPA Superfund Program and Risk Assessment process.
Readings:
• NAS Silver Book Ch1 and 2
• Impact of Hazardous Waste on Human Health: Preface and Ch 1
NOTE – pdf’s of readings to be uploaded onto Courseworks page prior to class
Assignment: Readings; meet Student Groups
Session 2 – Hazard Identification and Exposure Assessment #1 (USEPA Superfund focus)
[2/2] Learning Objectives:
• Types of environmental data, and methods of interpretation
• Data qualifiers and statistical methods
• Environmental sampling and data interpretation (RSL Table)
• Public Speaking / Presentation notes
Readings:
• Article series – West Virginia Chemical spill
• Toxicology for Non-Toxicologists: Ch 1, 2, and 8
• Scan only -- RAGS Part A {A150} Ch 1 and 2; Sections 4.5 and 4.6
(http://www.epa.gov/oswer/riskassessment/ragsa/)
• USEPA RSL Table
• Hazard Identification – Supplemental Handout
• Risk Assessment Definitions – Set #1
Assignment:
HW #1 Assignment (due 2/9)

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Session 3 – Exposure Assessment (USEPA Superfund; other initiatives)
[2/9] Learning Objectives:
• Re-Cap of Session 2
• Exposure Assessment (contaminated site examples)
o Route of Exposure relevant to human health
o Exposure Point Concentrations for specific environmental media
o Exposure Factors relevant to human health
o Receptor populations (focus on human health)
o Intake equations (ingestion, inhalation, dermal contact)
o Superfund examples, class feedback / discussions
Readings:
• NAS Silver Book Ch3
• RAGS Part A {A150} Ch 6
• RAGS Part E Ch. 3
• USEPA RSL table
• Media articles (TBA)
Assignment:
HW #2 Assignment (due 2/23)
Team Presentation Assignment #1 (for 2/23 class)
[2/16] No classes. President’s Day observed.
Session 4 – Toxicological Evaluation (USEPA focus; International perspectives)
[2/23] Learning Objectives:
• Overview of Noncancer and Cancer Toxicology – USEPA models
• Introduction of cancer and noncancer toxicological factors used in risk
assessment
• Theories and approaches for deriving toxicity factors
• Uncertainties in RfDs and CSFs
• Benchmark Dose approach
• EPA IRIS database introduction
• Team Presentation Assignment #1
Readings: check Courseworks page for updated readings throughout semester
• Toxicology for Non-Toxicologists: Ch 3
• Toxicology for the Non-Toxicologists: Ch 4
• Computational Toxicology article
• Trichloroethylene (TCE) article series
• Other Media articles / Case Studies (TBA)
Assignment: HW #3 Assignment due 3/2

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Session 5 – Toxicological Evaluation #2/Risk Characterization(USEPA Superfund focus)
[3/2] Learning Objectives:
• Continuation / expansion of Session #4 concepts; re-cap Toxicological
Evaluation
• Risk Characterization – numerical calculations of cancer risks and noncancer
hazards
• Presentation of risks
• Uncertainty analysis
• Superfund and other U.S. Risk Assessment examples
• Application of Risk Assessment to Clean-up goals.
Reading: see Session #4 and additional postings on Courseworks page.
• Toxicology for Non-Toxicologists: Ch 3
• Toxicology for the Non-Toxicologists: Ch 4
• Integrated Risk Information System: in class review; be familiar with this tool.
• Media articles and/or NAS Silver Book assignment (TBA)
• Risk Assessment Definitions – Set #2
Assignment: HW #4 Assignment due 3/9
Session 6 – Chemical Risk Assessment – U.S. Example (CHLORPYRIFOS)
[3/9] Learning Objectives:
• Review approaches and findings of assessing the pesticide chlorpyrifos.
• Overview of FIFRA/ Pesticide regulations in U.S.
• Animal and Human studies.
• Exposure pathways.
Readings:
U.S. Environmental Protection Agency, Human Health Risk Assessment: Chlorpyrifos, June
8, 2000: Read the executive summary (pages 1-12) and the pages on residential risks (pages 61-
75 and Table 10 on pages 81-88 and Table 15 on pages 91-95)
Seven-Year Neurodevelopmental Scores and Prenatal Exposure to Chlorpyrifos, a Common
Agricultural Pesticide
Brain anomalies in children exposed prenatally to a common organophosphate pesticide
Impact of Prenatal Chlorpyrifos Exposure on Neurodevelopment in the First 3 Years of Life Among
Inner-City Children
Assignment:
Team Presentation Assignment #2 (for 3/23 class)

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[3/16] No classes. Spring Holidays.
Session 7 – Chemical Risk Assessment (cont.)
[3/23] Learning Objectives:
• Continuation of concepts from Session #6.
• Team Presentation Assignment #2
Readings: see Session #6
Regulating Industrial Chemicals: Lessons For U.S. Lawmakers from the European Union’s
REACH Program
Articles / Papers / Case Studies on EU, other nations
Assignment: [TBA ]
Session 8 – Chemical Risk Assessment (Cont.)
[3/30] Learning Objectives:
• European Union – chemical risk assessment and regulation
• Media articles / Discussions (in-class participation)
Readings:
Regulating Industrial Chemicals:
Lessons For U.S. Lawmakers
from the European Union’s REACH Program
Articles / Papers / Case Studies on EU, other nations
Media articles (TBA)
Assignment: HW #5 Assignment due 4/6
Session 9 – HHRA and Chemical Assessment Re-Cap; HW reviews; Exam prep
[4/6]
• Exam Review
• HW #1 - #5 review
Session 10 – Exam
[4/13] Learning Objectives:
• EXAM will cover Sessions #1 - #9, Homework Assignments, assigned Core
Readings / Discussion Readings through Session #9, and In-Class Team
presentations

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Session 11 – International Perspectives in Risk Assessment
[4/20] Learning Objectives:
• WHO – Disability – Adjusted Life Years (DALYs); Quality-Adjusted Life
Years (QALYs). GUEST LECTURER
• Exam Review / Re-cap
Readings:
A comparative risk assessment of burden of disease and
injury attributable to 67 risk factors and risk factor clusters
in 21 regions, 1990–2010: a systematic analysis for the
Global Burden of Disease Study 2010 (Lancet article)
Media articles / Case Studies on International Risk / Environmental Perspectives
(TBA)
Assignment: [TBA.]
Session 12 – Emerging Topics + Risk Communication #1
[4/27] Learning Objectives:
• Emerging Topics
• Introduction of Risk Communication concepts.
• Final Group Presentation Topics (4 Groups)
Reading:
Communicating Risks to the Public
Assignment: Final Group Presentation work.
Session 13 – Risk Communication + Course Re-cap
[5/4] Learning Objectives:
• Open discussions / Emerging Topics
• Risk Assessment and Risk Communication concepts
• Examples of effective and ineffective risk communication
• Final Group Presentation Prep
Reading: TBA
Assignment: Final Group Presentation work.

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Session 14 – Final Group Presentations
[5/11] Times TBD. 4 Groups to Present !!!