Courses

This course will cover various aspects of sports medicine professions and the Sports Medicine program at Missouri State. Students will have the opportunity to explore the Sports Medicine professions by completing five clinical observation hours.

Students are introduced to many of the emergency management and clinical skills required by allied health care professionals in a variety of clinical settings.

Techniques, principles and theory underlying prevention and care of athletic injuries.

Procedures, techniques, principles and theory relative to development of essential cognitive and psychomotor competencies commonly used in athletic training.

Clinical observation hours and experience for students considering a career in a sports medicine field. Students will explore various sports medicine settings and learn basic skills. Must be repeated to a minimum of four hours.

Supervised clinical experiences in athletic training. Emphasis on developing clinical skills required by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.

Continuation of supervised clinical experiences in athletic training. Emphasis on developing and refining clinical skills required by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.

Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.

Development and administration of current theories, methods and techniques related to the organization and administration of athletic training programs. Integration of leadership behaviors into the practice and management of athletic training practice areas such as program management, budget, insurance, facility design, legal issues, global issues, and ethics in the profession of athletic training will be discussed. Public Affairs Capstone Experience course.

A study of the theory and application of various therapeutic modalities used in the treatment of many injuries, including ultrasound, diathermy, electrical stimulation, hydrotherapy, cryotherapy, and thermotherapy. May be taught concurrently with OTE 624. Cannot receive credit for both ATC 324 and OTE 624.

Theoretical and practical synthesis of area often requiring instruction on the part of an athletic trainer to enhance performance opportunities for athletes and other areas of physical activity. Emphasis on subject matter and skills necessary to recognize potential problems, help in understanding the interventions, and develop techniques for referral.

Content addresses observation and evaluation techniques for injuries to the lower body. Students must integrate anatomical structures to provide a basis for critical decision making in an injury management environment.

Content addresses observation and evaluation techniques for injuries to the upper body. Students must integrate anatomical structures to provide a basis for critical decision making in an injury management environment.

Interactive study of importance and process of conducting ethical research in the sports medicine and other healthcare professions. Emphasis placed on research design, ethics, collection of data, and the dissemination of results.

Continuation of supervised clinical experiences in athletic training. Emphasis on developing clinical decision making skills used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.

Continuation of supervised clinical experiences in athletic training. Emphasis is on refining clinical decision making skills used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.

Content addresses basic concepts, foundations and principles of musculoskeletal rehabilitation relating to the body. Orthopedic surgical procedures of the body common in athletic training with a focus primarily on joint and musculoskeletal structures, tissue pathology for each protocol, healing constraints, and implications for rehabilitation will also be presented.

Applied study of advanced principles of musculoskeletal rehabilitation. Course will focus on clinical decision making as it relates to rehabilitation progression, exercise selection, reconditioning, return to activity and other relative aspects of the rehabilitation process.

Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.

This course will cover various aspects of health informatics and data collection, storage, retrieval, and analysis. Special focus on widely available informatic systems, medical terminology, and their application to the healthcare field. Identical with IPE 413. Cannot receive credit for both ATC 413 and IPE 413.

Students are exposed to various medical specialties which contribute to an understanding of comprehensive health care program. Topics stressed include injury and illness prevention, definitive medical treatment, indications for referral, and injury rehabilitation from the perspective of health care specialists in the community.

Discussion of current issues and problems facing the athletic training profession.

Continuation of supervised clinical experiences in athletic training. Emphasis on developing critical thinking skills associated with injury rehabilitation used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.

Continuation of supervised clinical experiences in athletic training. Emphasis is on refining critical thinking skills associated with injury assessment, management, and rehabilitation. Students may be required to be in attendance during periods when regular university classes are not in session.

This course will cover applied human anatomy with a special focus on musculoskeletal anatomy and principles of human movement. The course will involve hands-on palpation and movement analysis activities.

This course offers a concentration in subject matter to improve skill and knowledge in specific areas. Each workshop or seminar will be concerned with a single topic. Number of class hours is determined by length and specificity of workshop/seminar. Thirty clock hours equal one semester hour. May be repeated to a maximum of three hours.

This course provides an opportunity to enhance research skills within a specific topic area of athletic training. The student would conduct a research project under faculty supervision. May be repeated once to a maximum of six hours.

This course provides opportunities to pursue specific subject areas in athletic training. The independent study may be a reading project or a practical application of theories under faculty supervision. May be repeated to a maximum of three hours.

This course will cover various aspects of the history, development, socialization and standards of practice of the athletic training profession. Key terms and concepts utilized in the field, areas of practice, roles and responsibilities, and other essential knowledge and skills for the athletic training profession will be discussed.

This course will provide a foundation of knowledge for injury/illness evaluation and therapeutic intervention.

Students are introduced to various procedures, techniques, principles and theories relative to development of injury and illness prevention and essential immediate and emergency management clinical skills required of an athletic trainer.

This course covers an examination and application of leadership and professional theories and the attributes, behaviors, and values necessary for leadership in health professions (specifically to aspects of the practice of athletic training).

This course will address the neuromotor coordination and integration of human movement. Concepts of brain mapping, the visual and vestibular systems, movement, and disassociation will be addressed.

This course covers an examination and application of leadership and professional theories and the attributes, behaviors, and values necessary for leadership in health professions (specially to aspects of the practice of athletic training.) The organization and function of professional associations, activities that serve the professional community and service to the public, the AT's role in healthcare delivery systems, outcome measurement, the role of evidence-based practice in the AT profession, cultural competence, and medical legal situations will also be covered.

This is a supervised, 16-week clinical experience designed to provide students familiarity with the athletic training profession and a variety of work settings. Emphasis will be placed on the foundational behaviors of athletic training, professional communication skills and an understanding of pertinent clinical practice topics and issues. Students may be required to be in attendance during periods when regular university classes are not in session.

This course provides an overview of the etiology, incidence and prevalence, signs and symptoms, course and prognosis, and medical management of common conditions impacting physical activity. Content focuses on observation and evaluation techniques for injuries/impairments affecting the lower body. Students will incorporate information gained from evaluation process and assessment techniques to make a clinical diagnosis.

An intensive clinical or administrative leadership experience requiring students to apply leadership knowledge and skills to real world issues. The leadership experience must also embrace the MSU public affairs mission and culminate in a meaningful response to an issue within the athletic training profession.

Course content emphasizes the management of patients with injuries/impairments of the lower body. Students will integrate skills and knowledge of examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment to develop and manage appropriate patient plans of care. Emphasis will be placed upon using a systematic process, critical thinking, progression of techniques, and evidence based decision making.

Detailed analysis and application of manual therapy techniques for treating musculoskeletal pathologies involving the spine and upper and lower extremities.

This course will cover the theoretical and practical application of interventions (therapeutic exercise, modality devices, manual techniques) designed to enhance performance and function with an emphasis on lower extremity injuries and conditions.

Course will analyze the clinical reasoning process used in health care disciplines, examine the different types and levels of clinical evidence and explore the implementation of evidence-based practice skills into the student's health care profession/practice.

This course provides an overview of the etiology, incidence and prevalence, signs and symptoms, course and prognosis, and medical management of common conditions impacting physical activity. Content focuses on observation and evaluation techniques for injuries/impairments affecting the upper body. Students will incorporate information gained from evaluation process and assessment techniques to make a clinical diagnosis.

This course builds on the knowledge and skills acquired in Therapeutic Interventions I. This course will cover the theoretical and practical application of interventions (therapeutic exercise, modality devices, manual techniques) designed to enhance performance and function with an emphasis on lower extremity injuries and conditions.

Course content emphasizes the management of patients with musculoskeletal injuries/impairments of the upper body. Students will integrate skills and knowledge of examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment to develop and manage appropriate patient plans of care. Emphasis will be placed upon using a systematic process, critical thinking, progression of techniques, and evidence based decision making.

This course is designed to provide students with continued familiarity with a variety of patients, diagnoses, age ranges, and situations; to see the roles of athletic trainers. This is a supervised, 16-week clinical experience that provides the opportunity to observe and apply knowledge and skills gained from didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.

Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of three hours. Same topic may be repeated once.

Provides a forum for topics germane to the clinical practice settings and transition to professional practice. Topics of interest will cover areas such as performance enhancement principles, diagnostic assessment techniques, surgical procedures, pediatric athletic medicine, clinical education principles, and current professional topics. May be repeated to a maximum of two hours.

Students will be engaged in real cases that develop both problem solving strategies and disciplinary knowledge. Students will be placed in the active role of problem-solvers within situations that simulates the kind of problems faced by health care providers. Emphasis will be placed upon decision making and evidence based rationale. Must be repeated to a minimum of three hours.

This course is a structured clinical experience under the supervision of a qualified preceptor. Students are expected to develop their clinical decision making skills and apply skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.

Introduction of fundamental movement patterns of the body and how to assess these movement patterns. Concepts of neuromotor human development and how these relate to the learning/patterning of these fundamental movement patterns.

This course provides continued clinical practice in the form of an eight-week, immersive clinical practicum and an eight-week, integrated clinical practicum under the supervision of a qualified preceptor. Students are expected to continue to develop their clinical decision making skills and apply skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.

This course serves as an introduction to the evaluation and application of research methodology in the context of health and human services. The specific aim of this course is to help students grasp the relations between the research question, design, and method(s), the measurement of constructs, and the data/theoretical interpretations. The material will be presented in a matter to strike a balance between fundamental, conceptual, technical, and methodological activity to scientific and clinical research. Identical with NUR 772, PBH 760, and RCH 730. Can only receive credit for one of the following: ATC 732, NUR 772, PBH 760, or RCH 730.

This course will cover the corrections of impairments and compensations to the fundamental movement patterns.

This course introduces the student to the role of the athletic trainer as a leader within their own site, the profession, and the broader interprofessional health care system. Integration of the University's Public Affairs mission into the practice and management of fiscal management, marketing, and human resource functions. Discussion of regulatory systems, legal considerations, global issues, and ethics in the profession will be discussed.

This course builds on the knowledge and skills acquired in Therapeutic Interventions I and II. This course will cover the theoretical and practical application of interventions with an emphasis on manual techniques and corrective exercises.

Advanced concepts and evidence-based principles of rehabilitation programs. Enhancement of previously learned therapeutic exercise techniques and integration of therapeutic modalities and therapeutic exercise, including objective and functional goal setting and evaluation for appropriate progression and expedited return to activity.

This course will expose students to various medical specialties which contribute to an understanding of comprehensive health care program. Emphasis on subject matter and skills necessary to recognize potential problems, help in understanding the interventions, and develop techniques for referral.

This course will allow students to review their previous coursework, discuss current issues facing the profession, and develop personal learning plans for their future endeavors.

This course is the final clinical practicum. Students will complete both an immersive and an integrated clinical experience. Students will continue to develop their clinical decision making skills and applying skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.

In-depth scientific study of an area of interest that culminates in a scholarly project and formal community presentation.

The course provides opportunities to pursue specific subject areas of interest in athletic training or as needs arise which are not covered by courses or content in the program. May be repeated to a maximum of three hours.

Active participation in the ongoing research and/or clinical activities of athletic training faculty or clinical experience supervisor. Culminates in a presentation of an extensive scholarly project. Must be repeated to a minimum of three hours.

Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.

Demonstration of the capacity for research and independent thought culminating in a thesis. Must be repeated to a minimum of six hours.

A lecture course designed to help non-science majors who want to understand the biological basis of human life but do not plan on further study in the life sciences. This course is designed to introduce major concepts and principles in human biology. Topics include cell biology, the chemical basis of life, human genetics, and the basics of human anatomy and physiology. Current bioethical issues and human disease are emphasized through discussion and assignments. Cannot receive credit for both BMS 100 and BMS 110.

A laboratory course designed to help non-science majors understand the biological basis of human life but who are not planning on further study in the life sciences. This laboratory course emphasizes scientific observation and investigation in topics including cell biology, the chemical basis of life, human genetics, and basic human anatomy and physiology. Cannot receive credit for both BMS 101 and BMS 111.

An introduction to concepts and techniques related to human anatomy, human physiology, cellular biology, and human genetics. Recommended for students in preprofessional programs and Allied Health careers. Cannot receive credit for both BMS 100 and BMS 110. Cannot be taken Pass/Not Pass.

This course is designed for students who require intensive introductory laboratory experience in human biology and biomedical sciences techniques to prepare for future laboratory work in the biomedical sciences. Cannot receive credit for both BMS 101 and BMS 111. Cannot be taken Pass/Not Pass.

Designed to acquaint students with the field of medical technology through performance of simple procedures and explanation of test principles and diagnostic interpretation of results. Also designed to provide adequate exposure to the medical laboratory so that the student will be able to make a rational decision concerning a career in laboratory medicine.

Recommended Prerequisite: enroll in IDS 120 in the fall semester. Designed to familiarize students with a variety of health career opportunities, and to provide guidance in early curriculum planning and alternative career options. Identical with HLH 195. Cannot receive credit for both BMS 195 and HLH 195.

An introduction into gross anatomical structure of the human body. Basics of anatomical terminology, organization of the human body, and the structure-function relationship will be covered. This course is offered as an option to bridge the gap between BMS 110/111 and BMS 307, including discussion of how systemic anatomy and physiology differs from region based human gross anatomy, study strategies for human anatomy, and utilizing critical thinking skills to solve complex anatomical problems.

A survey of genetic principles in humans with emphasis on molecular genetics and human genetic abnormalities causing diseases and behavioral changes. A portion of the course requires students to research, report on, and discuss current topics in human genetics. Cannot receive credit for both BMS 230 and BMS 231.

A survey of genetic principles in humans with emphasis on molecular genetics and human genetic abnormalities causing diseases and behavioral changes. A portion of the course requires students to research, report on, and discuss current topics in human genetics. The laboratory emphasis is on techniques and skills that expand the understanding of genetic concepts. Cannot receive credit for both BMS 230 and BMS 231.

This course is identical to the laboratory portion of BMS 231 and is designed for students who require laboratory experience in genetics to prepare for future laboratory work in the biomedical sciences. Cannot receive credit for both BMS 231 and 232.

The physiology and biology of aging in humans. Designed for gerontology majors.

This course prepares students for independent undergraduate biomedical research. Students will gain experience with the scientific method, scientific literature, common laboratory skills and techniques, methods of data analysis, and scientific record keeping. Students will gain a better understanding of the biomedical sciences in general and an appreciation for how science is conducted in a laboratory setting.

This service component for an existing course incorporates community service with classroom instruction in one of the subdisciplines of Biomedical Sciences to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated. Public Affairs Capstone Experience course.

A regional-based lecture and laboratory study of selected human cells, tissues, organs and organ systems. Human cadaver and supplemental models of various regions studied in laboratory. Emphasis is on application of problem solving skills to clinical cases and activities. Cannot receive credit for both BMS 307 and BMS 267-West Plains Campus course.

A study of mechanisms for maintaining homeostasis in the human organism. Topics covered include cellular structure and function, neurophysiology, metabolism, endocrinology, cardiovascular, pulmonary, renal, and gastrointestinal physiology. Emphasis is on cellular and molecular mechanisms of physiology. A C grade or better is required in this course in order to take BMS 567. Cannot receive credit will both BMS 308 and BMS 268-West Plains course. Cannot be taken Pass/Not Pass.

Study of the nutritional requirements and physical activity needs of the elderly with emphasis on cardiorespiratory, musculoskeletal, and metabolic health and disease. Designed for gerontology majors, gerontology minors, and others interested in aging.

This course focuses on human microbial pathogens including viruses, bacteria, fungi, protozoa, and parasites. Emphasis will be placed on structure and characteristics of the classes of microbes, host-microbial interaction, mechanisms and routes of transmission, antibiotic resistance, and pathogenesis. Microbial isolation and culturing, identification, and differential/clinical assays will be studied in the laboratory portion of the course.

Recommended Prerequisite: CHM 201 and 202 or CHM 342 and 345 or concurrent enrollment. An introduction to the types and consequences of small and large molecular interactions in the living cell with an emphasis on the integrated metabolic exchanges of information, energy, and materials among cellular compartments. Cannot receive credit for both BMS 320 and BMS 321.

Concentration is on the major classes of biomolecules (proteins, nucleic acids, carbohydrates, and lipids) important in cell and molecular biology that signal, control, and regulate cellular function and the coordination of these interactions. Other topics include: biosynthesis and catabolism of biological macromolecules and related topics in biotechnology, biological nanotechnology and molecular medicine. Laboratory emphasizes hands-on experience with current techniques in biomolecular science. Cannot receive credit for both BMS 320 and BMS 321.

This laboratory course familiarizes students with the instrumentation, proper laboratory techniques, and analytical procedures that are used in the biomedical sciences. Cannot receive credit for both BMS 321 and BMS 322.

Provides the opportunity to earn academic credit by participation in supervised work experience. Variable content course. May be repeated to a maximum of six hours. Public Affairs Capstone Experience course.

The integrated service-learning component for this course incorporates international community service with classroom instruction focusing on health and health education in a developing country. This course provides an integrative learning experience addressing the practice of citizenship and promotes an awareness of and participation in international public affairs. Includes 15 service hours benefiting an international community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments in available from the instructor and the Citizenship and Service Learning Office. May be repeated to a maximum of six hours. Public Affairs Capstone Experience course.

The course offers a review of the important milestones and advancements in the Biomedical Sciences that have led to an improvement in the understanding of human health and disease. The relevant physiology, pathophysiology, and molecular biology of topics will be discussed.

The course offers an in-depth examination of selected clinical gross anatomy topics of interest to future health care providers through presentation of various states of disease and injury. It reinforces and builds on the concepts included in BMS 307 in entirely clinical contexts. This course emphasizes the anatomy of musculoskeletal and neurologic conditions, as well as disorders of the cardiopulmonary, gastrointestinal, endocrine, and reproductive systems. The included lab experience includes physical examination techniques and anatomic review of human cadavers, models, and radiographs.

The molecular, chemical, membrane and cellular basis of metabolic homeostatic processes in human cells, cytoplasmic compartments and primary organ systems. Cannot receive credit for both BMS 442 and BMS 308. May be taught concurrently with BMS 641. Cannot receive credit for both BMS 442 and BMS 641.

This course provides the basis for understanding human biomechanical fundamentals and principles. Biological tissue reactions to force will be discussed, as well as analysis of normal motion emphasizing orthopedic biomechanics and neuromuscular control. Relevant clinical correlations and application of biomechanical principles to injury and disease will be presented.

Biological aspects of infection by HIV (human immunodeficiency virus) the disease syndrome known as AIDS (acquired human immunodeficiency syndrome) and social response to the disease.

A mentored experience in teaching within the Biomedical Sciences. Students will serve as undergraduate learning assistants (ULAs) in a BMS course along with the instructor and teaching assistants. Students will be required to attend an intersession workshop and weekly sessions for reflection and discussion in addition to their weekly BMS course assignment. Intended for students interested in developing classroom leadership skills. Public Affairs Capstone Experience course.

Discussion of emerging topics and issues in the biomedical sciences. Opportunity for students to gain skill in oral and written scientific communication, and explore and prepare for employment opportunities, graduate school, and professional programs. Completion of a subject assessment examination and seminar attendance is required. Public Affairs Capstone Experience course.

Selected topics which will vary from semester to semester. Variable content course. May be repeated to a maximum of six hours provided topics are different.

Individualized and directed research. May be repeated to a maximum of eight hours.

Supervised experience in an area of the Biomedical Sciences. Course may be taken by students majoring or minoring in an area of the biomedical sciences.

Selected topics of an advanced nature which will vary from semester to semester. May be repeated to a maximum of eight hours provided topics are different. May be taught concurrently with BMS 602. Cannot receive credit for both BMS 500 and BMS 602.

This course is designed for upper-level undergraduate students who desire an advanced understanding of human anatomy, especially those who intend to pursue a career in the health professions. Through the use of cadaveric dissection, prosections, anatomical models, and skeletal material, the student will explore the structural details of the human body, with a particular emphasis on functional anatomy and clinical correlations. This course will be an intensive learning experience for motivated undergraduates.

An introduction to microsurface analysis using scanning electron microscopy and X-ray microanalysis. Theoretical considerations and laboratory procedures involve both techniques but the major emphasis will be on generation of secondary electron images. Some attention is devoted to backscattered electron imaging, X-ray mapping, stereo pair imaging, and related image processing techniques. May be taught concurrently with BMS 614. Cannot receive credit for both BMS 514 and BMS 614.

Focus on the molecular aspects of cell biology for students in the Nurse Anesthesia program. Content identical to the lecture part of BMS 521. Cannot receive credit for both BMS 520 and 521. May be taught concurrently with BMS 620 . Cannot receive credit for both BMS 520 and BMS 620.

Origins, structure and function of cells and basic life processes from a molecular perspective. Major topics focus on the energy, chemical, and information exchanges within and among cells and their environment. Cannot receive credit for both BMS 520 and 521. May be taught concurrently with BMS 622. Cannot receive credit for both BMS 521 and BMS 622.

The molecular biology and pathogenicity of animal viruses with an emphasis on human viral pathogens. May be taught concurrently with BMS 624. Cannot receive credit for both BMS 524 and BMS 624.

In-depth examination of nucleic acid structure, function, regulation, repair, and mutagenesis; principles of genetic engineering. Laboratory provides experience in the techniques used to isolate, separate, quantitate, characterize, and modify nucleic acids. The course also includes an introduction to the GenBank and EMBL nucleic acid and protein sequence databases. May be taught concurrently with BMS 625 . Cannot receive credit for both BMS 525 and BMS 625.

An in-depth study of the methods of genetic control and production of pathogenic factors employed by disease causing bacteria. The course will use both reference material and primary literature to illustrate the topics under discussion. May be taught concurrently with BMS 628. Cannot receive credit for both BMS 528 and BMS 628.

Laboratory skills course that provides guided experience designing and implementing modern molecular techniques to answer research questions. Allows an in-depth exploration of principles at the core of molecular biology such as: quantification of gene expression (e.g. qRT-PCR, Northern blot, western blot, flow cytometry), genetic engineering (e.g. cloning, site-directed mutagenesis, genome manipulation), analyzing genetic material (e.g. genotyping, genetic screening, sequencing), and isolating molecules of interest (e.g. immuno-purification, RNA isolation, PCR). May be taught concurrently with BMS 629. Cannot receive credit for both BMS 529 and BMS 629.

Discussion of the initiation, cellular and genetic events which lead to cancer as well as its prevention, treatment, and personal consequences. An extensive paper and presentation are required. May be taught concurrently with BMS 631. Cannot receive credit for both BMS 530 and BMS 631.

This course will examine the molecular mechanisms of various ligand/receptor interactions. The dynamics involved in ligand/receptor binding will be studied and examples of receptor-mediated signal transduction will be introduced. Signaling pathways within the cell will be discussed. Primary literature and reference materials will be utilized to illustrate specific examples under discourse. May be taught concurrently with BMS 635. Cannot receive credit for both BMS 535 and BMS 635.

The applications of the methodologies of cell and molecular biology in the rapidly-evolving biotechnology and biopharmaceutical industries with an emphasis on the major sectors involving human therapeutics, human diagnostics, and genomics. Cell and molecular biology technologies adapted to mass production techniques to produce the products of biotechnology are surveyed. Typical pathways of product development from original basic research, product inception, clinical trials, regulatory approval, and commercialization are covered. Students will examine the current programs of the research and development of selected biotechnology and big pharmaco corporations. May be taught concurrently with BMS 640. Cannot receive credit for both BMS 540 and BMS 640.

Course will continue the investigation of human physiology by organ system including the cardiovascular and respiratory systems as well as mechanisms of body defense. May be taught concurrently with BMS 642. Cannot receive credit for both BMS 542 and BMS 642.

A laboratory intensive course designed to extend the biochemical and molecular biology principles and current techniques used in gene cloning, transformation of eukaryotic cells, gene expression through reverse transcriptase PCR and western blot analysis, immunoprecipitation, DNA sequencing, and mass spectrometry. May be taught concurrently with BMS 658. Cannot receive credit for both BMS 558 and BMS 658.

A study of physiological dysfunction in human disease with consideration of disease etiology, diagnosis, clinical interpretation, and treatment. Designed for students and professionals in the health sciences. May be taught concurrently with BMS 661. Cannot receive credit for both BMS 561 and BMS 661.

Experience using laboratory techniques and case studies to enhance knowledge of human physiology. May be taught concurrently with BMS 660. Cannot receive credit for both BMS 562 and BMS 660.

Review of cellular metabolism, energy transfer, and oxygen transport during work; excitation-contraction coupling in skeletal muscle; physiological mechanisms of fatigue; neuroendocrine regulation of metabolism and other responses to work; environmental factors in work performance. Emphasis on molecular and cellular mechanisms and contemporary research. May be taught concurrently with BMS 663. Cannot receive credit for both BMS 563 and BMS 663.

A detailed examination of the physiological, cellular and molecular aspects of human reproduction with particular emphasis on the endocrine aspects of reproduction. May be taught concurrently with BMS 664. Cannot receive credit for both BMS 564 and BMS 664.

A cellular and molecular study of human cardiovascular and respiratory physiology and related human diseases. Emphasis will be on the molecular mechanisms for normal and abnormal functions of the blood, the blood vessels, the heart, the respiratory tract, and the lung. Current research topics and results will be introduced and discussed. May be taught concurrently with BMS 665. Cannot receive credit for both BMS 565 and BMS 665.

Introduction to the study of human metabolic and work physiology. Digestion, absorption, and metabolism of biologically important nutrients as they affect cellular energy transfer; mechanisms of energy transfer in cells during various forms of work; oxygen transport and utilization at the cellular and system level; factors modifying the efficiency of human work performance. Cannot be taken Pass/Not Pass. May be taught concurrently with BMS 667. Cannot receive credit for both BMS 567 and BMS 667.

Structure and function of the gastrointestinal and urinary systems including pathophysiology of common clinical conditions. May be taught concurrently with BMS 668. Cannot receive credit for both BMS 568 and BMS 668.

Study of the human nervous system includes neuroanatomy and principles of function. This course will focus on fundamental organization and function of human nervous system and associated neurological diseases. Core concepts and mechanisms underlying the central and peripheral nervous system controlling movement, sensation, and cognition will be covered. May be taught concurrently with BMS 669. Cannot receive credit for both BMS 569 and BMS 669.

Overview of the aspects of pharmacology including: pharmacodynamics, pharmacokinetics, pharmacogenomics, drug selectivity, toxicity, metabolism, drug development, and drug regulation. Additionally, an overview of the major classification of drugs and their mechanisms of action will be presented. May be taught concurrently with BMS 670. Cannot receive credit for both BMS 570 and BMS 670.

Structure and function of the gastrointestinal system including pathophysiology of common clinical conditions. May be taught concurrently with BMS 671. Cannot receive credit for both BMS 571 and BMS 671.

An overview of the structure and functions of the human kidneys, associated organs, and diseases. The course emphasizes important cellular and molecular mechanisms regulating body fluids, body electrolytes, renal circulation, and renal functions under physiological and pathophysiological conditions. May be taught concurrently with BMS 672. Cannot receive credit for both BMS 572 and BMS 672.

A detailed examination of the physiological, cellular and molecular aspects of the human endocrine system. May be taught concurrently with BMS 673. Cannot receive credit for both BMS 573 and BMS 673.

A study of prenatal human development with emphasis on the cellular and subcellular mechanisms correlating normal development with common congenital malformations. Topics include cell division, gametogenesis, fertilization, and development of the embryo from zygote to the differentiation of the neural tube. The development of specific human organ systems including, skeletomuscular, cardiovascular, respiratory, pharyngeal, craniofacial, digestive, urinary, genital, and endocrine systems will be covered throughout prenatal development. Prepares students in pre-professional medical, dental, and allied health curricula, as well as any student requiring a background in embryology. May be taught concurrently with BMS 682. Cannot receive credit for both BMS 582 and BMS 682.

An overview of the relationship between the anatomy of developing embryos and fundamental molecular mechanisms that generate this morphology, with an emphasis on vertebrates. Some invertebrate systems will be presented. Selected topics will include cell signaling during fertilization, gene activity in early development, cytoskeleton dynamics during morphogenesis, cell-cell adhesion, master pattern genes, and regulated cell death. May be taught concurrently with BMS 686. Cannot receive credit for both BMS 584 and BMS 686.

Recommended Prerequisite: BMS 521. Microscopic structure of cells, tissues, and organ systems, with special emphasis on human tissues. Extensive laboratory experience with interpretation of structures in stained tissues mounted on microslides. Recommended for students in medical, dental, optometric, and other preprofessional curricula, or as an elective for students enrolled in medical laboratory sciences, cell and molecular biology, and zoology. May be taught concurrently with BMS 688. Cannot receive credit for both BMS 585 and BMS 688.

Use of biomedical source materials and methods of data access, selection, organization, and evaluation. May be taught concurrently with BMS 693. Cannot receive credit for both BMS 593 and BMS 693.

This course offers an interdisciplinary approach to understanding functional health literacy and how the public's literacy skills affect interactions with health and human services professionals. Includes an examination of the data for national and international literacy levels and populations at risk for low literacy; research on health literacy; assessment tools; and practical techniques for addressing literacy issues in spoken and written communications at the practitioner and organizational levels. Identical with IPE 599 and SWK 599. May be taught concurrently with PBH 699 and SWK 696. May only receive credit for one of the following: BMS 599, IPE 599, SWK 599, PBH 699, or SWK 696.

Selected topics of an advanced nature which will vary from semester to semester. May be repeated to a maximum of eight hours provided topics are different. May be taught concurrently with BMS 500. Cannot receive credit for both BMS 500 and BMS 602.

An introduction to microsurface analysis using scanning electron microscopy and X-ray microanalysis. Theoretical considerations and laboratory procedures involve both techniques but the major emphasis will be on generation of secondary electron images. Some attention is devoted to backscattered electron imaging, X-ray mapping, stereo pair imaging, and related image processing techniques. May be taught concurrently with BMS 514. Cannot receive credit for both BMS 514 and BMS 614.

Focus on the molecular aspects of cell biology for students in the Nurse Anesthesia program. Content identical to the lecture part of BMS 622. Cannot receive credit for both BMS 620 and 622. May be taught concurrently with BMS 520. Cannot receive credit for BMS 520 and BMS 620.

Origins, structure and function of cells and basic life processes from a molecular perspective. Major topics focus on the energy, chemical, and information exchanges within and among cells and their environment. Cannot receive credit for both BMS 620 and 622. May be taught concurrently with BMS 521. Cannot receive credit for BMS 521 and BMS 622.

The molecular biology and pathogenicity of animal viruses with an emphasis on human viral pathogens. May be taught concurrently with BMS 524. Cannot receive credit for BMS 524 and BMS 624.

In-depth examination of nucleic acid structure, function, regulation, repair, and mutagenesis; principles of genetic engineering. Laboratory provides experience in the techniques used to isolate, separate, quantitate, characterize, and modify nucleic acids. The course also includes an introduction to the GenBank and EMBL nucleic acid and protein sequence databases. May be taught concurrently with BMS 525. Cannot receive credit for BMS 525 and BMS 625.

An in-depth study of the methods of genetic control and production of pathogenic factors employed by disease causing bacteria. The course will use both reference material and primary literature to illustrate the topics under discussion. May be taught concurrently with BMS 528. Cannot receive credit for both BMS 528 and BMS 628.

Laboratory skills course that provides guided experience designing and implementing modern molecular techniques to answer research questions. Allows an in-depth exploration of principles at the core of molecular biology such as: quantification of gene expression (e.g. qRT-PCR, Northern blot, western blot, flow cytometry), genetic engineering (e.g. cloning, site-directed mutagenesis, genome manipulation), analyzing genetic material (e.g. genotyping, genetic screening, sequencing), and isolating molecules of interest (e.g. immuno-purification, RNA isolation, PCR). May be taught concurrently with BMS 529. Cannot receive credit for both BMS 529 and BMS 629.

Discussion of the initiation, cellular and genetic events which lead to cancer as well as its prevention, treatment, and personal consequences. An extensive paper and presentation are required. May be taught concurrently with BMS 530. Cannot receive credit for both BMS 530 and BMS 631.

This course will examine the molecular mechanisms of various ligand/receptor interactions. The dynamics involved in ligand/receptor binding will be studied and examples of receptor-mediated signal transduction will be introduced. Signaling pathways within the cell will be discussed. Primary literature and reference materials will be utilized to illustrate specific examples under discourse. May be taught concurrently with BMS 535. Cannot receive credit for both BMS 535 and BMS 635.

The applications of the methodologies of cell and molecular biology in the rapidly-evolving biotechnology and biopharmaceutical industries with an emphasis on the major sectors involving human therapeutics, human diagnostics, and genomics. Cell and molecular biology technologies adapted to mass production techniques to produce the products of biotechnology are surveyed. Typical pathways of product development from original basic research, product inception, clinical trials, regulatory approval, and commercialization are covered. Students will examine the current programs of the research and development of selected biotechnology and big pharmaco corporations. May be taught concurrently with BMS 540. Cannot receive credit for both BMS 540 and BMS 640.

The molecular, chemical, membrane and cellular basis of metabolic homeostatic processes in human cells, cytoplasmic compartments and primary organ systems. May be taught concurrently with BMS 442. Cannot receive credit for both BMS 442 and BMS 641.

Course will continue the investigation of human physiology by organ system including the cardiovascular and respiratory systems as well as mechanisms of body defense. May be taught concurrently with BMS 542. Cannot receive credit for both BMS 542 and BMS 642.

The course offers in-depth coverage of basic, applied and clinical aspects of gross anatomy. An advanced musculoskeletal anatomy course that emphasizes the study of functional relationships between musculature, nervous tissue, vascular and skeletal components for the extremities and axial skeleton: Cadaver dissection laboratory experience is used to enhance understanding of three dimensional anatomical relationships for specific body regions. Students observe, discuss, teach, learn and dissect all body systems in detail. This course incorporate traditional didactic lectures, discussions, laboratory dissection, students teaching students (peer-teaching) in laboratory sessions and assignments that rely on critical thinking. Identical with OTE 645. Cannot receive credit for both BMS 645 and OTE 645.

A laboratory intensive course designed to extend the biochemical and molecular biology principles and current techniques used in gene cloning, transformation of eukaryotic cells, gene expression through reverse transcriptase PCR and western blot analysis, immunoprecipitation, DNA sequencing, and mass spectrometry. May be taught concurrently with BMS 558. Cannot receive credit for both BMS 558 and BMS 658.

Experience using laboratory techniques and case studies to enhance knowledge of human physiology. May be taught concurrently with BMS 562. Cannot receive credit for both BMS 562 and BMS 660.

A study of physiological dysfunction in human disease with consideration of disease etiology, diagnosis, clinical interpretation, and treatment. Designed for students and professionals in the health sciences. May be taught concurrently with BMS 561. Cannot receive credit for both BMS 561 and BMS 661.

Review of cellular metabolism, energy transfer, and oxygen transport during work; excitation-contraction coupling in skeletal muscle; physiological mechanisms of fatigue; neuroendocrine regulation of metabolism and other responses to work; environmental factors in work performance. Emphasis on molecular and cellular mechanisms and contemporary research. May be taught concurrently with BMS 563. Cannot receive credit for both BMS 563 and BMS 663.

A detailed examination of the physiological, cellular and molecular aspects of human reproduction with particular emphasis on the endocrine aspects of reproduction. May be taught concurrently with BMS 564. Cannot receive credit for both BMS 564 and BMS 664.

A cellular and molecular study of human cardiovascular and respiratory physiology and related human diseases. Emphasis will be on the molecular mechanisms for normal and abnormal functions of the blood, the blood vessels, the heart, the respiratory tract, and the lung. Current research topics and results will be introduced and discussed. May be taught concurrently with BMS 565. Cannot receive credit for both BMS 565 and BMS 665.

Introduction to the study of human metabolic and work physiology. Digestion, absorption, and metabolism of biologically important nutrients as they affect cellular energy transfer; mechanisms of energy transfer in cells during various forms of work; oxygen transport and utilization at the cellular and system level; factors modifying the efficiency of human work performance. May be taught concurrently with BMS 567. Cannot receive credit for both BMS 567 and BMS 667.

Structure and function of the gastrointestinal and urinary systems including pathophysiology of common clinical conditions. May be taught concurrently with BMS 568. Cannot receive credit for both BMS 568 and BMS 668.

Study of the human nervous system includes neuroanatomy and principles of function. This course will focus on fundamental organization and function of human nervous system and associated neurological diseases. Core concepts and mechanisms underlying the central and peripheral nervous system controlling movement, sensation, and cognition will be covered. May be taught concurrently with BMS 569. Cannot receive credit for both BMS 569 and BMS 669.

Recommended Prerequisite: BMS 622. Overview of the aspects of pharmacology including: pharmacodynamics, pharmacokinetics, pharmacogenomics, drug selectivity, toxicity, metabolism, drug development, and drug regulation. Additionally, an overview of the major classification of drugs and their mechanisms of action will be presented. May be taught concurrently with BMS 570. Cannot receive credit for both BMS 570 and BMS 670.

Structure and function of the gastrointestinal system including pathophysiology of common clinical conditions. May be taught concurrently with BMS 571. Cannot receive credit for both BMS 571 and BMS 671.

An overview of the structure and functions of the human kidneys, associated organs, and diseases. The course emphasizes important cellular and molecular mechanisms regulating body fluids, body electrolytes, renal circulation, and renal functions under physiological and pathophysiological conditions. May be taught concurrently with BMS 572. Cannot receive credit for both BMS 572 and BMS 672.

A detailed examination of the physiological, cellular and molecular aspects of the human endocrine system. May be taught concurrently with BMS 573. Cannot receive credit for both BMS 573 and BMS 673.

Recommended Prerequisite: human anatomy. A study of prenatal human development with emphasis on the cellular and subcellular mechanisms correlating normal development with common congenital malformations. Topics include cell division, gametogenesis, fertilization, and development of the embryo from zygote to the differentiation of the neural tube. The development of specific human organ systems including, skeletomuscular, cardiovascular, respiratory, pharyngeal, craniofacial, digestive, urinary, genital, and endocrine systems will be covered throughout prenatal development. Prepares students in pre-professional medical, dental, and allied health curricula, as well as any student requiring a background in embryology. May be taught concurrently with BMS 582. Cannot receive credit for both BMS 582 and BMS 682.

An overview of the relationship between the anatomy of developing embryos and fundamental molecular mechanisms that generate this morphology, with an emphasis on vertebrates. Some invertebrate systems will be presented. Selected topics will include cell signaling during fertilization, gene activity in early development, cytoskeleton dynamics during morphogenesis, cell-cell adhesion, master pattern genes, and regulated cell death. May be taught concurrently with BMS 584. Cannot receive credit for both BMS 584 and BMS 686.

Microscopic structure of cells, tissues, and organ systems, with special emphasis on human tissues. Extensive laboratory experience with interpretation of structures in stained tissues mounted on microslides. Recommended for students in medical, dental, optometric, and other preprofessional curricula, cell and molecular biology, and zoology. May be taught concurrently with BMS 585. Cannot receive credit for both BMS 585 and BMS 688.

Use of biomedical source materials and methods of data access, selection, organization, and evaluation. May be taught concurrently with BMS 593. Cannot receive credit for both BMS 593 and BMS 693.

Study of the researcher role, the research process, and research ethics relating to the biomedical sciences.

Focus on research skills, scientific writing, and professional development. May be repeated to a maximum of four hours.

This course offers an in-depth coverage of basic, applied, and clinical aspects of gross anatomy. Students observe, discuss, teach, learn, and dissect all body systems in detail. This course incorporates traditional didactic lectures, discussions, laboratory dissection, students teaching students in laboratory teaching sessions, and assignments that rely on critical thinking. Students make oral presentations and use the library and other sources of information (such as the internet and our Computer Laboratory) to learn and teach applied gross anatomy.

Regional study of the human body. Course will include lecture and laboratory activities including cadaver dissection, study of anatomic models, computer images, x-ray, CAT scan and MRI, and ultrasound imaging. Identical with PAS 717. Cannot receive credit for both BMS 717 and PAS 717.

Focused or detailed consideration of advanced or timely topics in cell and molecular biology. May involve group discussion from another institution or represent individual study. Credit for BMS 726 may be given for electronic and distance learning courses available via the internet with the approval of the cell and molecular biology faculty who will determine the credit hours and topic title. Variable content course. May be repeated to a maximum of six hours provided topics are different.

This course offers in-depth coverage of basic, applied, and clinical aspects of gross anatomy. The delivery format incorporates online asynchronous lectures, virtual discussion boards, online asynchronous and synchronous human cadaver laboratory experiences to examine regional and systemic human gross anatomy. Functional anatomical relationships are correlated with diagnostic imaging and medical-based pathophysiology to emphasis critical problem-solving skills.

This course is designed for a study of human neuroanatomy and neurobiology with emphasis on understandings of pain sensation and perception. Lecture is focused on fundamental structure and function of central nerve system and peripheral nerve system with respect to pain followed by understandings of its regulatory mechanisms and pathological pain. The lecture portion incorporated non-traditional online lectures and discussion in classroom. Laboratory offers hands-on learning opportunities with emphasis on pain-related Gross Anatomy and pain management. Students observe, discuss, teach, and learn about the human nervous system in a cooperative learning environment.

A weekly forum of faculty and graduate students to discuss reports in the current literature from cell, molecular, and developmental biology. Participants are assigned to report on developments in their specialty or area of interest and provide background for understanding the basis and significance of the report to others in the group. May be repeated. Required each regular semester for full time students.

A review of current scientific evidence regarding effective screening tests and interventions to improve health status.

The study of biological function of the human organism. Emphasis will be placed on mechanisms and regulation using examples focusing on the field of medicine. Topics covered will include general cell function, neural, endocrine, cardiovascular, respiratory, gastrointestinal and renal physiology and regulation of acid-base balance. The course stresses the interrelated functions of the body systems in homeostasis and builds on this knowledge to introduce how disease alters the homeostatic controls.

A study of developmental gene families, their expressions as related to the normal and abnormal development of form and structure, and their intrinsic and extrinsic regulation in various animal model systems, including humans. Specific gene-programmed and gene regulated mechanisms such as those regulating pattern formation, triggering cell differentiation, initiating regeneration (as it applies to specific tissues and organs), controlling apoptosis, and determining rates of cellular and organismal aging are included.

In-depth study in an area of interest, culminating in a presentation of an extensive scholarly paper. Graded Pass/Not Pass Only.

Application of the research process in the supervised study of a selected problem. May be repeated to a maximum of six hours. Graded Pass/Not Pass only.

Demonstration of the capacity for research and independent thought culminating in a thesis. May be repeated to a maximum of six hours. Graded Pass/Not Pass only.

Provides a general understanding of normal and deviant speech, language and hearing in adults and children. Considers the normal development of communication behavior, and the nature of communication disorders.

General coverage of linguistic theories and application as relevant to the communication sciences and disorders professional. Also coverage of the specific components of language (phonology, morphology, syntax, semantics, and pragmatics), including procedures for description and analysis commonly used in the communication sciences and disorders.

Instructional application of international phonetic alphabet in transcribing normal/disordered American English. May be taught concurrently with CSD 611. Cannot receive credit for both CSD 210 and CSD 611.

A survey course on the effects of hearing impairments as they relate to development, learning, education, and social interaction across the lifespan. Resources and agencies that assist persons who are deaf and hard of hearing at the local, state, and national levels will be discussed.

Theories and sequence of normal language development, emphasizing phonological, morphological, syntactic, semantic, and pragmatic abilities. Emphasis on first six years.

Nature, evaluation and treatment of language disorders in children. The goal of the course is to introduce students to the populations of children who experience language disorders including children with developmental language disorders, autism spectrum disorders, and intellectual disabilities. The course will examine tools and strategies used to assess language disorders as well as evidenced-based intervention strategies.

Nature, evaluation and treatment of acquired language and cognitive-linguistic disorders in adults caused by stroke, brain injury and neurological disease. Study of current clinical approaches and evidenced-based practice.

Introduction to the nature, evaluation, and treatment of speech sound disorders.

Particular structure and functions of human anatomy related to the processes of speech. May be taught concurrently with CSD 619. Cannot receive credit for both CSD 319 and CSD 619.

Gain beginner level skill in sign language and fingerspelling through Manually Coded English. Development of a general knowledge base including the history of sign language and the spectrum of sign options available. May be taught concurrently with CSD 621. Cannot receive credit for both CSD 321 and CSD 621.

Emphasis on the expansion of Manually Coded English sign language skills through the use of conversation and the increased development of vocabulary. May be taught concurrently with CSD 631. Cannot receive credit for both CSD 322 and CSD 631.

A beginning level course in American Sign Language. Students will gain information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 636. Cannot receive credit for both CSD 330 and CSD 636.

An advanced beginning level course in American Sign Language. Students will gain more complex introductory information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 637. Cannot receive credit for both CSD 331 and CSD 637.

An intermediate level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 638. Cannot receive credit for both CSD 332 and CSD 638.

An advanced level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 639. Cannot receive credit for both CSD 333 and CSD 639.

This course offers students in-depth instruction in recognizing medical terms. Students will learn medical root words, prefixes, suffixes, acronyms, and abbreviations and apply them to patient conditions and work settings common to speech language pathology and audiology. Course may be taught concurrently with CSD 651. Cannot receive credit for both CSD 351 and CSD 651.

Elementary acoustical theory and application to the study of speech production, reception and perception, decibel notation, and traditional psychophysical methods.

Analysis of research on the acoustic parameters, the perceptual and productive processes of normal speech.

Principles of hearing measurement: test methods, screening methods, test interpretation.

Includes prevalence, terminology and the effects of hearing loss and its management on child development. Comprehensive scope of communication options will be explored. Exceptionalities, including cultural and linguistic differences among individuals who are deaf or hard of hearing will be considered within the context of family and development, both educationally and socially. May be taught concurrently with CSD 685. Cannot receive credit for both CSD 380 and CSD 685.

The purpose of this course is to introduce students to multicultural issues designed to better prepare them to serve diverse populations while employed in health and education professions. Students enrolled in this course will be given the tools to begin to develop cultural competence as future service providers. Course will examine the role of culture in the development, assessment and management of normal and disordered speech and language. This course will address the cultural and socio-political issues of education and clinical treatment of U.S. groups by race/ethnicity, class, gender, sexual orientation, age, disability and religious practice.

An introduction to the principles and methods of statistics used in research, critical reading of the literature, and scientific writing in communication sciences and disorders. Contains prerequisite knowledge needed for the graduate course in research that is required of all majors.

Introduction to the assessment and intervention of adult voice, speech and swallowing problems. A strong emphasis will be on how clinical technologies can be used to enhance the effectiveness of common behavioral approaches.

A study of assessment and treatment principles, methods and procedures relating to speech, language and hearing disorders. May be taught concurrently with CSD 686. Cannot receive credit for both CSD 482 and CSD 686.

A course focusing on the varied settings in which audiologists and speech-language pathologists work. Seniors majoring in audiology or speech-language pathology who complete this course may accrue up to 8 hours of the ASHA-required 25 hours of observation in their field of study.

Supervised independent study exploring in-depth selected areas. Selected readings, controlled by conferences, progress reports and term paper. May be repeated to a maximum of six hours.

Students will make observations and complete assignments relating to service delivery in their respective disciplines. A minimum of 12 hours will be direct observation. Course content will emphasize assessment practices, professional code of ethics, skills in reflective decision-making, and technical writing.

Students will make observations and complete assignments relating to service delivery in their respective disciplines. A minimum of 13 hours will be direct observation and/or participation. Emphasis will be on professional competencies, technical writing, and implementation of discipline-specific practices. May be repeated to a maximum of four hours.

Students will make observations and complete assignments relating to service delivery in their respective disciplines. A minimum of 12 hours will be direct observation. Course content will emphasize assessment practices, professional code of ethics, professional competencies, reflective decision-making, technical writing and implementation of discipline-specific practices. Public Affairs Capstone Experience course.

Study of the nervous system and its role in normal and abnormal speech and language processing. May be taught concurrently with CSD 623. Cannot receive credit for both CSD 522 and CSD 623.

Characteristics and problems of persons who are D/HH as they affect interaction with general society. Emphasis on interpersonal relationships through the lifespan. Introduction to adolescent development and psychology of learning of the typical child. May be taught concurrently with CSD 669. Cannot receive credit for both CSD 562 and CSD 669.

Principles of habilitation/rehabilitation of communication disorders related to hearing impairment. Types of amplification and assistive listening devices used in classrooms. Issues of classroom acoustics and ways to optimize the classroom listening environment. May be taught concurrently with CSD 673. Cannot receive credit for both CSD 572 and CSD 673. Public Affairs Capstone Experience course.

Review and demonstration of current hard- and software systems for the evaluation, treatment, and research of communication disorders. May be taught concurrently with CSD 681. Cannot receive credit for both CSD 580 and CSD 681.

This course introduces students to acquired speech/voice, language, cognitive and swallowing disorders. Emphasis is on the underlying neuropathological bases for symptoms. Because of significant overlap in content, students who have received credit for CSD 602 cannot also receive credit for CSD 417 or CSD 316.

Instructional application of international phonetic alphabet in transcribing normal/disordered American English. May be taught concurrently with CSD 210. Cannot receive credit for both CSD 210 and CSD 611.

Particular structure and functions of human anatomy related to the processes of speech. May be taught concurrently with CSD 319. Cannot receive credit for both CSD 319 and CSD 619.

Gain beginner level skill in sign language and finger-spelling through Manually coded English. Develop a general knowledge base including the history of sign language and the spectrum of sign options available. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with CSD 321. Cannot receive credit for both CSD 321 and CSD 621.

Study of the nervous system and its role in normal and abnormal speech and language processing. May be taught concurrently with CSD 522. Cannot receive credit for both CSD 522 and CSD 623.

Overview of issues related to the nature, evaluation, and treatment of developmental speech sound and language disorders.

Emphasis on the expansion of Manually Coded English sign language skills through the use of conversation and the increased development of vocabulary. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with CSD 322. Cannot receive credit for both CSD 322 and CSD 631.

Professionally supervised observation and practice assisting a licensed speech-language pathologist in a school or other setting. Students enrolled in this course may be required to have TB test, immunizations, and background checks.

Overview of issues related to the impact of hearing on speech and language development and communication. Types of hearing loss, forms of hearing assessment, and principles of prevention, intervention, and (re)habilitation are presented as foundations for practicing speech-language pathologists and speech-language pathology assistants.

A beginning level course in American Sign Language. Students will gain information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 330. Cannot receive credit for both CSD 330 and CSD 636.

An advanced beginning level course in American Sign Language. Students will gain more complex introductory information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 331. Cannot receive credit for both CSD 331 and CSD 637.

An intermediate level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 332. Cannot receive for both CSD 332 and CSD 638.

An advanced level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with CSD 333. Cannot receive credit for both CSD 333 and CSD 639.

This course offers students in-depth instruction in recognizing medical terms. Students will learn medical root words, prefixes, suffixes, acronyms, and abbreviations and apply them to patient conditions and work settings common to speech language pathology and audiology. Course may be taught concurrently with CSD 351. Cannot receive credit for both CSD 351 and CSD 651.

Characteristics and problems of persons who are D/HH as they affect interaction with general society. Emphasis on interpersonal relationships through the lifespan. Introduction to adolescent development and psychology of learning of the typical child. May be taught concurrently with CSD 562. Cannot receive credit for both CSD 562 and CSD 669.

Principles of habilitation/rehabilitation of communication disorders related to hearing impairment. Types of amplification and assistive listening devices used in classrooms. Issues of classroom acoustics and ways to optimize the classroom listening environment. May be taught concurrently with CSD 572. Cannot receive credit for both CSD 572 and CSD 673.

Review and demonstration of current hard- and software systems for the evaluation, treatment, and research of communication disorders. May be taught concurrently with CSD 580. Cannot receive credit for both CSD 580 and CSD 681.

Includes prevalence, terminology and the effects of hearing loss and its management on child development. Comprehensive scope of communication options will be explored. Exceptionalities, including cultural and linguistic differences among individuals who are deaf or hard of hearing will be considered within the context of family and development, both educationally and socially. Fifteen hours of integrated service-learning will be a component of the course. May be taught concurrently with CSD 380. Cannot receive credit for both CSD 380 and CSD 685. Students in this course will be required to complete additional assignments compared to those students in CSD 380 for the purpose of developing skills, knowledge, and dispositions related to teaching and learning in varied settings with diverse learners required for all educators to be effective in a global society.

A study of assessment and treatment principles, methods and procedures relating to speech, language and hearing disorders. May be taught concurrently with CSD 482. Cannot receive credit for both CSD 482 and CSD 686.

Foundation for research study in the education of individuals who are deaf and hard of hearing. Emphasis will be placed on evaluation of research and professional writing as it pertains to education of individuals who are deaf and hard of hearing.

Nature of qualitative and quantitative research methodology, experimental design, scientific writing, and the exploration of efficacy and effectiveness in evidence-based practice. Examination of research literature through critical reviews of articles. The design of research pertaining to speech, language and hearing functions, and the analysis of data.

Presentation of current theories associated with psycholinguistic development. Focus will be on auditory perception, individual differences, cognitive hypotheses, and stage transition.

Issues related to the area of language development and disorders in children age birth to high school age will be presented. The course will focus on best practices for the assessment and treatment of language and literacy disorders.

Current issues within the area of oral and written language development and disorders in school-age children and adolescents will be discussed. Methods for critically evaluating research and applying this research to clinical practice with children and adolescents with language disorders will be covered. Focus of course is on optimal methods for assessment and treatment of language disorders in children and adolescents.

Diagnostic and therapeutic strategies for language disorders in adults associated with auditory discrimination, perception, short and long-term memory, semantic and syntactical concept formation, and retrieval of auditory information.

Issues regarding communication assessment and intervention for infants and toddlers will be discussed. Course content will include a study of at-risk factors and established risks for developmental disabilities. Service delivery models for the assessment and treatment of communication disorders for infants and toddlers will be presented. Play-based assessment and intervention strategies will be included in course content.

The study of communication and associated problems related to congenital and acquired craniofacial anomalies. Emphasis on interdisciplinary procedures relative to amelioration of communication deficits manifest in these anomalies.

Theoretical, clinical, and experimental approaches to the study and treatment of fluency disorders.

Advanced study of the pathophysiology of disordered voice production, resonance, and related respiratory systems. Emphasis on perceptual and instrumental evaluation and treatment of voice and resonance disorders. Examines the nature and clinical and instrumental assessment and management of voice production and voice disorders from a comprehensive evidence-based approach. Content also includes care and management of the professional voice, trans voice, and other voice concerns.

Theoretical and clinical analysis of the neurological basis for describing, diagnosing, and remediating cognitive-communication disorders due to acquired brain impairments and progressive neurological diseases. Emphasis on neuropathophysiology of etiologies and on evidenced-based practices for evaluation and intervention of disorders related to traumatic brain injury, right hemisphere dysfunction, dementia, aphasia, and other related neurogenic communication disorders. Medical aspects of neurological rehabilitation and neuroimaging will be introduced.

Study of neurogenic speech disorders. Emphasis on the evaluation and treatment of (1) the dysarthrias and dyspraxias, and (2) underlying neurologic and vocal tract dysfunction.

Principles and procedures for tests of language and speech dysfunctions. Interpretation of diagnostic findings leading to clinical decision-making, rehabilitative planning and reporting. Students obtain clinical experience in diagnostic procedures at the University Speech and Hearing Clinic.

Discussion of processes involved in phonological production and how breakdowns in these processes, including hearing loss or deafness, lead to specific problems. Methods for critically evaluating research and applying this research to the study of phonological disorders will be covered. Focus of course is on optimal methods for assessment and treatment of phonological disorders in children.

Exploration of the pathophysiology, nature, appraisal, prevention, and management of a variety of neurogenic communication disorders, excluding the aphasias, that affect human cognition. These disorders include right hemisphere syndrome, and traumatic brain injury, in both children and adults, and the dementias.

Information on the speech and language disabilities associated with children with special needs. Target populations will include children with autism spectrum disorders and other special populations. Communication development and prevention, assessment, and intervention for these populations will be addressed.

This course will cover the basic components of AAC as well as assessment and intervention strategies. In addition, the operation, evaluation, and application of the technology associated with AAC will be presented. AAC assessment and intervention will be discussed in regards to the following populations: children and adults with developmental disabilities and individuals with acquired disabilities.

Course will address diversity, equity, and inclusion in clinical practice. Will include the impact of students' cultural perspectives and biases on service delivery, the social determinants of health, multiple language learning, and Deaf culture.

This course provides a thorough understanding of normal swallow physiology and its related disorders in the adult populations. Etiological factors are reviewed, noting the high-risk categories for varied cultural groups. Instrumental diagnostic techniques are introduced. Emphasis is given to multiple management issues in general with consideration towards varied cultural groups. Interdisciplinary approaches to the assessment and treatment of swallowing disorders are discussed.

This course is designed to provide a guide to the concepts, policies, and procedures encountered in the medical setting. It is hoped that at the end of this course, students will feel more comfortable entering the medical setting in various practicum settings that are required in our graduate program.

This course provides a thorough understanding of normal swallow physiology and its related disorders in the pediatric populations. Etiological factors are reviewed, noting the high-risk categories for varied cultural groups. Instrumental diagnostic techniques are introduced. Emphasis is given to multiple management issues in general with consideration towards varied cultural groups. Interdisciplinary approaches to the assessment and treatment of swallowing disorders are discussed.

The different types of amplification and assistive listening devices used in classrooms will be discussed in detail. Students will be able to discuss issues of acoustics and amplification devices in educational settings. They will learn vocabulary needed for communication with other professionals, and they will obtain hands-on experience with hearing aids and assistive devices found in classrooms.

Investigation of the acoustic characteristics of normal and pathological speech and voice production.

Analyses of the physiological features underlying voice, speech and language processes; theories of encoding, and encoding control mechanisms.

In-depth study in an area of communication sciences and disorders, culminating in a presentation of an extensive scholarly paper. Syllabi with specific expectations will be developed for each semester. SLP Emphasis: Students register for one credit hour per semester for a minimum of three semesters; may be repeated. DHH Emphasis: Students register for three credit hour in the first semester of enrollment and then one credit hour in the subsequent semester for a minimum of four credit hours, may be repeated.

This course will be taught in conjunction with student's school practicum experiences and will focus on professional issues in school settings. Topics will include overview of service delivery systems, business aspects of service delivery, scope of practice, quality assurance/assessment, legal and ethical responsibilities, professional organizations, and career development issues.

This functionally-oriented course is designed to complement students' concurrent clinical externships in educational and healthcare settings. Issues include, but are not limited to, in-depth discussion and analysis of relevant local, state, and national policies and procedures for ethical and effective evidence-based service delivery; models of collaborative team assessment and treatment applications to a variety of speech-language pathology settings; professional organizations; and recognition of potential external influences that may impact treatment objectives and length of intervention.

A concentration of work to improve the skill and knowledge in specific areas. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. Thirty clock hours equal one semester hour. May be repeated to a maximum of six hours.

Functionally-oriented course designed to complement students' concurrent clinical externships in educational and healthcare settings. Issues include, but are not limited to, in-depth discussion and analysis of relevant local, state, and national policies and procedures for ethical and effective evidence-based service delivery; models of collaborative team assessment and treatment applicable to a variety of practice settings; and recognition of potential external influences that may impact treatment objectives and length of intervention.

Study may be a reading project or a practical application of theories. May be repeated to a maximum of four hours.

Preparation for practicum work in speech pathology. Clinic procedures, observation guidelines, documentation requirements, shadowing of practicing clinicians, development of integration of knowledge and skills in speech pathology.

Training in audiology, speech and language disorders, and education of the deaf and hard of hearing in clinical, hospital, school, and/or other settings. May be repeated.

Professionally supervised practice in speech-language assessment and intervention in clinical, hospital, school, and/or other settings. Students enrolled in this course may be required to have a TB test, immunizations, and malpractice insurance. May be repeated.

In-depth research culminating in a presentation and defense of the thesis. Syllabi with specific expectations will be developed for each semester. SLP Emphasis: Students register for two credit hours per semester for a minimum of three semesters; may be repeated. DHH Emphasis: Students register for three credit hours per semester for a minimum of two semesters; may be repeated. Students must be registered for at least one credit hour until the thesis has been approved.

This course will outline the research process in audiology beginning from proposing a research question to drawing and disseminating conclusions. Special emphasis will be place on conducting clinical research and evaluating published research findings in audiology.

This course describes in depth aspects of the peripheral and central auditory system as it pertains to anatomy and physiology. Students learn about the functional development of the human auditory system as well as comparative anatomy. The peripheral anatomy will include external (pinna, canal, and tympanic membrane), middle (ossicular mechanism, eustachian tube, facial nerve) and cochlear structures (microanatomy, ultrastructures, sensory epithelium, cochlear fluids, vascular system). The central anatomy will include the cochlear nerve, neural transmission, afferent and efferent pathways (brainstem and midbrain) and cortical function.

A comprehensive study of a variety of site of lesion tests. The course will cover acoustic immittance and reflectance measures including tympanometry and acoustic reflex measures for detection of middle ear disorders and site of lesions in the auditory pathway. Other site of lesion tests include threshold and suprathreshold tone decay, loudness recruitment, loudness balance. Short Increment Sensitivity Index, Bekesy tests and brief tone audiometry. Tests for detection of nonorganic hearing loss will also be discussed.

This course introduces the electrophysiological auditory responses with a focus on the inner ear responses. The course discusses the different types of otoacoustic emissions (OAEs) and the cochlear potentials of the Electrocochleography test (cochlear microphonics [CM] and summating potentials [SP]) in detail. Students will learn how to record, analyze and interpret OAEs, CM and SP. Students will, also, learn screening and diagnostic applications of electrophysiological responses in a variety of auditory pathologies. Several academic disciplines contribute to the material covered, including: physiology, anatomy, and pathology. Topics extend to the auditory efferent system, ototoxicity monitoring, neonatal hearing screening, noise induced hearing loss, and beyond.

In-depth discussion of normal and disordered speech and language development, with emphasis on hearing loss and its effect on speech and language. Central auditory processing disorders, adult communication disorders, and proper evaluation and referral processes for speech and language also discussed.

An examination of the physiological aspects of the vestibular system, chemical effects on the vestibular system, medical and chemical treatment methods, balance system assessment, assessment of the efficacy of intervention, and anatomy, neuroanatomy, and physiology of the pertinent sections of the auditory system (peripheral and central) will be covered.

A look at various techniques and theories behind electrodiagnostic testing procedures. Advanced study of auditory evoked responses applied in audiology. Anatomy, neuroanatomy, and physiology of the pertinent sections of the auditory system (peripheral and central) will be covered.

Detailed investigation into instrumentation and calibration and its importance in the field of Audiology. Emphasis on bioelectrical hazards, physical characteristics and measurement of acoustic, electric, and other non-acoustic stimuli, determination of calibration in relation to accepted standards, and use of various types of instrumentation according to manufacturer's specifications and recommendations.

This course provides an investigation into the various types of cochlear implants and an understanding of the anatomical and psychological aspects, including controversies surrounding implantation of children. Emphasis will include intervention and therapy techniques for children and adults with cochlear implants and other alternative listening devices.

This course describes aspects of basic diagnostic testing in clinical audiology. Students learn about basic diagnostic test procedures including air-conduction and bone-conduction threshold testing, speech audiometric test procedures and clinical masking procedures.

Overview of auditory development. Presentation of auditory disorders, audiological assessment, and treatment needs specific to infants and children. Emphasis on parent-child interactions and family dynamics in habilitating hearing-impaired children. Relevant calibration and instrumentation issues.

Acoustics and physical measures involving the properties of sound as well as psychoacoustics and sound perception.

Various counseling strategies used in clinical practice specific to audiology and speech-language pathology will be discussed. Counseling needs of individuals with hearing loss and/or speech and language disorders and their families will be reviewed.

Current concepts in amplification and assistive listening devices. Evaluation, selection, and fitting of prosthetic devices for the hearing impaired. Relevant calibration and instrumentation issues.

Theory and practice of electrophysiological testing for the auditory and vestibular systems. Relevant calibration and instrumentation issues.

Coverage of recent developments in remediation of communication disorders related to hearing loss in adults and children.

This course includes information and strategies students need to work in today's inclusive school environment, functioning as part of a collaborative team, helping develop IFSPs, IEPs and ITPs, supervising audiological screening and conservation programs. It will prepare students to perform the various roles of the educational audiologist, clinician, community liaison service coordinator, supervisor, and advocate. Issues that affect learners with hearing impairment across the lifespan (infant toddlers, elementary and high school students, and college and adult learners) and various regulations related to the delivery of effective educational services (e.g., ADA, IDEA) will be discussed. This course will also include information on the evaluation of, and referral process for, speech and language disorders related to hearing loss.

Discussion of recent advances in audiology and hearing science research which have potential clinical application.

Detailed analysis of the etiology and assessment of common pathologies of the auditory system. Medical intervention and audiologic test battery interpretation discussed.

This course will prepare the audiologist to meet industrial needs for sound measurement and hearing conservation. Government standards will be reviewed and applied to industrial settings that fall under OSHA guidelines for hearing conservation. This will include the anatomical and physiological effects of noise on humans; federals standards and damage-risk criteria, the susceptibility and predisposing factors related to industrial noise as well as conducting and reporting a noise survey with a hearing conservation plan. The course will also cover calibration of audiometers and the use of ANSI standards.

Investigation into current professional issues and ethics in the field of audiology will be covered. Topics will include laws, ethics, current issues, regulations and policies. Emphasis on discussing topics as they relate to the three pillars of Missouri State University's public affairs mission: community engagement, cultural competence, and ethical leadership.

This course will provide an introduction to audiology practice management. Emphasis is placed on private and clinical practice. Development of a business proposal, relevant laws, current issues, regulations, policies, management and marketing of practices, record maintenance and technology and social media in the workplace will be covered.

Describes in-depth aspects of audiological evaluation, diagnosis and management of routine and complex cases. The course will review cases in which behavioral, electrophysiologic, central, and vestibular testing are necessary to allow differential diagnosis. Each case study will involve the progression of the disorder and audiological/medical manifestations that occur during this period. Discussion involving strategies for (re)habilitation, remediation and management of each auditory disorder will be examined. The latter may include amplification, central auditory processing, counseling and tinnitus management. Case presentations will be obtained from audiology, otology, and neurology journals, text and personal cases. In addition, with respect to aural (re)habilitation, presentations will be made on current trends in amplification management regarding manufacturers' products and their applicability to specific cases. Must be repeated to a minimum of three hours.

In-depth study in an area of Audiology, culminating in a presentation of an extensive scholarly paper. Must be repeated for a minimum of six hours.

Training in audiology, speech and language disorders, and education of the deaf and hard of hearing in clinical, hospital, school, and/or other settings. May be repeated.

This course will guide students through the process of obtaining a fourth year externship. Construction of a cover letter, professional resume and interview techniques will be covered. In addition, requirements of the 4th year externship and professional licensure and certification after graduation will be covered.

This course describes various aspects of central auditory processing and disorders. Students learn about the underlying processes of auditory processing in the central nervous system. They are provided with a review of several evaluation and remediation approaches used in the management of individuals with central auditory disorders.

Course will include detailed investigation into clinical assessment, treatment techniques, and evaluation of auditory re/habilitation and discussion of the theories and research of language development in individuals with both normal and impaired hearing. Implications for intervention are reviewed and discussed. Various counseling strategies for both adults with hearing loss and families of children with hearing loss will be discussed as they relate to case management.

Professionally supervised practice in auditory assessment and intervention in clinical, hospital, school, and/or other settings. Students enrolled in this course may be required to have a TB test, immunizations, and malpractice insurance. May be repeated.

In-depth research in an area of Audiology, culminating in a presentation and defense of the thesis. Must be repeated for a minimum of six hours.

This course investigates basic concepts and methods from the social sciences to examine food, eating, and human nutrition. Culture, policy, and social influences related to health behaviors and food consumption at different stages of the life span will be explored.

A nutrition course for health science related majors. Study of nutrients with emphasis on their sources and functions in human growth and health. Discussion of nutrition topics as they relate to health including digestion, absorption and food metabolism, weight management, sports nutrition, and nutritional needs for various life stages. A C grade or better is required in this course in order to take BMS 567.

This service component for an existing course incorporates community service with classroom instruction in one of the Dietetics and Nutrition courses to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.

This course is open only to potential dietetics majors. Examination of the role of dietetics in the health care system, exploration of the responsibilities of nutrition and dietetics professionals, legal and ethical considerations, educational requirements and career opportunities.

Students will be introduced to and learn computer software applications related to education material design, media, productivity, nutrition informatics, food production, nutrition analysis, and cloud storage. Various software will be utilized to develop computer skills in productivity, design, nutrient analysis, social media, and research. Cannot be taken Pass/Not Pass.

Selection and preparation of food that supports optimum health. Food and nutrition information on grocery shopping, dining out, preparation of meals, snacks, and special occasion foods.

Experimental approach to the study of physical and chemical factors influencing food quality during processing, preparation and storage.

Exploration of ethnic, religious and regional influences on nutrition and health status, including the role of diet in traditional health beliefs.

Factors that influence nutrient requirements during pregnancy, lactation, infancy, childhood, adolescence and aging. Recommendations for food intake based upon assessment of case studies.

This course is designed to help students and practitioners understand how nutrients affect health and athletic performance as well as the role of diet in performance and in disease prevention. Nutrition assessment of anthropometric, biochemical, clinical and dietary factors will be covered as to their application to sport and performance. Basic meal planning for athletes and a general introduction to sports supplements will also be taught. This is a course for non-dietetics majors and does not meet any requirements for the Dietetics major. This course may be used for the Nutrition minor.

Methods used to assess the nutritional status of individuals and populations. Interpretation of anthropometric, biochemical, clinical and dietary data as a basis for recommending nutritional care.

Sanitation policies and procedures for dietitians, food service professionals, restaurant owners and foodservice employees. Includes chemical, biological, and physical food hazards, basics of food safety systems including HACCP, methods of safe food handling, equipment cleaning and sanitizing, and controlling pests. A passing score on the National ServSafe Food Safety Certification examination is required for a C grade or better in this course.

Application of educational theories and techniques to nutrition education. Emphasis on subject matter and skills necessary to develop, implement, evaluate and document nutrition education sessions for individuals and groups utilizing a variety of communication methods. Development of nutrition educational materials.

Global issues related to hunger and nutrition including sustainability, inequity, food production, malnutrition, biotechnology, ecological destruction, population growth, globalization, and aid. Public Affairs Capstone Experience course.

This course is designed to assist the student in understanding the use of the Exchange System and Carbohydrate Counting in the dietetics profession, as well as being able to apply MyPlate and nutrient content of foods to the creation of menus. This course may count towards the Nutrition minor. It is not required for the Dietetics major but may be beneficial. Variable content course. With different topics, may be repeated to a maximum of two hours.

This course is designed to teach students the basics of food science as applied to home food preservation at varying times of the year utilizing what is in season. Students will utilize a variety of home canning equipment and a wide variety of fruits and vegetables in the production of different home food preservation projects. Variable content course. With different topics, may be repeated to a maximum of four hours.

This is an Intersession Education Abroad opportunity that requires travel to a Mediterranean country to study the Mediterranean diet. The instructor and students will travel to an identified country and students will complete assignments based on the food and culture of the region and attend experiences related to food and health. Tour is provided by an outside vendor and fees are collected by the vendor and course fees by the Office of Education Abroad. Variable content course. With travel to different countries/regions, may be repeated to a maximum of four hours.

This course is designed to assist the student in understanding the current guidelines for the different types of eating disorders (EDO) and how the Registered Dietitian (RD) may assist in their treatment. This course may be helpful to the practicing RD if they do not have a background in psychology of eating disorders. Students in related disciplines will be able to understand eating disorders and the role the dietitian would play as a member of the team.

This course is designed to assist the student in understanding the use and abuse of alcohol and other substances in the American diet and nutrition interventions that may be needed.

Selected topics on heart healthy cooking techniques. Variable content course. With different topics, may be repeated to a maximum of six hours.

The integrated service-learning component for this course incorporates international community service with classroom instruction in nutrition specifically focusing on malnutrition and nutrition education in a developing country. This course provides an integrative learning experience addressing the practice of citizenship and promotes an awareness of and participation in international public affairs. Includes 15 service hours benefiting an international community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated to a maximum of six hours.

Nutrition as related to athletic performance and other areas of physical activity, including training and competition nutrition, fluids and hydration, weight management, supplements and ergogenic aids, the child athlete, and eating disorders.

Application of sanitation policies and procedures, preparation, production, and distribution of food to people in hospitals, schools, community programs, and senior living facilities. Other topics include menu planning, recipe developments, food procurements, receiving and storage, food production, quality assurance, equipment select and layout. A passing score on the National ServSafe Food Safety Certification examination is required for completion of this course. Transportation is required.

Must be taken last spring term before expected graduation. Factors affecting the nutritional status of the community; nutritional assessment and surveillance methodologies; governmental nutrition policies and legislation; community resources. The role of the community dietitian in nutrition program planning, implementation and evaluation. Transportation required.

Selected topics in nutrition and dietetics which will vary from semester to semester. Variable content course. May be repeated to a maximum of six hours, selected topics must be different.

Individualized and directed research. May be repeated to a maximum of eight hours.

Food nutrients, their digestion, absorption and metabolism. Methods of determining requirements and interrelationships of nutrients.

Principles and application of medical nutrition therapy as related to disease and stress. Transportation required.

This course will teach the application of managerial processes in various food service establishments. Areas covered include quality management, risk management, strategic management, theories of management and leadership, financial management, and computer-assisted management systems. Additional topics include human resource management in food service operations including hiring, training, supervision and evaluation. Transportation is required.

Must be taken last fall term before expected graduation. Procedures and application process for obtaining professional status through dietetic registration and licensure. Professional ethics and legal responsibilities. Strategies for integration of current issues into dietetic practice.

Principles and application of medical nutrition therapy as related to complex disease states. Transportation required.

Interviewing techniques, counseling theory and methods applied to nutrition counseling. Emphasis is on development of skills necessary to plan, implement, evaluate and document culturally sensitive nutritional care for individuals and groups. Includes simulated techniques and work with clients in selected settings.

Fundamentals of research in nutrition including research design, methodology, data collection and analysis, and presentation. Grant writing and funding process for research. Class discussions to include critiques of published research. Class projects to include research proposal/project and presentation.

This is the first of a two-semester course sequence providing field experience in patient/client nutritional management at various sites under professional supervision (37 hours per week). Emphasis will be on utilizing the nutrition care process in providing basic medical nutrition therapy to include at least diabetes, heart disease, lung disease and basic health promotion in an acute or clinical setting.

This is the second of a two-semester course sequence providing eight weeks of field experience in patient/client nutritional management at various sites under professional supervision (40 hours per week). Emphasis will be on utilizing the nutrition care process in providing medical nutrition therapy to include at least tube feeding, TPN, pre/post surgery patients in an acute or clinical setting with a research component required as part of the practicum.

This course provides a 222 hour field experience in the delivery of population health and community nutrition programs at local, state, national levels at various sites under professional supervision. Current issues relating to nutrition promotion and preventive health care will be examined. Students will evaluate nutrition components of various community health agencies and participate in the delivery of services.

This course provides a five week field experience (37 hours per week) practicing a systems approach to nutrition services management, including the human dimensions of management, management tools and techniques for assessing accountability, cost containment, productivity and marketing plans. Projects include development of a personnel and operational budget for nutrition services.

This course provides a minimum of 200 hours in either Population Health, Public Affairs or Rural Health. Field placements and experiences will be developed with each student and the program director.

This course provides a six week forum (3 hours per week) for topics pertinent to the practice setting and transition to professional practice. Topics of interest will cover areas such as managed health care, ethical decision-making, registration examination, charting, etc. May be repeated to a maximum of three hours.

Advanced study of metabolic demands in complex disease processes using the Nutrition Care Process in an evidence based approach to altered nutritional needs.

Advanced population health information in preparation for the registered dietitian examination, including review of basic community information. Overview of interpretation of census data and assessing disparities within the population. Other topics include: nutrition public policy, local and global food insecurity, and population health determinants with an emphasis in rural communities.

Project and research based application of management concepts and skills to deliver food to people in various settings including schools and hospitals. In addition, review of basic foodservice management concepts and knowledge to include foodservice systems, menu planning, sustainability, and quality improvement.

Advanced counseling techniques, nutrition interventions, and behavior change theories applied to nutrition counseling. Emphasis on motivational interviewing, including application in practice to provide the learner with strategies and counseling skills to promote behavior change in patients/clients.

Course designed as a continuation of DTN 752 to further analyze population health disparities and to develop and implement community programs/policy strategies. Graduate students will be actively involved in developing strategies for implementation based on community needs assessment. This course will include both didactic and experiential components where much of the framework for student learning and evaluation will take place in partnership with community nutrition practitioners.

Examination of key leadership theories and application of theory to various nutrition and dietetics contexts. Emphasis on diversity and inclusive leadership while focusing on skill development using self-assessments and learning projects, in addition to preparing for the credentialing examination in nutrition and dietetics.

In-depth scientific study of a nutrition and dietetics problem of interest that culminates in a scholarly paper and formal community or professional presentation. Student must have research project proposal approved by faculty supervisor and program director prior to enrollment. Must be repeated for a total of three hours. Graded Pass/Not Pass only.

Demonstration of the capacity for research and independent thought culminating in a thesis. May be repeated to a maximum of six hours. Graded Pass/Not Pass only.

Successful aging depends not only on an individual's personal lifestyle choices, but also on their community's attitudes toward aging and on society's resources for the aged. This course aims to educate learners about (1) strategies for personal health, wellbeing, and longevity, (2) the impacts of development life stages and socio-historical socialization on generational cohorts' worldviews, (3) the importance of considering multiple perspectives and striving for cultural competence of all ages, (4) how to become anti-ageist, and (5) ways to advocate for older adults and promote structural improvements that will increase the quality of late life for all citizens.

An integrative learning experience which addresses the practice of citizenship and promotes an awareness of and participation in public affairs by incorporating community service with classroom instruction. Includes 40 hours on-task service to a community organization, agency or public service provider. The community service placement agency and service assignment will vary, dependent on the course topic and learning objectives. May be repeated.

Students will be introduced to common stereotypes held about the elderly within our society and statistics and information which prove these stereotypes to be false. Public perceptions of the elderly will be studied through the use of five commercial motion pictures and a review of four articles covering topics related to the theme of each of the films. The class will focus on how stereotypes about the elderly are both reinforced and challenged in commercial motion pictures, how stereotypes affect an older person's self-concept, and how popular ageist stereotypes shape our own views on growing older.

Emphasizes the experience of aging as perceived from the older person's point of view and that of society. Situations in later life will be explored through the use of short stories, selected articles, and videos. The topics covered will include health, friendship and relationships, widowhood, family and intergenerational relationships, perceptions of death and dying, and finding purpose and meaning in life. Students will acquire a basic understanding of identity issues and factors that contribute to well-being in later life. Identical with PSY 309. Cannot receive credit for both GER 309 and PSY 309.

Principles and practical applications in development of the adult. Includes psychological effects of personality and intellect. Both normal and abnormal phenomena are considered. Identical with PSY 350. Cannot receive credit for both GER 351 and PSY 350.

A comparison of the aging experiences of men and women in later life. The relevance of gender, gender roles and sexuality to the aging process will be considered. Specific topics of analysis will include the gender gap in longevity, psychological and physical health, LGBTQ status, minority status, socioeconomic status, family relationships, and public policy issues. Identical with PSY 354. Cannot receive credit for both GER 354 and PSY 354.

An introduction to the varied aspects of death and dying. The course will focus on attitudes toward death, fears of death and dying, special needs of those who have a life threatening illness, means of helping the survivors and techniques for prolonging life. Identical with PSY 363. Cannot receive credit for both GER 363 and PSY 363.

Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with CFD 365, SWK 365, and PSY 366. Can only receive credit for one of following: CFD 365, GER 366, PSY 366 or SWK 365.

Personality adjustment in old age, with emphasis both on adequate and maladjusted development. Factors influencing adjustment are considered. Both functional and organic sources of maladjustment are surveyed. Identical with PSY 370. Cannot receive credit for both GER 370 and PSY 370.

Examines the aging process, demographic trends, and the social, economic, and social-psychological aspects of aging in the United States. Students will be introduced to current theories on aging in social gerontology and their application to the everyday lives of older people. Topics of interest include social attitudes toward aging, family and social bonds, work and retirement, gender issues, ethnicity and aging, living environments, and approaches to aging well. Students will learn about the role of federal, state and local agencies in meeting the needs of the elderly. Identical with SOC 375. Cannot receive credit for both GER 375 and SOC 375.

Readings designed to supplement material introduced in previous Gerontology courses. Includes a wide selection of literature in the field. May be repeated to a maximum of six hours.

In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes.

Covers the services, programs and institutions involved in providing services to older adults in the United States, with a focus on community-based services. Typical needs, issues, concerns and desires of older persons are identified and corresponding community-based services to address these needs are discussed. Emerging issues and developments in the field of gerontology will also be discussed as they relate to community services and resources. Site visits to agencies and organizations serving older adults will enhance students' familiarity with resources to improve the quality of life and well-being of aging members in our society. Identical with SWK 470. Cannot receive credit for both GER 470 and SWK 470.

Students will be introduced to the development and practice of social policy, on the state and federal level, and how it affects services to the older adult population. Political organizations that influence the lives of the elderly (e.g., the American Association of Retired Persons, Gray Panthers, Older Women's League) will be examined as well as government and social welfare programs (i.e., Social Security, Medicaid and Medicare). What constitutes "citizenship" and the role of a "senior citizen" will also be explored.

Allows students to gain research experience by working with an individual faculty member either as a research assistant or as a primary researcher working under faculty supervision. May be repeated to a maximum of six hours.

In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes. May be taught concurrently with GER 697. Cannot receive credit for both GER 597 and GER 697.

Onsite contacts with elderly individuals through an internship at a residential or community placement approved by the coordinator. Direct supervision will be provided by qualified professionals in the field of gerontology. Students will serve 45 clock hours for each credit hour awarded. May be repeated to a maximum of 12 hours. Public Affairs Capstone Experience course.

Weekly meetings to allow students to correlate experiences in GER 598 with academic knowledge, share experiences, and broaden contacts in the field of aging. Survey of current literature in gerontology from various disciplines will be included. Public Affairs Capstone Experience course.

Recommended Prerequisite: 12 hours of Gerontology. In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes. May be taught concurrently with GER 597. Cannot receive credit for both GER 597 and GER 697.

Analysis of organizational structure, the nature of health and health care delivery. Emphasizes the interrelatedness of cultural, economic, political, and social aspects of health care delivery along with its services and management.

Introduction to the legal system as it relates to health care. Legal responsibilities and issues related to health care institutions, health provider/patient relationships, medical records, malpractice insurance, licensure of health professionals, and ethical problems/questions in health care.

Recommended Prerequisite: ECO 165 or AGB 144. A basic study of the major economic issues facing the health care industry. Emphasis will be placed on the major elements of economic theory from a micro-economic perspective and how these theories are applied in the area of health care. Identical with ECO 504. Cannot receive credit for both HCM 504 and ECO 504. May be taught concurrently with HCM 604. Cannot receive credit for both HCM 504 and HCM 604.

Recommended Prerequisite: ECO 165 or AGB 144. A basic study of the major economic issues facing the health care industry. Emphasis will be placed on the major elements of economic theory from a micro-economic perspective and how these theories are applied in the area of health care. Identical with ECO 604. Cannot receive credit for both HCM 604 and ECO 604. May be taught concurrently with HCM 504. Cannot receive credit for both HCM 504 and HCM 604.

This service component of an existing course provides students with exposure to a variety of health care fields and practices, while providing a beneficial public service to the community. Students will be able to contribute in a meaningful way to the betterment of the community learning site and the clients it serves. Additionally, students will expand their experiential base and will increase their skills in critical thinking and problem solving. May be repeated.

This course provides an introduction to interprofessional health care education and collaborative practice for students in health professions programs. Topics include the history of interprofessional health care education in the U.S. and internationally, philosophical and theoretical foundations, and competencies required for effective collaboration to improve health care outcomes. Students explore the roles of various health professions in collaborative patient/client, family, and community health care. Public Affairs Capstone Experience course.

This course explores issues and challenges that can be encountered in the health care setting working with cultural and ethnically diverse patient populations.

This course introduces students to the principal health systems of the world's populations, and major challenges to improving health globally. Students will explore interdisciplinary factors accounting for health patterns that impact global health, health care delivery systems worldwide, and the governmental, economic, social and political forces that influence them.

This course provides a survey of the basic principles and techniques of quality management in healthcare including high-reliability concepts that help organizations achieve safety, quality, and efficiency goals. The course will examine a range of topics from measuring performance to creating high-quality services that represent excellence in a healthcare organization.

This course examines the impact of health care access, quality of health services, individual behaviors, social environments, physical environments, biological factors, and policies and programs on population health outcomes. Emphasis will be placed on the role of the interprofessional health care team in improving the health of the public.

This course introduces statistical data analysis and interpretation, with an emphasis on techniques used in the health professions. Descriptive statistics including measures of central tendency and variability, probability, estimation, and graphing will be discussed. Students will use computer-based statistical software for hypothesis testing, including independent and repeated measures tests, analysis of variance, correlation, regression, and non-parametric testing. Emphasis is given to interpretation using effect size, confidence intervals, power analysis, and presentation of findings using APA style. Cannot receive credit toward a degree for more than one of the following courses: AGR 330, IPE 381, MTH 340, PSY 200, QBA 237, REC 328, or SOC 220.