ACC 600 Managerial Accounting (3)
Prerequisite(s): ACC 213
This course focuses on the use of accounting concepts, systems, and tools in managing contemporary organizations. Emphasis is on the role of accounting in managerial and organizational planning, control, and decision-making. Students will develop an in-depth knowledge of accounting systems, understand the importance of ethical standards in accounting activities, and apply accounting concepts in "real world" cases.
ACC 605 Accounting for Leaders (3)
Develops foundational knowledge and skills in working with accounting data, to be applied in planning and controlling business operations. Topics include cost concepts and classifications, cost volume profit (CVP) analysis, and capital budgeting.
ART 510 Art History:Special Topics (3)
Courses offered on an occasional basis to explore subject matter of special interest or timely relevance. Topics may include "Matisse & Picasso: Dialogue & Rivalry of Great Modern Masters," "History of Photography," etc.
ART 525 Ceramics Workshop (3-6)
Enhancement of technical development of throwing on the wheel, decorative skills and glazing formulae.
ART 536 Sculpture Workshop:Sustainable Mixed Media (3)
This course blends sculptural methods and current technologies with traditions of the past. Participants will explore sustainable processes and materials. Beyond the making of art, emphasis will be placed on the conceptual; consideration of the effect of creation of this work on the planet's resources. ART 336/536 will meet together.
ART 671 Advanced Studio Problems (3)
Prerequisite(s): Instructor approval, learning contract, and intermediate level of accomplishment in area of concentration
Comprehensive problem solving experiences in studio arts under the supervision of a graduate faculty member. This tutorial culminates in an exhibition of a cohesive body of work.
AYA 533 Adol/Young Adult Practicum (2-3)
Prerequisite(s): AYA 550, AYA 670 and Admission to Graduate Program
The 120 hour field experience is the central component of this three credit hour course. The student will be assigned to a specific school in grades 7-12 where he/she will participate in flexible field hours Monday through Friday, with seminars back on campus. Teaching activities as designated by the instructor and/or content area methods specialist will be assigned in order to apply theory learned in prior course work. Students will teach a minimum of six lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. The overall goal of the course is to prepare students for student teaching.
AYA 550 Nature and Needs of Adolescents (3)
In this course, students will examine the unique nature and needs of young adolescents in relation to effective secondary teaching practices. Major trends and issues facing secondary classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, classroom management, school organization, funding, curriculum, and assessment. Specific secondary instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
AYA 670 AYA Curriculum Methods: Teaching to Standards (3)
The purpose of this course is to integrate theories of teaching and learning with actual practices of standards-based education. The focus of the course is on the improvement of teaching and learning by putting standards at the forefront of the instructional program. The graduate student will analyze Ohio's Learning Standards and National Standards (NCTM, NSTA, NCTE, NCSS, NAEA, etc.). Interpretation of the standards in order to develop approaches to teaching while maintaining grade level rigor in lieu of adapting instruction to the average or low achiever will also be addressed. The course will also include approaches to standards-based assessment, especially through the use of technology and web-based learning activities.
BIO 515 Human Anatomy for Physician Assistants with LAB (5)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 520, BIO 525, PAS 500, PAS 505 and PAS 510
Concurrent requisite(s): BIO 515A, BIO 515R
This course will serve as a comprehensive, foundational review of human anatomy in a lecture with enhanced laboratory exposure format. The emphasis will be on the relationship between anatomy and physiologic function as it will apply to physical assessment.
BIO 515A Human Anatomy for Physician Assistants (LAB) (0)
Concurrent requisite(s): BIO 515, BIO 515R
This course is the lab component for BIO 515
BIO 515R Human Anatomy for Physician Assistants (Recitation) (0)
This course is the lab component for BIO 515
BIO 520 Genetics and Disease Screening (3)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 515/515A, BIO 525, PAS 500, PAS 505, PAS 510
Concurrent requisite(s): BIO 520R
This course covers current understanding of and modern approaches to human genetic diseases. The goal is to equip students to understand the role of genetics in the practice of medicine. This will involve the ability to analyze the medical genetics literature as well as the clinical applications of genetic knowledge in the care of individual patients.
BIO 520R Genetics and Disease Screening (Recitation) (0)
Concurrent requisite(s): BIO 520
This course is the lab component for BIO 520
BIO 525 Medical Physiology for Physician Assistants (3)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 515/515A, BIO 520, PAS 500, PAS 505 and PAS 510
This basic science course is a comprehensive, review of medical physiology and pathophysiology with clinical applications. It introduces the PA student to the function of the human body and its organ systems. It is organized to coincide with BIO 515 Human Anatomy to develop the PA student's foundational understanding of the human body.
BIO 525R Medical Physiology for Physician Assistants (Recitation) (0)
Concurrent requisite(s): BIO 525
This course is the lab component for BIO 525
BIO 526 Human Gross Anatomy with LAB (8)
This course provides a complete study of the anatomy of the human body. This course is primarily designed for the Doctor of Physical Therapy Program, and therefore, places emphasis on integrating basic knowledge gained in prerequisite coursework with an in-depth knowledge of the relationships of the skeletal, muscular, peripheral vascular and nervous systems.
BIO 526A Human Gross Anatomy (LAB) (0)
Corequisite(s): BIO 526
Course description as stated on BIO 526
BUS 505 Legal and Ethical Responsibility (3)
Overview of key legal and regulatory issues for businesses and their decision-makers, including ethical and societal considerations. Analysis of business practices through application of relevant law to organizational management.
BUS 510 Social Responsibility for Managers (3)
Students develop business and critical thinking skills that help companies lead positive environmental and social change in their global and local communities. Topics to be discussed include responsibly investing, environmental sustainability, diversity, equity, and inclusion, social entrepreneurship, and the basics of non-profit management.
BUS 600 Finance and Accounting for Leaders (3)
This course will prepare non-financial leaders to understand the financial implications behind organizational decisions. This will involve the presentation and interpretation of accounting information from the perspective of the user. This course will study basic financial statements as well as examine the cost components for manufacturing and non-manufacturing companies and their relevance in decision-making. This course will offer an overview on net present value and its importance in organizational decisions.
BUS 604 MBA Seminar I (3)
Examination of a single cutting-edge management topic. Potential topics include entrepreneurship and innovation, nonprofit management, global commerce, international finance, and supply chain management.
BUS 605 Internship (1-3)
Internships provide the student with the opportunity to gain work experience relating to a student's major. The internship is planned, coordinated, and supervised by employer and a business division faculty member. Successful completion of the work experience and evaluation of work performance is required. Students may earn 1 to 3 credits.
BUS 606 MBA Seminar II (3)
Examination of a single cutting-edge management topic. Potential topics include entrepreneurship and innovation, nonprofit management, global commerce, international finance, and supply chain management.
CIS 610 Understanding Technology (3)
This is an introductory technology course on understanding and using information technology. It focuses on communications using computer technology, the digital revolution, the Internet, and the Web. It covers the fundamental computing concepts surrounding the digital age including software, hardware, data, people, communications, and procedures. It also examines ethical issues in the information age and investigates emerging technologies that could impact individuals as well as organizations in the future. This course is required for all students who do not have a technology-related degree and is a prerequisite to MGT 620.
ECE 530 Integrating Science and Social Studies through Content Reading (3)
This course provides the preservice educator with the strategies and methods to promote learning experiences in which young children develop key concepts and knowledge in social studies and science through content reading. Content of the disciplines is addressed through critical reading of both literary and informational text. Meaningful activities to develop and enhance reading comprehension, as related to each discipline, will support the reading experiences by addressing and strategizing ways to help young students (prekindergarten - 5th grade) solve concrete, real life problems in developmentally and culturally appropriate ways. The course will emphasize and enhance the instruction of thinking skills related to inquiry, reasoning, context, and problem solving.
ECE 533 Early Childhood Literacy Practicum (1)
One of two Early Childhood Practica of 50 hours each. This practicum entails supervised teaching in an ECE setting to facilitate the college student's ability to instruct young students in the skills and processes of listening, speaking, reading, writing for the promotion of literacy.
ECE 534 Early Childhood Integrating Curriculum Practicum (1)
Concurrent requisite(s): ECE 530
One of two Early Childhood Practica of 50 hours each. This practicum entails supervised teaching in an ECE setting to promote teaching skills related to Integrating the Curriculum.
ECE 552 Math Curriculum and Methods (3)
This graduate course is designed to prepare a teacher candidate with the background necessary to integrate theory and practice of mathematics pedagogy within the context of student environment. Major mathematical concepts for grades Pre-K - 8 will be interlaced throughout the term to provide students with the necessary background for this endeavor. Methods and standards endorsed by the National Council of Teachers of Mathematics (NCTM), and the Ohio Department of Education (ODE) for teaching mathematics will be taught and modeled.
ECE 630 Promote Young Child Development (3)
Specialized study of the physical, social, emotional, cognitive, moral/ethical, and aesthetic development of typical and atypical children throughout the P-12 continuum and the impacts of trauma. The course will emphasize mental health and social emotional development to provide learning environments and experiences which support and enhance the development of all P-12 learners.
ECO 600 Global Economic Issues (3)
Prerequisite(s): ECO 211 or ECO 212
Global Economic issues is an international macroeconomics course that focuses on the interactions among credit markets, goods and services markets, and foreign exchange markets. This global framework is used to explain changes in a nation's economic health, its economic impacts on foreign countries, and the effects of government and central bank policies.
ECO 655 Global Economic Awareness (3)
This course has two distinct parts. The first part is a comparison of the different economic systems around the globe. In this section, students examine the economic structures of different nations as well as the different roles for government. The second part of the course focuses on international trade. Students examine the theories that guide trade and the role of international economic institutions such as the World Trade Organization.
EDU 500 Statistics and Research (3)
This course explores the components of the research process: problem definition, hypothesis construction, variables, literature review, research designs, statistical methods, collecting, analyzing, and interpreting data.
EDU 501 Educational Psychology (3)
A study of the teaching/learning process, what learning is and how it occurs according to three major classifications of theories and the correlates of learning - theories of intelligence, cognitive styles, thinking processes, thinking skills, motivation and creativity. Emphasis will be placed on applications to the teaching craft, including classroom dynamics and management, teaching/learning styles, including individual differences of students, the teacher and the classroom environment and measurements.
EDU 504 Proactive Classroom Leadership (3)
Evidenced based principles and practices in relationship-based classroom leadership. Basic concepts of proactively managing a classroom through addressing social emotional needs. Models and strategies that influence and can be used for increasing student engagement and learning.
EDU 533A Art Education Practicum (1-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 533M Music Education Practicum (2-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 553 Methods of Teaching Mathematics (3)
Prerequisite(s): Admission to the School
An exploration of methods used in teaching mathematics at the middle level and secondary level. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners' prior knowledge and conceptualizations. Also, students will learn how to assess student progress according to Ohio's Learning Standards in Mathematics. Students will use appropriate electronic technologies in lesson design and delivery which have application in the mathematics classroom.
EDU 556 Methods of Teaching Language Arts (3)
This course is designed to introduce the teacher candidate to the principles, practices, and guidelines necessary to teach language arts to a diverse population of middle level students and secondary level students. The teacher candidate will prepare language arts lessons that ensure success for all learners enabling them to construct a meaningful understanding of language arts concepts. Lessons and language arts curricula projects will be aligned to the ODE content standards and to the learning outcomes for Ohio's State tests in English Language Arts. Integration in other content areas will be explored and encouraged.
EDU 558 Methods of Teaching Social Studies (3)
This course is designed to prepare the teacher candidate to teach social studies and the social sciences to children in the middle and secondary grades. Students will become familiar with the curriculum framework as well as the philosophies behind various teaching approaches as outlined by the NCSS Standards and Ohio's Learning Standards in Social Studies. The teacher candidate will investigate and practice using various teaching techniques and materials.
EDU 559 Methods of Teaching Sciences (3)
An exploration of methods used in teaching biology/science, chemistry/physical sciences, and earth/space/environmental sciences. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners' prior knowledge and conceptualizations. Instruction is aligned to the NGSS, NSTA, and Ohio's Learning Standards. Laboratory and field based experiences require use of current resources in the field. Students will use appropriate electronic technologies which have application in the learning environment. Safety issues and the ethical use of living materials are emphasized.
EDU 600 Integrative Project (1)
Prerequisite(s): EDU 500
The development of the Integrative Project is the culmination of the School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout their Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research. EDU 600 is a repeatable course.
EDU 602 Ethics for Educators (3)
Prerequisite(s): Admission to the Graduate Education Program or Permission of Dean
This course is a story of major ethical theories and their application to educational issues. Ethical case studies will be examined. Reflection on personal beliefs concerning correct behavior and the development of a professional code of ethics are important components of this graduate course.
EDU 604 Integrative Research Project (3)
Prerequisite(s): EDU 500
The development of the Integrated Research Project is the culmination of The School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout each Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research.
EDU 631 Promoting Student Development P-12 and The Effects of Trauma (3)
Specialized study of the physical, social, emotional, cognitive, moral/ethical, and aesthetic development of typical and atypical children throughout the P-12 continuum and the impacts of trauma. The course will emphasize mental health and social emotional development to provide learning environments and experiences which support and enhance the development of all P-12 learners.
EDU 644 Graduate Student Teaching (6)
Prerequisite(s): Admission to student teaching and completion of practicum hours
An intensive full-day experience in teaching and related professional development. Student teaching allows the student to synthesize the theory and practice under the guidance of an experienced master teacher. This is an all day experience in the relevant grade levels, lasting a minimum of twelve weeks.
EDU 671 Curriculum Development: Theory and Applications (3)
This course presents a critical examination of foundations, principles, concepts, and current practice in the field of curriculum. Topics will include program planning, design, implementation, and evaluation; using a curriculum mapping model for instructional improvement; and using collaborative and interdisciplinary approaches to curriculum development within this framework.
EDU 672 School Law (3)
A review of laws, court decisions, and issues pertinent to teachers, administrators, and students, such as classroom discipline, teacher negligence, and students' rights. The legal process, structures of the law, legislation/litigation, and practices to avoid legal infringements are addressed.
EDU 673 Communications & Problem Solving (3)
Educational leaders are responsible for positive, productive communications and problem solving in schools, including interpersonal communications, conflict resolution, problem identification, solution development and the use of data in seeking continuous school improvement. The issues, skills and knowledge related to communicating successfully with all stakeholders in the school organization will be the focus of this course. Through readings, classroom activities, hands-on-practice, and written reflection, participants will explore the behaviors, beliefs, and practices required to meet the challenges and responsibilities for effective communications, conflict resolution and problem solving in schools.
EDU 674 Instructional Leadership and Data-Informed Decisions (3)
Students examine leadership roles as forces which define the quality of educational institutions. Leadership theories, classic and contemporary models are studied. Themes such as organizational climate, systems thinking, collaboration and change management are discussed in depth. Knowledge, skills and attitudes essential to effective school leadership are studied. Reactions to school reform are discussed in-depth. Teachers' and principals' reactions to change, and the gaps in their perceptions will be analyzed. Strategies for using data to inform decision making on school reform and improvement efforts will be examined.
EDU 675 School Finance (3)
This course is a graduate study of financing public education systems in the United States, focusing on federal, state and local financing of schools; equalization of educational opportunity; sources of school revenue; school budgets; and the business practices employed in the daily operations of a school district. An important element of this course is the integration of finances with the issues of priority setting, educational goals, curriculum and general administrative practice at the school site level. Emphasis will be placed on principles and practices relating to Ohio public school finance.
EDU 676 Educational Administration (3)
This course is a practical introduction to the theories and every day practices of educational leadership. The course is designed to provide an examination of organizational behavior as well as introduce you to the challenges that will face you as an educational leader. Students will be introduced to models of supervision that will have an effect on student achievement through the practice of observation and evaluation, improve instruction, and aid in the development curriculum.
EDU 677 Principal Internship (3)
Prerequisite(s): EDU 674, EDU 676
This experience is to provide the participant with an opportunity to relate the course work and research to actual practice while engaged in specific dimensions of leadership in the school. Work will be done under the supervision of the building administrator as well as Mount St. Joseph University faculty. (This course is to be taken two semesters at 3 credits each for a total of 6 credits).
EDU 680 Leadership & Management of Special Education Programs (3)
This course provides the participants with the background in special education law necessary for effective leadership and management of special education programs. The major focus of the course is on the foundation of special education law in legislation and case law. Topics include the reauthorization of IDEA, NCLB, the Americans with Disabilities Act, the Rehabilitation Act and other legislation and regulations. Working with families will be covered along with IEP's, assessment, minority representation, tiered model of interventions, and administrative issues.
EDU 699 Professional Development Workshop (1-4)
Independent study under the guidance of a School of Education faculty member to meet stated objectives. This course is designed to enrich the learning of Education graduate students and practicing teachers. Students develop a proposal with desired goals for the experience. Written permission of Graduate Chairperson and the School of Education faculty member required.
EDU 700 Introduction to Research Design and Statistics (3)
Prerequisite(s): Admittance to the Doctoral Program
Introduction to Research Design and Statistics provides understanding of how to improve study design, collection and analyze data, and promote reproducible research. It includes a detailed overview of scientific inquiry, examples of various research designs, a discussion of data management methods, and an introduction to statistical analysis. Dissertation requirements and methodology will be outlined.
EDU 701 Intermediate Research Design and Statistics (3)
Prerequisite(s): EDU 700
Intermediate Statistics explores statistical analysis and sound approaches to optimize the reproducibility of research results. Topics discussed include displaying and describing data, the normal curve, regression, probability, statistical inference, confidence intervals, and hypothesis tests with applications in the real world.
EDU 702 Behavioral Research and Accountability Methods (3)
Prerequisite(s): EDU 700 & EDU 701
Behavioral Research and Accountability Methods provides an overview of single-case design procedures for use in academic intervention research and practice. The course presents a number of behavioral research designs that can be applied to reading intervention research in school settings and can be used in the program's dissertation. The course is designed to cultivate the ability to critically review research studies so that graduate students can become active producers and/or consumers of research.
EDU 703 Program Evaluation (3)
Prerequisite(s): EDU 702
This course is a study of the methods and tools used in program evaluation. Students further their understanding of how to interpret data for educational decision-making and learn how to design and implement effective program evaluations. The course prepares students to conduct program evaluations in schools and presents a methodology that can be used in the program's dissertation.
EDU 710 Developing a Deeper Understanding of Leadership and Systems Change (3)
This course is a study of leadership and systems change. Students will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders. Emphasis will be placed on understanding how to lead systems change to create inclusive educational environments for all students.
The course is designed to allow students, using various media, to examine skills required to be critical consumers of educational research, to understand theories of leadership and systems change, to review universal design of instructional supports, and learn about practices validated by research to be responsive to all students, and in particular culturally diverse students.
EDU 720 Data Driven Decision Making and Evidence Based Practices (3)
Prerequisite(s): EDU 710
This course is a study of data-driven decision making and evidence-based practices. Students will explore varied sources of data and how to interpret data for educational decision making. Emphasis will also be placed on reading research and exploring evidence-based practices to ensure educational equity.
The course is designed to allow students, using various media, to examine skills required to be critical consumers of data and educational research, and learn about practices validated by research to be responsive to all students, and in particular culturally diverse students.
EDU 730 Communication, Collaboration, and Coaching (3)
Prerequisite(s): EDU 710, EDU 720
This course is a study of 3 Cs of leadership: communication, collaboration, and coaching. Effective leadership and systems change is not possible without the skill and strategy to effectively communicate vision and needs, work interactively with others and facilitate change via coaching. Students will learn about and explore their own skill development in each of these areas.
The course is designed to allow students, using various media, to examine skills required to be effective communicators and collaborators including intentional listening and communication techniques. Students will also explore coaching models and research on effective feedback. Emphasis will be placed on coaching of strategies fostering educational equity.
EDU 801 Dissertation Seminar (3)
Prerequisite(s): EDU700, EDU701, EDU702, EDU710, EDU720, RDG740, RDG745, RDG750, RDG755, RDG760, RDG762, RDG765, RDG775, RDG700a/b
This course clarifies and supports the development of the dissertation proposal to facilitate timely and successful completion of the dissertation. The course reviews the dissertation process, including requirements, procedures, timelines, and research topics.
EDU 805 Dissertation Guidance (3-6)
Prerequisite(s): EDU 801
The purpose of these graduate hours is to provide coaching and support for doctoral students as they implement their research projects and write their corresponding dissertation. Stu dents will produce their scholarly research and writing under the direction of members of the Reading Science Faculty.
FIN 610 Managerial Finance (3)
Prerequisite(s): FIN 300
This course builds on fundamental corporate finance concepts to examine in-depth financial theory and practices essential to financial decision-making in organizations. Students will develop analytical skills and problem set evaluation methods to assess financial resources and recommend financial actions to address managerial issues. Topics include valuation (securities, projects, corporate), financing decisions (strategic and tactical), and ethical issues in financial decisions in organizations.
MCE 533 School Practicum: Education Content (1-2)
Concurrent requisite(s): EDU 556 or EDU 558 or EDU 559 or EDU 553
A field based experience that is designed to give the student the opportunity to work in the classroom with students in grades 4-9. The student will be placed with a practicing teacher in the preservice teacher's area(s) of concentration(s) for an extended field experience. The preservice teacher will be expected to not only observe, but to also plan for and teach one-on-one, small group, and whole class lessons as directed and supervised by the cooperating teacher and the college supervisor. Placements will be coordinated through the School of Education. Each credit hour is equivalent to 50 classroom hours. This field experience is a prerequisite for student teaching and as such students are not expected to assume total responsibility for the classroom.
MCE 533A MCE Content Practicum (1-2)
A field based experience that is designed to give the student the opportunity to work in the classroom with students in grades 4-9. The student will be placed with a practicing teacher in the preservice teacher's area(s) of concentration(s) for an extended field experience. The preservice teacher will be expected to not only observe, but to also plan for and teach one-on-one, small group, and whole class lessons as directed and supervised by the cooperating teacher and the college supervisor. Placements will be coordinated through the School of Education. Each credit hour is equivalent to 50 classroom hours. This field experience is a prerequisite for student teaching and as such students are not expected to assume total responsibility for the classroom.
MCE 540 Introduction to Middle Childhood Education (3)
In this course, students will examine the unique nature and needs of middle childhood students (grades 4-9) in relation to effective middle childhood teaching practices. Major trends and issues facing MCE classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, lesson plan development, classroom management, school organization, funding, curriculum and assessment. Specific MCE instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
MGT 500 Corporate, Legal and Ethical Responsibility (3)
This course includes an introduction to our legal and governmental regulatory system, as well as a review of constitutional considerations for businesses. Morality, Ethics and Legal rules are defined and distinguished to give the student a foundation upon which to analyze the multiple dimensions of common business problems. The relationship between the Law and Social Responsibility is examined. Specific business topics and their legal and ethical aspects are addressed. This includes, but is not limited to, discussion of the following areas: consumer relationships; business organizations; the balancing of corporate vs. individual power (employee rights and responsibilities, employment discrimination); and the emerging ethics in a global economy.
MGT 520 Understanding and Managing Others (3)
Examines the complexity of individual and interpersonal behavior in organizations. Students develop skill in recognizing and managing individual differences, observing and evaluating team process and performance, and improving their own capabilities as team and organizational members.
MGT 585 Understanding and Managing Others (3)
Examines the complexity of individual and interpersonal behavior in organizations. Students develop skill in recognizing and managing individual differences, observing and evaluating team process and performance, and improving their own capabilities as team and organizational members.
MGT 602 Leadership in Organizations (3)
Explores ethical and effective leadership in organizations. Models, theories, and best practices are applied to complex organizational contexts. Emphasis is on developing the capabilities of oneself and others, while recognizing the key role of leadership in the experience of change.
MGT 603 Project and Operations Management (3)
Prerequisite(s): MTH 174 or MTH 176
Focuses on the basic concepts, issues, and techniques for efficient and effective operations. Special emphasis is placed on process improvement and project management. Topics include operations strategy, inventory management, process design and analysis, quality management, project management, and supply chain management.
MGT 605 Leadership Seminar I (3)
The leadership seminar provides a semester-long examination of a single cutting-edge management topic. Potential topics may include but not be limited to finance and international negotiations, international business, global commerce, entrepreneurship and supply chain management.
MGT 606 Leadership Seminar II (3)
The leadership seminar provides a semester-long examination of a single cutting-edge management topic. Potential topics may include but not be limited to finance and international negotiations, international business, global commerce, entrepreneurship and supply chain management.
MGT 607 Strategic Management (3)
Strategic management focuses on fundamentals of business strategy Topics include development of strategy, strategic frameworks and methods, industry analyses, and competitor analyses. A major focus is methods of dealing with changes in the industry and general environment. A strategic analysis of a business or organization is the culminating experience of this course.
MGT 620 Managing Information, Technology and Projects (3)
This course addresses significant concepts and issues related to managing information, technology, and projects from both strategic and tactical perspectives. Emphasis is given to addressing challenges associated with the evaluation, section, implementation, and management of information and technology related systems that serve to increase an organization's efficiency and competitive advantage. This course has a significant emphasis on effective project management practices.
MGT 625 Leadership & Organizational Behavior (3)
Prerequisite(s): MGT 580
Explores how to lead, follow, and understand behavior in organizations. Examines models and theories of leadership and organizational behavior with emphasis on practical implications. Students will analyze, diagnose, and make recommendations about workplace issues. In so doing, students will develop an understanding of how managers can improve organizational performance and enhance their abilities to be ethical, effective leaders.
MGT 635 Negotiations (3)
Prerequisite(s): MGT 580
A theoretical and practical study of negotiations to enhance understanding of negotiation processes and skills. Examines methods such as bargaining, mediation, arbitration, and distributive and integrative negotiations. Students develop analytical frameworks for negotiations and apply negotiation skills in simulations and through role-play.
MGT 640 The Changing Workplace (3)
This course will focus on the dynamic nature of organizations and change. Since the organizational environment changes continuously, the course is by nature a topics course. Additionally the course will introduce the student to change at the individual, group and organizational levels so they can function effectively as catalysts for change or as members of a change process.
MGT 675 Leadership: Communication and Influence (3)
Communication concepts and theories that describe and explain interactions among organizational members at all levels are examined in this course. Key to this examination is the opportunity for students to observe, analyze and practice effective interaction patterns. Topics of discussion include: upward, downward and horizontal communication; formal and informal communication (grapevine); superior-subordinate communication; performance evaluation; information overload; conflict and negotiation; power, politics, and influence; and organizational culture.
MGT 680 Organizational Research and Change (3)
Prerequisite(s): 24 hours completed in the MSOL program
This course focuses on the knowledge and skills to improve organizational effectiveness by identifying, diagnosing, and formulating solutions to problems in the workplace. Topics include the research process, exploratory research, qualitative and quantitative methods, action research, and reporting of findings. Emphasis will be on the understanding necessary to lead planned change and renewal in organizations through application of collaborative, systematic skills and methods.
MGT 690 Organizational Research and Change II (3)
Prerequisite(s): MGT 680
This course builds on the foundation of MGT 680 and other MSOL courses. The student will identify an organizational problem or opportunity in an organization with which they are familiar and apply a research method to gather data to clarify the nature of the problem and then propose solution. This is the capstone course in the MSOL program.
MKT 520 Marketing for Management (3)
Prerequisite(s): MKT 300 and ECO 211 or 212
Provides an understanding of the administration and the management of the marketing function including the treatment of marketing planning and strategy. Students will develop the knowledge to plan, apply, and manage marketing concepts in organizational decision making (operational, tactical, and strategic).
MOL 600 Ethical Leadership (3)
Prerequisite(s): Must be taken in the first nine hours of course work
This course explores the meaning of leadership across time, culture and contexts and also examines classic writings on leadership, the most recent leadership theories and research, and popular contemporary management books on leadership. Special attention will be given to theories that emphasize the role of values and ethics in leadership. Students also begin assessing their own leadership skills.
MOL 605 Methods of Organizational Research
(3)
This course introduces the organizational research process, the ethical issues involved in organizational research, the methodologies employed to analyze data, and the appropriate methods of effectively reporting organizational research results. Emphasis will be placed on critical thinking and analysis.
MOL 606 Strategic Leadership (3)
Provides tools for the impactful leader to formulate and enact organizational strategy. Cultivates critical thinking, strategic agility, visioning, and ethical decision making for the fast-paced business world.
MOL 607 Talent Management and Development (3)
This course recognizes the employee lifecycle as central to employee development and performance. Topics include strategic workforce planning, recruitment and selection, training and development, coaching and mentoring, performance management, and legal/ethical considerations.
MOL 615 Organizational Behavior (3)
Examination of individual, interpersonal, and group behavior in organizations. Focuses on effective leadership of self and others to achieve organizational objectives.
MOL 620 Organization Systems and Project Management (3)
Explores the nature of organizational systems, with focus on the emergent and fluid nature of operational strategy and tactics. Addresses theory, concepts, and practice to amplify the dynamics of changing organizations. Significant emphasis on project management practices as tools to engage systemic change.
MOL 625 Research and Decision Making (3)
Selecting and applying appropriate research methods and data analyses to organizational scenarios. Addresses standards of rigorous and ethical research, and communication of actionable data to inform leaders’ decisions.
MOL 640 Capstone in Organizational Leadership (3)
Culminating experience of the MSOL program. Students complete an applied research project, integrating their learning from MSOL coursework. Course is completed during the final semester of the MSOL program.
MOL 675 Seminar in Org Leadership (3)
A course which examines current topics in Organization Leadership. Students pursue topics or subjects of current interest that are not part of the regular curriculum.
MOL 690 Integrative Project (3)
Prerequisite(s): MOL 600, PSY 610/MGT 610 and MOL 605 plus successful completion of 24 hours in MSOL program
This course is an integrative experience in which the student applies the knowledge, skills and understanding developed in the Master of Science in Organizational Leadership program. This seminar allows for a structured approach as individuals work on their own independent projects. It also provides opportunities to learn and share together about those projects and the process of doing an applied academic project. The project itself may take a variety of forms and will result in a formal report demonstrating program learning. This course is designed to be completed in the final semester of the program.
MUS 550 Choral Workshop (1)
New Course
MUS 550 is a short term one day workshop designed for choral teachers and university students to study choral techniques, rehearsal techniques, and to be introduced to new choral literature.
NUR 500 Health Assessment (3)
Corequisite(s): NUR 501, 515, 521
Concurrent requisite(s): NUR 500A
This course presents the art and science of assessing the health of clients across the lifespan. The content addresses the purpose and method of obtaining a comprehensive holistic client database using a nursing assessment model. Strategies for drawing inferences about the health status of clients using epidemiological, social, and environmental data is discussed. The use of effective communication techniques to obtain assessment data is addressed. Deviations in health patterns are identified by comparing assessment data to norms, standards, and theories. Assessment findings are documented in a manner appropriate for an interdisciplinary health care community.
NUR 500A Health Assessment Lab (0)
Corequisite(s): NUR 501, 515, 521
Concurrent requisite(s): NUR 500
This course is the lab component of NUR 500
NUR 501 Evidence-Based Primary Health Care Nursing with Chronically Ill Clients (5)
Corequisite(s): NUR 500, 515, 521
Concurrent requisite(s): NUR 501A, 501C
This course introduces the student to clinical reasoning and the nursing process as a systematic method for determining the health care concerns of clients within the framework of primary health care. Content fundamental to primary prevention, secondary prevention, and implementation of therapeutic interventions related to common/chronic health care concerns is presented. Teaching principles are introduced and incorporated into the nursing process as a means of promoting health among clients of varying developmental stages and ethno-cultural backgrounds. Nursing care that facilitates the client's activities of daily living and that is consistent with the client's ethno-cultural values and beliefs is implemented. Application of the concepts and content fundamental to the practice of nursing is addressed in an on-campus skills laboratory and in clinical settings in the community. NUR 501C is the clinical component of NUR 501. Students have to pass NUR 500/500A both classroom and laboratory elements to begin NUR 501C.
NUR 501A Evidence-Based Primary Health Care Nursing with Chronically Ill Clients LAB (0)
Corequisite(s): NUR 500, 515, 521
Concurrent requisite(s): NUR 501, 501C
This course is the lab component of NUR 501
NUR 501C Evidence-Based Primary Health Care Nursing with Chronically Ill Clients Clinical (0)
Corequisite(s): NUR 500, 515, 521
Concurrent requisite(s): NUR 501, 501A
This course is the clinical component of NUR 501
NUR 503 Evidence-Based Population Focused Primary Health Care (3)
Prerequisite(s): NUR 500, 501, 515, 521
Corequisite(s): NUR 506, 511, 512, 531
This course emphasizes promoting population-focused primary health care. Concepts from nursing and health, liberal arts and sciences, and the sociopolitical, cultural and economic dimensions of the community as a whole are synthesized in examining the idea of healthy communities. Emphasis is on community-identified capacities, the needs and diversity of individuals and communities, social issues and lifestyle choices. Students partner with professionals and residents in a community to analyze community assets and health problems.
NUR 504 Evidence-Based Primary Health Care Nursing with Women and Infants (3)
Prerequisite(s): NUR 503, 506, 511, 512, 531
Corequisite(s): NUR 505, 632, 710
Concurrent requisite(s): NUR 514
This course explores the needs and health concerns of women across the life span and the unique needs of newborns in the first 28 days of life. Theoretical elements required to manage the health care of women and infants are discussed. Clinical reasoning and the nursing process are used within the primary health care framework to plan care for women which fosters health promotion, maintenance, and restoration, as they move through the preconceptual, prenatal, intrapartum, postpartum, and perimenopausal periods of their lives. Assessment and care of the newborn is explored within a family-centered care context. High-risk maternity disorders are discussed; the role of the nurse as part of the interdisciplinary team is emphasized. Current nursing and related scientific research is discussed in relation to current practice. Community concepts include non-acute care birth settings, postpartum/newborn care at home, and epidemiological concepts related to women and childbearing.
NUR 505 Evidence-Based Primary Health Care Nursing with Children and Families (3)
Prerequisite(s): NUR 503, 506, 511, 512, 531
Corequisite(s): NUR 504, 632, 710
Concurrent requisite(s): NUR 514
This course explores the needs of pediatric clients and their families. Theoretical elements required to manage the pediatric client experiencing a variety of health alterations are discussed. Clinical reasoning and the nursing process are used within the primary health care framework to plan developmentally appropriate care which fosters health promotion, maintenance, and restoration. High-risk pediatric and neonatal issues are discussed; the role of the nurse as part of the interdisciplinary team is emphasized. Current nursing and related scientific research in pediatrics is discussed in relation to current practice. Professional issues related to the professional pediatric nurse are explored. Community concepts including home visit process, referrals, resources, school-based nursing and public health concerns related to the pediatric client and family are discussed.
NUR 506 Evidence-Based Primary Health Care Nursing with Mentally Ill (3)
Prerequisite(s): NUR 500, 501, 515, 521
Corequisite(s): NUR 503, 511, 531
Concurrent requisite(s): NUR 512
This course explores the needs of mental health clients and their families. Theoretical elements required to manage the mental health client experiencing a variety of health alterations are discussed. Clinical reasoning and the nursing process are used within the primary health care framework to plan developmentally appropriate care which fosters health promotion, maintenance, and restoration. The role of the nurse as part of the interdisciplinary team is emphasized. Current nursing and related scientific research in mental health is discussed in relation to current practice. Professional issues related to the professional mental health nurse are explored. Community concepts including home visit process, referrals, resources, and public health concerns related to the mental health client and family are discussed.
NUR 508 Evidence-Based Primary Health Care Nursing with Critically Ill Clients (6)
Prerequisite(s): NUR 514
Corequisite(s): NUR 640
Concurrent requisite(s): NUR 508A, 508C
This course focuses on using clinical reasoning and the nursing process to care for clients experiencing conditions that are life threatening and/or involve multiple body systems. Complex medical-surgical conditions in adults are discussed in terms of pathophysiology, etiology, diagnosis, and treatments that are based on current research. Content focuses on acute and rehabilitation phases of these conditions and use of advanced technology and resources in the hospital, home, and community settings. The role of the nurse in the care of clients with these conditions is emphasized within the context of the liberal arts and sciences, nursing theories, research and advanced technology within a primary health care environment. Competencies in communication with diverse populations, leadership and management, delegation, coordination and evaluation of client care, critical thinking, and interdisciplinary collaboration are enhanced. A clinical rotation in an intensive care unit will provide practical application of this high risk content.
NUR 508A Evidence-Based Primary Health Care Nursing with Critically Ill Clients LAB (0)
Prerequisite(s): NUR 514
Corequisite(s): NUR 640
Concurrent requisite(s): NUR 508, 508C
This course is the lab component of NUR 508
NUR 508C Evidence-Based Primary Health Care Nursing with Critically Ill Clients Clinical (0)
Prerequisite(s): NUR 514
Corequisite(s): NUR 509, 510, 640
Concurrent requisite(s): NUR 508, 508A
This course is the clinical component of NUR 508
NUR 509 Primary Health Care Preceptorship (5)
Prerequisite(s): NUR 508
Concurrent requisite(s): NUR 510
In this final clinical course, students will work one-on-one under the guidance of a professional nurse in an acute care facility. Clinical reasoning, increased initiative and independence in caring for clients, and the ability to synthesize bodies of data to provide evidence-based care are emphasized. Students demonstrate that they met the course outcomes by doing an integrative project that combines clinical reasoning and professional competence.
NUR 510 Primary Health Care Seminar (1)
Prerequisite(s): NUR 508,NUR 640
Concurrent requisite(s): NUR 509
This seminar is designed to be a synthesizing experience which blends theory with clinical practice from the student's preceptorship. Personal development, socialization into the professional role and career goals will be examined. Preparation for the licensing exam (NCLEX-RN) will be reinforced for entry into practice.
NUR 511 Evidence-Based Primary Health Care Nursing with Acutely Ill Clients (4)
Prerequisite(s): NUR 500, 501, 515, 521
Corequisite(s): NUR 503, 506, 531
Concurrent requisite(s): NUR 512
This course is a continuation of NUR 501 and is taken concurrently with NUR 512 which provides a clinical application of the content. The focus of the course is illness intervention and health management with individuals experiencing medical/surgical problems. Current research, standards of care, and clinical pathways are considered when discussing a variety of conditions. Conditions and therapeutic nursing care are discussed within a nursing process framework, emphasizing pathophysiology, theory, evidence-based practice, and interdisciplinary aspects of patient care.
NUR 512 Evidence-Based Primary Health Care Clinical with Acutely Ill Clients (4)
Prerequisite(s): NUR 500, 501, 515, 521
Corequisite(s): NUR 503, 506, 531
Concurrent requisite(s): NUR 506, 511
This course is a concurrent requisite for NUR 511 and NUR 506 and provides a practical application of its content. The focus of the course is illness intervention and health management with individuals experiencing medical/surgical/mental health problems in the acute care setting. Emphasis is placed on developing assessment skills, making clinical judgments, and implementing safe, effective nursing care. Students use critical thinking and communication skills to implement therapeutic nursing interventions in clients with acute/chronic conditions.
NUR 514 Primary Health Care Clinical (4)
Prerequisite(s): NUR 506, 511, 512, 531
Corequisite(s): NUR 632, 710
Concurrent requisite(s): NUR 504, 505
This course involves clinical experiences in three areas: maternity, pediatric, and medical surgical nursing. The focus of the course is on using clinical reasoning and the nursing process within the primary health care framework to provide nursing care to clients across the life span in a variety of inpatient and outpatient clinical settings. Using communication and critical thinking skills, the student works in partnership with others to provide holistic health care to identified clients from culturally and socio-economically diverse settings.
NUR 514C Primary Health Care Clinical Across the Lifespan (1)
Prerequisite(s): NUR 506, NUR 511, NUR 512, NUR 531
Corequisite(s): NUR 632, NUR 710
Concurrent requisite(s): NUR 504, NUR 505
This course involves clinical experiences in three areas: maternity, pediatric, and medical surgical nursing. The focus of the course is on using clinical reasoning and the nursing process within the primary health care framework to provide nursing care to clients across the life span in a variety of inpatient and outpatient clinical settings. Using communication and critical thinking skills, the student works in partnership with others to provide holistic health care to identified clients from culturally and socio-economically diverse settings.
NUR 515 Professional Roles and Issues (3)
Corequisite(s): NUR 500, 501, 521
This course introduces the student to the profession of nursing as it exists as an art and a science in contemporary health care settings. The evolution of nursing and current trends/issues are explored as the basis for the practice of professional nursing in today's health care arena. The role of the nurse as a professional partnering within interprofessional teams in the workplace is emphasized. Ethical, legal, regulatory, and professional standards are analyzed as a basis for nursing practice.
NUR 521 Pharmacology/Medication Administration (5)
Corequisite(s): NUR 500, NUR 501/501A/501C, NUR 515
Concurrent requisite(s): NUR 521A
This course examines mechanisms of drug action, indications, contraindications, adverse effects, and interactions of major contemporary drugs. Nursing interventions related to evaluation of drug appropriateness, administration, management of side effects/adverse effects, evaluation of effectiveness and patient education are explored. Effects of drug therapy on health promotion, health maintenance, and restoration are emphasized. Current evidence about pharmacologic therapy medication administration will be discussed in relation to current practice. Emphasis will focus on the care of clients receiving medication across the life span and in culturally and socioeconomically diverse settings. Techniques involved in the calculation of drug dosages, regulation and maintenance of controlled substances, I.V. therapy and administration of medications in parenteral and non-parenteral forms are presented and practiced. Professional issues related to the role of the professional nurse in medication administration are explored.
NUR 521A Pharmacology/Medication Administration LAB (0)
Corequisite(s): NUR 500, 501, 515
Concurrent requisite(s): NUR 521
This course is the lab component of NUR 521
NUR 531 Foundations of Nursing Research & Evidence Based Practice (3)
Prerequisite(s): NUR 500, 501, 515, 521
Corequisite(s): NUR 503, 506, 511, 512
This course is designed to help students explore the development of nursing knowledge through theory and research. An overview of philosophical and historical influences on the development of theory and research in nursing and related fields are explored. Processes to critique, evaluate and utilize theories and research findings are discussed. Students explore the foundational concepts and processes of meaningful, rigorous research within the context of clinical phenomena. Students have the opportunity to apply and practice these processes throughout the course through analytical reviews of relevant research. The role of the nurse researcher in promoting evidence-based practice and making the connection between theory, science and practice is emphasized.
NUR 552 Master of Nursing Independent Study (1-3)
Independent study under the guidance of a Master of Science in Nursing (MSN) faculty member to meet stated objectives. This course is designed to enrich the learning of the MSN student. Students develop a proposal with desired goals for the experience. Written permission of School Dean and MSN faculty member required.
NUR 552E Master of Nursing Independent Study (1-3)
Independent study under the guidance of a Master of Science in Nursing (MSN) faculty member to meet stated objectives. This course is designed to enrich the learning of the MSN student. Students develop a proposal with desired goals for the experience. Written permission of School Dean and MSN faculty member required.
NUR 632 Evidence-Based Nursing Practice and Translational Science (3)
Prerequisite(s): NUR 531
Corequisite(s): NUR 504, 505, 514, 710
This course builds on concepts learned in NUR 531 and emphasizes the critical appraisal and application of research findings to improve outcomes. Translational science including the development and analysis of data is discussed. Evidence based practice including identification of a clinical issue, formulation of a researchable question, and performing an effective/efficient search for sound evidence is explored. Students will search for the best evidence on a clinical issue and develop a plan to implement an evidence based practice change.
NUR 640 Health Care Policy (3)
Prerequisite(s): NUR 710
Corequisite(s): NUR 508
The purpose of this course is for the student to gain a historical, political, economic, social, and financial perspective on the health care system in the United States. Delivery of health care, health care policies, financing of health care, and health care reform will be discussed with an emphasis on the leadership role nurses can take in affecting the health care system. Areas of exploration include: cost containment, managed care, social justice issues, legislative and regulatory controls, globalization and ethical/legal issues.
NUR 700 Advanced Pathopharmacology (3)
This course examines physiologic and pathologic changes in body systems in response to disease states and discusses principles essential for the advanced practice nurse when implementing pharmacotherapy to these patients. Emphasis is placed on the interpretation of changes in normal functions which may be indicative of a disease state or a response to pharmacologic therapy. Pathogenesis and compensatory mechanisms for major disease states are examined. Current evidence related to pathologic changes in disease and treatment is analyzed. Ethical, legal, and regulatory concerns related to pharmacotherapy are discussed. Strategies for single and multiple drugs treatments are evaluated. Issues in pharmacotherapy such as access, cost effectiveness, and safety are also examined.
NUR 701 Advanced Health Assessment (3)
This course focuses on the acquisition of a comprehensive client database, incorporating a health history and an advanced health assessment for management of a client throughout the lifespan. This course builds upon prior knowledge and experience with anatomy and physiology, pathophysiology, and basic health assessment skills. Pathophysiological changes as well as psychosocial, ethnic, cultural, and developmental variations relevant to the client/family are also considered. Emphasis is placed on applying strategies for critical analysis and diagnostic reasoning.
NUR 702 Clinical Specialty Practicum (3)
Prerequisite(s): NUR 700, 701
This course provides students with the opportunity to synthesize knowledge from previous MSN advanced practice courses and to apply them in an actual practice setting. Settings are collaboratively selected by the student and faculty advisor to meet the student's learning needs. An individualized learning contract is developed to guide the student's experience. During these intensive immersion experiences, students master advanced patient care delivery skills, acquire knowledge of organizational dynamics, and further explore advanced practice roles. Students also develop a foundation for their future professional career trajectory.
NUR 710 Exploring Leadership in Nursing (3)
Prerequisite(s): NUR 503, NUR 506, NUR 511, NUR 512, NUR 531
Corequisite(s): NUR 504, NUR 505, NUR 514, NUR 632
In this course students explore a multitude of leadership concepts and theories in-depth. Students examine the role and responsibilities of the nurse leader working in interprofessional teams emphasizing the abilities and processes needed to create the future of nursing. The focus is on developing his or her personal style of leadership in the context of the challenges facing nursing in a changing health care environment.
NUR 720 Teaching & Learning Theories and Strategies (3)
This course provides an introduction to the principles of teaching and learning in nursing education. The student is introduced to general concepts in nursing education including teaching and learning theories, learning styles, active learning, and technology-assisted strategies. The student is encouraged to explore his or her own philosophy of teaching and learning and teaching style.
NUR 721 Curriculum Development in Nursing Education (3)
This course provides a broad exploration of curriculum and course development in nursing education. The student has the opportunity to participate in all aspects of curriculum development from a faculty perspective including assuring congruency and internal consistency, writing outcomes, syllabus creation, and lesson planning.
NUR 722 Evaluation in Nursing Education (3)
This course provides an overview of the principles of course and program evaluation. Program evaluation theory provides the foundation upon which course and program evaluation is built. The student learns all aspects of evaluation including test construction, test item analysis, course and clinical evaluation, program evaluation, and curricular and outcomes evaluation.
NUR 723 Nursing Education Practicum (3)
Prerequisite(s): NUR 720, 721, 722
In this course, the student will apply theory and knowledge from previous education and clinical coursework to teaching nurses/nursing students in a variety of settings. Individualized learning contracts are developed to guide the students' teaching experiences. This experience takes place under the supervision of an experienced nurse/faculty member and is intended to prepare the student for future teaching experiences in the areas in which they hope to be employed.
NUR 730 Human Resource Management for Nursing Administrators (3)
Human resources management is a crucial function as it deals with the organization?s most valuable asset: its employees. This course explores the practical knowledge needed to manage human resources in a healthcare setting. The focus is to deliver skills and knowledge to nurse administrators related to the employee lifecycle in an organization. The lifecycle refers to the stages through which an employee advances while in an organization and the role that management, both human resources and nursing, play in that process. In general, there are four stages: talent acquisition (recruitment/onboarding), development, retention, and offboarding/separation. Intertwined within every stage are the concepts of legal and ethical issues, compensation and benefits, labor relations, conflict management, diversity and inclusion, and quality improvement.
NUR 731 Strategic Management in Nursing Administration (3)
This course explores the strategic management of healthcare projects and systems. The focus is to deliver skills and knowledge to nurse administrators related to strategic management and planning. Concepts throughout the course include business concepts, trends, and nursing issues facing a dynamic healthcare environment.
NUR 732 Organizational Management of Health Care Systems (3)
This course will explore the role of the manager in health care organizations. Topics include the basic management functions of planning, decision making, organizing, controlling and budgeting. Management processes such as business planning and project proposal development will be examined. The uses and purposes of organizational committees will also be examined. Employee training and development strategies will be analyzed as a method for employee motivation and retention in health care systems.
NUR 733 Finance for Nurse Administrators (3)
Business and economic principles will be discussed and budget preparation, strategies, and monitoring will be described. The strategic management process will be highlighted. The role of the nurse administrator in financial management will be integrated throughout the course culminating in the development of a business plan for quality.
NUR 734 Nurse Administration Practicum I (3)
Prerequisite(s): NUR 730, 731, 732, 733
In this course, the student will apply theory and knowledge from previous administration coursework in an organizational setting under the supervision of an experienced faculty member. Students identify principles of leadership, evidence-based practice decision-making models, negotiation, resource allocation, team coordination, and cultural awareness. Individual learning contracts guide the student's learning experiences. Settings are collaboratively selected by the student and faculty advisor to meet the student's learning needs.
NUR 735 Nursing Administration Practicum II (3)
Prerequisite(s): NUR 734
In this course, the student will synthesize theory and knowledge from previous coursework in an organizational setting under the supervision of an experienced faculty member. Students apply principles of leadership, evidence-based practice decision-making models, negotiation, resource allocation, team coordination, and cultural awareness. Individual learning contracts guide the student's learning experiences. Settings are collaboratively selected by the student and faculty advisor to meet the student's learning needs.
NUR 740 Integrative Project in Nursing Education (3)
In this culminating course of the program students identify an evidence-based practice project related to nursing education. Advanced clinical practice and educational theory and principles form the basis of this scholarly project. The project should represent an innovative response to an educational need.
NUR 741 Integrative Project in Nursing Administration (3)
In this culminating course of the program students identify an evidence-based practice project related to nursing administration. Organizational theory forms the basis of this scholarly project. The project should represent an innovative response to an administrative organizational need.
NUR 800 Theoretical & Philosophical Perspectives for Evidence Based Practice (3)
This course is designed to facilitate student exploration of the development of nursing knowledge and theory as a foundation for evidenced based practice. Historical events relevant to the development of nursing are analyzed. Empiric, aesthetic, ethical, personal, and emancipatory theory development in nursing and related disciplines is explored. Students will synthesize theoretical and philosophical knowledge to create a conceptual model for evidenced based nursing practice.
NUR 801 Biostatistics for Evidence Based Practice (3)
This course focuses on the application of statistical concepts in the analysis of research for evidence based practice. Descriptive and inferential statistical tests are reviewed. Analysis of variance, regression, correlation and multivariate tests are emphasized. Concepts related to the application of statistical procedures for the appraisal of evidence are emphasized. Tests used in meta-analysis are also discussed. Common statistical software are explored to enhance the appraisal of evidence.
NUR 802 Evidence Based Practice (3)
This course emphasizes the critical appraisal and application of evidence to implement change and improve outcomes in practice. Evidence-based practice models will be explored including identification of a clinical issue, formulation of a compelling clinical question, and performing an efficient search for sound evidence. Methodologies for the identification of practice problems and the evaluation and application of scientific evidence to practice issues will be proposed. Students will evaluate outcomes in a selected practice setting and develop a change project based on this outcome analysis.
NUR 803 Building Collaborative Relationships (3)
This course focuses on applying the skills needed to participate in and lead interprofessional teams in today's complex health care environment. Integration of advanced communication techniques, leadership skills, health care economics, and organizational issues are considered when evaluating health care practices. Negotiation, collaboration, interprofessional team development, and change are concepts central to this course presented in the context of leading care in complex healthcare delivery systems.
NUR 804 Global Health Care Policy (3)
This course examines health promotion needs of various patients and vulnerable populations. Cultural and ethnic identity, socio-economic conditions, emotional and spiritual needs and values of patients and populations locally, nationally, and globally are examined. Health care policy is evaluated for efficiency, effectiveness, and equity related to health disparities, culture, ethics, globalization, access, economics, and social justice. Students will evaluate health care policy to improve the health of individuals and populations.
NUR 805 Transforming Health Care Through Technology (3)
This course examines the use of information management systems to improve the safety, quality, cost-effectiveness, and coordination of health care. Students explore information systems technology used in today's health care organizations for quality improvement. The student is introduced to broad areas of information technology: use of patient care and other technologies to deliver and enhance care; communication technologies to integrate and coordinate care; data management to analyze and improve outcomes of care; and health information management for evidence-based care and health education. Students also examine information systems and patient care technologies in terms of ethics, legalities, regulatory issues, patient outcomes, cost, and ease of use. Consumer health information sources are evaluated for accuracy, timeliness, and appropriateness.
NUR 812 Epidemiology and Population Health (3)
This course provides an overview of global health through analysis of biostatistical data and application of the epidemiologic concepts related to populations at risk. The history of diseases, levels of prevention, cultural and socioeconomical determinants of health, host-agent-environment relationships and epidemiological research are explored in terms of promoting global health. Students will examine evidence-based strategies to promote health in the most vulnerable populations. The leadership role of the nurse in clinical prevention, improvement of population health, and elimination of health disparities of vulnerable populations is emphasized.
NUR 821 Strategic Management and Financial Controls of Health Care Organizations (3)
This course explores strategic management and financial controls of healthcare organizations. Various concepts of strategic management are examined. Concepts include formulation, implementation and strategy control of a strategic plan. Financial controls such as principles of finance and budgeting and trends in financial resource control in healthcare organizations are also explored.
NUR 823 Nursing Practicum I (3)
Prerequisite(s): NUR 800, NUR 801, NUR 802, NUR 803, NUR 804, NUR 805
In this course, the student will synthesize and expand on the knowledge learned from DNP course work by collaborating with experts in complex healthcare organizations. The practicum provides experiences to construct and integrate knowledge for advanced nursing practice at a high level of complexity. The experiences provide the context in which the final DNP product is completed. Individual practicum agreements guide the student's experiences.
NUR 824 Nursing Practicum II (3)
Prerequisite(s): NUR 823
In this course the student will synthesize and expand on the knowledge learned from DNP course work by collaborating with experts in complex healthcare organizations. The practicum provides experiences to construct and integrate knowledge at a high level of complexity. The experiences provide the context in which the final DNP product is completed. Individual practicum agreements guide the student's experiences.
NUR 825 Doctor of Nursing Practice Independent Study (1-3)
This course allows for the exploration of special topics or experiences of interest to individual students to enrich specific courses or expand on experiences requiring in-depth study. Students, in consultation with the faculty member assigned to the independent study, identify an area of study, establish objectives, and agree to a learning contract for credits earned. Students are expected to meet regularly with the faculty member for consultation and discussion. The faculty member has the responsibility for evaluating the student's achievement.
NUR 832 Doctor of Nursing Practice Project (6)
Prerequisite(s): NUR 824
This course focuses on the refinement, implementation, evaluation, and presentation of the scholarly DNP project designed to improve practice of patient outcomes. Students work collaboratively with committee members to conclude their course of study.
PAS 500 PA Profession: Evolving Issues in Medicine and Ethics (2)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 515/515A, BIO 520, BIO 525, PAS 505/505A, and PAS 510
This course introduces the student to the history of the PA profession and the role of the Physician Assistant in health care delivery. Additional topics include legal and health policy factors which affect clinical practice, professionalism issues, and ethical standards as well as professional and inter-professional relationships.
PAS 505 Medical Interview and Physical Examination with Lab (3)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 515/515A, BIO 520, BIO 525, PAS 500 and PAS 510
This is a foundational PA course which will provide students with the essential skills to perform a comprehensive medical interview and physical examination. The course introduces the students how to properly perform a physical exam, to document the patient encounter, reinforcing utilization of correct medical terminology. This will be done using an organ system approach. Upon completion of this course, the student will perform and accurately document a comprehensive history & physical assessment.
PAS 505A Medical Interview and Physical Examination (LAB) (0)
Concurrent requisite(s): PAS 505
This course is the lab component of PAS 505
PAS 510 Evidence Based Medicine and Population Health (2)
Prerequisite(s): Admission to the PA Program
Corequisite(s): BIO 515/515A, BIO 520, BIO 525, PAS 500 and PAS 505/505A
This course will serve as a foundational review of epidemiology and of evidence based medical research. Students will review trends in population medicine and analyze published medical studies before selecting patient education and prevention tools. By addressing additional topics, such as research bias, barriers to health literacy, statistical significance in a research study, students will begin to develop cultural competency in their approach to patient communications.
PAS 530 Pharmacology I (3)
Corequisite(s): PAS 535, PAS 540/540A, PAS 545/PAS 545A, and PAS 550
This is a foundational course which utilizes a clinical approach to pharmacology, emphasizing the fundamentals of drug absorption, distribution, metabolism and elimination. The course focuses on the relationship between drugs and receptors, adverse drug reactions, toxicity, indications and contraindications of drugs. Pharmaco-therapeutics with application to clinical patient scenarios is also incorporated in this course and aligned with the topics found in PAS 535 Principles of Medicine I.
PAS 535 Principles of Medicine I (4)
Corequisite(s): PAS 530, PAS 540/540A, PAS 545/545A and PAS 550
This course is an intensive study of the principles essential to the practice of primary care medicine. Utilizing a systems based approach, lectures will review the etiology, pathophysiology as well as introduce the clinical presentation, diagnostic evaluation and management of the outlined diseases in the following body systems: dermatology, EENT, hematology, immunology, endocrinology, cardiology and pulmonary, Through assigned readings, case based exercises and unit examinations, the PA student will develop a solid foundation of the clinical concepts essential for optimal patient care.
PAS 540 Patient Assessment I with LAB (3)
Corequisite(s): PAS 530, PAS 535, PAS 545/545A, and PAS 550
Concurrent requisite(s): PAS 540A
This course builds upon the student's previous physical assessment skills with the goal of developing competencies with specialty and focused physical exam assessment skills. Weekly specialty exams will be reviewed with complimentary written and presentation practice skills assigned. This will be done using an organ system approach. The learning experiences will focus development of a detailed and thorough problem focused history and physical examination over the spectrum of ages and clinical situations. This semester students will continue to develop the appropriate differential diagnosis and plan for further evaluation of an identified problem with accurate presentation of information in both written and oral forms. Standardized focused patient encounters will re-enforce clinical interviewing and physical exam skills to prepare each student for success in the clinical year.
PAS 540A Patient Assessment I (LAB) (0)
Concurrent requisite(s): PAS 540
This course is the lab component of PAS 540.
PAS 545 Clinical Skills in Medicine I with LAB (2)
Corequisite(s): PAS 530, PAS 535, PAS 540/540A, and PAS 550
Concurrent requisite(s): PAS 545A
This course introduces the Physician Assistant student to diagnostic testing, various clinical skills procedures and routine radiology tests utilized in clinical medicine. The content is sequenced to compliment topics in other MSJU PA course work. Students will gain insight about when to use, how to interpret as well as effectively utilize the clinical lab and radiology results. A practicum lab setting will allow students to perform various procedures as they correlate to routine care, and to identify or to treat a particular diagnosis.
PAS 545A Clinical Skills in Medicine I (LAB) (0)
Concurrent requisite(s): PAS 545
This course is the lab component of PAS 545
PAS 550 Clinical Approach to Behavioral Health (2)
Prerequisite(s): PAS 530, PAS 535, PAS 540/540A, PAS 545/545A
This course is an overview of behavioral health with an emphasis on a compassionate and comprehensive clinical approach. The goal is to equip students with a solid understanding of the presentation for behavioral health conditions as well as recognize the red flags for serious mental health diseases.
PAS 555 Pharmacology II (3)
Corequisite(s): PAS 560, PAS 565, PAS 570/570A, PAS 575/575A, and PAS 580
This course continues the PA student's study of clinical pharmacology. The course is aligned with the topics presented in Principles of Medicine II to emphasize and correlate the fundamentals of drug absorption, distribution, metabolism and elimination. The course focuses on the relationship between drugs and receptors, adverse drug reactions, toxicity, indications and contraindications of drugs. Pharmaco-therapeutics with application to clinical patient scenarios is also incorporated in this course.
PAS 560 Principles of Medicine II (6)
Corequisite(s): PAS 555, PAS 565, PAS 570/570A, PAS 575/575A and PAS 580
This course is an intensive study of the principles essential to the practice of primary care medicine. Utilizing a system based approach; lectures will review the etiology, pathophysiology as well as introduce the clinical presentation, diagnostic evaluation and management of the outlined diseases in the following body systems: gastrointestinal, hepato-renal disease, genitourinary, musculoskeletal, rheumatology, neurology, psychology, woman's health, ICU medicine and emergency medicine. Assigned readings, case based exercises and unit examinations will provide a solid foundation of the clinical concepts essential for optimal patient care.
PAS 565 Clinical Decision Making (2)
Corequisite(s): PAS 555, PAS 560, PAS 570/570A, PAS 575/575A and PAS 580
This pivotal course will provide the student with the essential tools to develop confidence in their clinical assessment ability. The goal is to apply and to integrate their medical knowledge into an appropriate differential diagnosis and subsequently determine the most likely diagnosis. Comprehensive care plans will be reviewed and revised to better equip each student with tools to address health literacy and other confounding issues.
PAS 570 Patient Assessment II with LAB (3)
Corequisite(s): PAS 555, PAS 560, PAS 565, PAS 575/575A, and PAS 580
Concurrent requisite(s): PAS 570A
This course builds upon the student's previous physical assessment skills with the goal of developing competencies with specialty and focused physical exam. Specialty exams will be reviewed with complimentary written and presentation practice skills assigned. Assessment for a sports physical, occupational medicine, and fall risk evaluation will be introduced. Assessment of patients in various stages of life will be reviewed such as an evaluation of an older adult, pregnant patients & pediatric population. Documentation skills within varied clinical settings will be reinforced. Health literacy, cultural competency, patient counseling will be interwoven in this final semester. Standardized focused patient encounters will re-enforce clinical interviewing and physical exam skills to prepare each student for success in the upcoming clinical year.
PAS 570A Patient Assessment II (LAB) (0)
Concurrent requisite(s): PAS 570
This course is the lab component of PAS 570
PAS 575 Clinical Skills in Medicine II with LAB (2)
Corequisite(s): PAS 555, PAS 560, PAS 565, PAS 570/570A, and PAS 580
Concurrent requisite(s): PAS 575A
This course continues the development of each Physician Assistant student's clinical skills and radiographic interpretation ability. The content is sequenced to compliment topics in other MSJU PA course work. Students will gain insight about when to use, how to interpret as well as effectively utilize the clinical labs and radiology result. The topic focus will be surgical, orthopedic, neurologic care and critical care concepts. A practicum lab setting will allow students to perform various procedures as they correlate to routine care or to the diagnosis and treatment of a particular diagnosis.
PAS 575A Clinical Skills in Medicine II (LAB) (0)
Concurrent requisite(s): PAS 575
This course is the lab component for PAS 575
PAS 580 Nutrition and Preventive Medicine Across the Life Span (2)
Corequisite(s): PAS 555, PAS 560, PAS 565, PAS 570/570A and PAS 575/575A
This course will highlight prevention and nutrition guidelines spanning from pre-natal recommendations to end of life care. By focusing on a patient's age, the student will develop and apply patient education and prevention strategies. This course will integrate previous PA course work with a goal to improve prevention, patient safety and healthy life-style compliance. Health literacy, ethical care and cultural awareness will highlight the need to revise clinical recommendations based upon the individual patient.
PAS 600 Family Medicine I (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Family Medicine patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the Family Medicine setting. The course will take place in the urgent care setting, outpatient clinic, inpatient hospital setting and/or nursing home. The rotation will provide opportunities for the student to be responsible for patients of all ages, from the initial visit through possible hospitalization and follow-up. The student will have the opportunity to obtain a medical history, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic studies, propose a treatment plan, perform common procedures, and provide patient education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Family Medicine.
PAS 605 Family Medicine II (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Family Medicine patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the Family Medicine setting. The course will take place in the urgent care setting, outpatient clinic, inpatient hospital setting and/or nursing home. The rotation will provide opportunities for the student to be responsible for patients of all ages, from the initial visit through possible hospitalization and follow-up. The student will have the opportunity to obtain a medical history, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic studies, propose a treatment plan, perform common procedures, and provide patient education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Family Medicine.
PAS 610 Internal Medicine (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Internal Medicine patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the Internal Medicine setting. The course will take place in the outpatient clinic, inpatient hospital setting, long term care facility and/or intensive care unit. The rotation will provide opportunities for the student to be responsible for adult and geriatric patients from the initial visit through possible hospitalization and follow up. The student will have the opportunity to obtain a medical history, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, propose a treatment plan, and provide patient education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Internal Medicine.
PAS 620 Emergency Medicine (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Emergency Medicine patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the Emergency Medicine setting. The course will take place in the urgent care or emergency department. The rotation will provide opportunities for the student to be responsible for patients of all ages, from the initial visit through possible hospitalization. The student will have the opportunity to obtain medical histories, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, perform common procedures, propose a treatment plan, and provide patient education on diagnosis and treatment of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Emergency Medicine.
PAS 630 General Surgery (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the General Surgery patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the General Surgery setting. The course may take place in the outpatient clinic, freestanding surgical center, operating room and/or inpatient hospital setting. The rotation will provide the opportunity for the student to be responsible for patients of all ages, from the initial visit through possible hospitalization and follow-up (including pre-operative, intra-operative and post-operative care). The student will have the opportunity to obtain medical histories, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, propose a treatment plan, perform common procedures, and provide patient education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to General Surgery.
PAS 640 Pediatrics (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Pediatric patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the Pediatric Medicine setting. The course will take place in the outpatient clinic and/or inpatient hospital setting. The rotation will provide opportunities for the student to be responsible for patients aged 0-18, from the initial visit through possible hospitalization and follow-up. The student will have the opportunity to obtain medical and family histories, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, propose a treatment plan, perform common procedures and provide patient/family education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Pediatric Medicine.
PAS 650 Behavioral Health (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the Behavioral Medicine patient. This course will ensure that students are exposed to common disorders encountered in the Behavioral Medicine setting. The rotation may take place in the outpatient clinic, group home, schools, prison and/or inpatient hospital setting. The rotation will provide opportunities for the student to be responsible for patients of various ages, from the initial visit through possible hospitalization and follow-up. Students will participate in activities of this rotation such as lectures, case management meetings, and group therapy sessions as directed by the preceptor. The student will have the opportunity to observe/perform intake exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, propose a treatment plan, and provide patient education on diagnosis, prevention, and health maintenance of disease processes.
PAS 660 Women's Health (5)
Under the guidance of a qualified preceptor, this course will ensure that students are exposed to common disorders and procedures that are encountered in the Women's Health setting. The course will take place in the outpatient clinic, inpatient hospital setting and/or operating room. The rotation will provide opportunities for the student to be responsible for adult and geriatric patients, from the initial visit through possible hospitalization and follow-up. This rotation will focus on general gynecologic health as well as routine pre-natal care. The student will have opportunity to obtain histories, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic tests, propose a treatment plan, perform common procedures, and provide patient education on diagnosis, prevention and health maintenance of disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to Women's Health.
PAS 670 Orthopedics (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for the orthopedic patient. This course will ensure that students are exposed to common disorders and procedures that are encountered in the orthopedic setting. The course will take place in the outpatient clinic, urgent care setting, inpatient hospital setting and/or nursing home. The rotation will provide opportunities for the student to be responsible for patients of all ages, from the initial visit through possible hospitalization and follow-up. The student will have the opportunity to obtain a medical history, perform physical exams, develop a differential diagnosis, order/interpret appropriate diagnostic studies, propose a treatment plan, perform common procedures, and provide patient education on diagnosis, prevention and health maintenance of orthopedic injuries and disease processes. This rotation will provide exposure to common clinical skills and procedures that are specific to orthopedics.
PAS 700 Elective Clinical Experience I (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for patients in a clinical setting tailored to the student's particular interest. Approved supervised clinical experiences may be completed in any medical or surgical specialty. The student has discretion in selecting his/her elective and may design their own elective experience or choose from multiple disciplines after consulting with their faculty advisor and Clinical Director. All elective rotations must subsequently be approved by the Clinical or Program Director. This course will ensure that students are exposed to common disorders and procedures that are encountered in that particular discipline. The experience may take place in the outpatient clinic, inpatient hospital setting, and/or other approved settings. The rotation will provide opportunities for the student to learn about a specific disease process in great detail and to complete a written paper describing that disease, its diagnosis, treatment and prognosis utilizing evidence based medicine.
PAS 705 Elective Clinical Experience II (5)
Under the guidance of a qualified preceptor, this course will allow the student to provide care for patients in a clinical setting tailored to the student's particular interest. Approved supervised clinical experiences may be completed in any medical or surgical specialty. The student has discretion in selecting his/her elective and may design their own elective experience or choose from multiple disciplines after consulting with their faculty advisor and Clinical Director. All elective rotations must subsequently be approved by the Clinical or Program Director. This course will ensure that students are exposed to common disorders and procedures that are encountered in that particular discipline. The experience may take place in the outpatient clinic, inpatient hospital setting, and/or other approved settings. The rotation will provide opportunities for the student to learn about a specific disease process in great detail and to complete a written paper describing that disease, its diagnosis, treatment and prognosis utilizing evidence based medicine.
PAS 708 Elective Clinical Experience- Special Populations (5)
Prerequisite(s): All first year didactic courses
Under the guidance of a qualified preceptor, this course will allow the student to provide care for patients in a clinical setting that serves special populations, e.g., geriatrics, neonatology, LBGTQ+, medically underserved, rural health, correctional medicine, palliative care or other special populations, which fit a student's particular interest. Students have discretion in selecting their special population elective and may choose from multiple disciplines after consulting with their faculty advisor and the Clinical Director. This course will provide students exposure to common disorders and procedures encountered in that particular population. The experience may take place in the outpatient clinic, inpatient hospital setting, and/or other approved settings. The rotation will provide opportunities for the student to identify clinical challenges associated with care of patients in certain populations, enhance cultural competence and develop strategies for improving health care disparities.
PAS 710 Summative Evaluation (4)
This course represents the final phase of the PA program and is offered annually following the completion of the program required clinical practice experiences prior to graduation. The purpose of this course is to assure that each student meets the competencies of the Physician Assistant profession. The faculty will assess each individual's medical knowledge, interpersonal skills, patient care and professionalism to assure it is satisfactory for entry into the profession. The course consists of lectures, written examinations, clinical skill demonstrations, and evaluations utilizing standardized patients in clinical simulation settings.
PHI 660 Ethical Issues in Organizations (3)
This course will examine some of the moral issues facing both private and public organizations and those who occupy leadership roles within them. Case studies will focus on timely, contemporary ethical issues in business, society and government.
PSY 610 People in Organizations (3)
Crosslisted MGT 610. This course explores individual, group and organizational processes to increase understanding of self and others in organizations. Emphasizes awareness, self-development, and self-management in the context of organizational issues such as conflict resolution, negotiations, team performance, and leadership opportunities.
PSY 635 Social Influence (3)
In-depth examination of the principles of social influence, individual and organizational sources of power, and ethical application of influence strategies in organizational settings.
PT 601 Foundational Science (4)
This course is the first in a series of basic science courses for physical therapists that lay a foundation for the patient management courses. Students will review the etiology, pathogenesis, clinical manifestations and medical management for selected pathologies. Additional emphasis will be placed on the impact of pharmacology and medical imaging on physical therapy management.
PT 603 Surface Anatomy (1)
This course is exploration of the human musculoskeletal and peripheral nervous systems. Superficial and deep palpable anatomical features will be explored while students develop their palpation skills to locate bony landmarks muscles, tendons, joints, ligaments, peripheral nerves on the living human body.
PT 605 Clinical Exercise Physiology with LAB (3)
Concurrent requisite(s): PT 605A
Principles of exercise physiology are presented including exercise testing and prescription for cardiovascular, pulmonary, and musculoskeletal fitness including consultation for health and wellness amongst diverse populations most commonly seen by physical therapists. Normal and abnormal responses to exercise are examined. In addition, students will identify at risk populations and barriers to health, wellness, and exercise.
PT 605A Clinical Exercise Physiology (LAB) (0)
Concurrent requisite(s): PT 605
Course description as stated on PT 605
PT 608 Biomechanics/Kinesiology with LAB (4)
Concurrent requisite(s): PT 608A
This course is a study of the principles of musculoskeletal biomechanics and kinesiology including mechanical behavior and properties of bone, tendon, ligament, joint, cartilage, and skeletal muscle as applied to the human body. In this course, analysis of forces and identification of muscle functions involved in human movement, including normal posture and gait are modeled as a foundation for evaluation and therapeutic intervention. Students integrate foundational sciences with current scientific literature to substantiate biomechanical principles for clinical reasoning development.
PT 608A Biomechanics/Kinesiology (LAB) (0)
Concurrent requisite(s): PT 608
Course description as stated in PT 608
PT 610 Basic Patient Care Skills with LAB (3)
Concurrent requisite(s): PT 610A
This course introduces the students to the principles and application of basic patient care skills, including positioning/draping, bed mobility, transfers, gait training, infection control, body mechanics, OSHA safe patient handling, basic wheelchair measurement and mobility, and documentation. Emphasis is placed on developing critical thinking skills necessary to select and perform basic patient care skills on a varied patient population safely and effectively.
PT 610A Basic Patient Care Skills (LAB) (0)
Concurrent requisite(s): PT 610
Course description as stated in PT 610
PT 611 Therapeutic Modalities with LAB (3)
Concurrent requisite(s): PT 611A
Students will integrate information from foundational course work into new material on the principles, theories and evidence for effective use of thermal, electrical, light and mechanical agents as they apply to the clinical practice of physical therapy in conjunction with other therapeutic interventions. Skills in safe and effective application of clinical modalities will be developed during laboratory sessions that emphasize clinical decision making and patient education. . Students are introduced to leadership roles of a physical therapist through practice in delegation and supervision of the application of therapeutic modalities, complete and accurate documentation of services, and billing/coding.
PT 611A Therapeutic Modalities (LAB) (0)
Concurrent requisite(s): PT 611
Course description as stated in PT 611
PT 612 Basic Examination & Evaluation with LAB (3)
Concurrent requisite(s): PT 612A
This course introduces the student to the patient/client management concepts from The Guide to Physical Therapist Practice. Principles and application of systems review and basic examination techniques that are applicable to a variety of patient populations are learned. Emphasis is placed on differential diagnosis through clinical decision-making by integrating basic sciences of anatomy, physiology, kinesiology, and pathology with analysis and synthesis of subjective and objective patient data. The students learn upper and lower quarter screening examination techniques for musculoskeletal dysfunctions. Students develop examination skills on various patient populations in the classroom and clinic.
PT 612A Basic Examination & Evaluation (LAB) (0)
Concurrent requisite(s): PT 612
Course description as stated in PT 612
PT 615 Therapeutic Exercise with LAB (3)
Concurrent requisite(s): PT 615A
This course introduces theory and principles of therapeutic exercise and related techniques used in the management of patients/clients with movement dysfunction s and associated disabilities linked to impairments of muscle performance, joint ROM, muscle flexibility, and postural stability. Students learn evidence-based modes of therapeutic exercise, stretching, myofascial mobilization, aquatic therapy, resistance training, neuromuscular control training, and manual therapy techniques. Students learn safe application of therapeutic exercise by using biomechanical, kinesiological, and physiological concepts as they relate to stages of connective tissue healing following injury or surgery; and develop clinical reasoning skills in the prescription of therapeutic exercise on various patient populations treated in physical therapy.
PT 615A Therapeutic Exercise (LAB) (0)
Concurrent requisite(s): PT 615
Course description as stated in PT 615
PT 624 Neuroscience with LAB (3)
Concurrent requisite(s): PT 624A
This course reviews the functional anatomy and physiology of the human nervous system with lecture, problem-solving cases and laboratory experience. Gross anatomical structures and their function, including motor and sensory systems as well as higher cognitive regions, are discussed and correlated with clinical neurologic dysfunction. Emphasis is placed on those structures/functions of greatest importance to the successful practice of physical therapy.
PT 624A Neuroscience (LAB) (0)
Concurrent requisite(s): PT 624
Course description as stated in PT 624
PT 650 Professional Socialization I (2)
This course is the first of a two semester series. The professional socialization series (PT 650 and PT651) introduces students to the profession of physical therapy. The history of the profession is explored and the role, scope and utilization of the physical therapist in today's health care system are investigated. Foundational principles such as communication, professionalism, and theories of rehabilitation are introduced. The ethical foundations of the profession are examined and a framework for solving ethical dilemmas is presented. This course expands the student's self-awareness in order to develop a foundation for personal and professional growth.
PT 651 Professional Socialization II (2)
This course is a continuation of Professional Socialization I (PT 650). The professional socialization series (PT 650 and PT651) introduces students to the profession of physical therapy. This course introduces issues in power negotiation/ distribution, culture of disability, cultural competency, healthcare team models, and advocacy. This course expands the student's self-awareness, social awareness, and healthcare policy awareness in order to develop a foundation for effective interactions with diverse patient groups.
PT 652 Professional Issues in PT I (1)
This course precedes the first clinical experience. It provides for the introduction and discussion of policies, procedures, expectations, and issues relevant to clinical education. Emphasis is placed on professionalism, the role of the student in the clinic, documentation, feedback, supervision, delegation, and methods of evaluation. Students are introduced to the regulations of state practice acts, and are certified in the regulations of the Health Insurance Portability and Accountability Act (HIPAA), the Occupational Safety and Health Administration (OSHA), and Cardiopulmonary Resuscitation (CPR).
PT 661 Research in PT I (2)
This course is the first in a series of courses designed to foster the utilization of and production of research literature into the practice of physical therapy. The course explores the continuum of research, as well as the categorization of clinical research into levels of evidence. Students are introduced to evidence based physical therapy practice and the concepts of clinical research methodology and measurement. Concepts of reliability, validity, sampling, and research design are explored. Ability to critically appraise literature relevant to the practice of physical therapy is introduced in this course and fostered throughout the remainder of the professional curriculum.
PT 700 Introduction to Clinical Experience I (1)
Full-time (37+ hours per week) clinical assignment that provides the student with opportunities for supervised application of basic clinical skills including, but not limited to objective tests and measures, mobility and gait training, therapeutic exercise, modalities, documentation, and professional communication. Students will have supervised direct interaction and practice with patients, healthcare providers, and personnel in beginning the assimilation into the clinical environment.
PT 701 Introduction to Clinical Experience II (1)
Full-time (37+ hours per week) clinical assignment that provides the student with opportunities for supervised application of basic clinical skills including, but not limited to objective tests and measures, mobility and gait training, therapeutic exercise, modalities, documentation, and professional communication. Students will have supervised direct interaction and practice with patients, healthcare providers, and personnel in beginning the assimilation into the clinical environment but in a different setting from Introduction to Clinical Experience I.
PT 702 Foundational Science II (3)
This course is the second in a series of basic science courses for physical therapists that lay a foundation for the patient management courses. Students will review the etiology, pathogenesis, clinical manifestations and medical management for selected pathologies. Additional emphasis will be placed on the impact of pharmacology and medical imaging on physical therapy management.
PT 703 Foundational Science III (3)
This course is the third in a series of basic science courses for physical therapists that lay a foundation for the patient management courses. Students will review the etiology, pathogenesis, clinical manifestations and medical management for selected pathologies. Additional emphasis will be placed on the impact of pharmacology and medical imaging on physical therapy management.
PT 715 Patient Management: Acute Care & Cardiopulmonary with LAB (4)
Concurrent requisite(s): PT 715A
Examination, evaluation, treatment interventions, and discharge planning for patients treated in the acute care setting, including the intensive care unit. Emphasis is placed upon synthesis, analysis, and integration of subjective and objective patient data, including integration of data from ECG, laboratory values, and pulmonary function tests for evidence based clinical decision making. This course covers common patient diagnoses seen in acute care.
PT 715A Patient Management:Acute Care and Cardiopulmonary (LAB) (0)
Concurrent requisite(s): PT 715
Course description as stated in PT 715
PT 720 Patient Management: Applied Orthopedics I with LAB (5)
Concurrent requisite(s): PT 720A
A regional approach to examination, evaluation, treatment planning, therapeutic exercise, and manual therapy intervention techniques for common musculoskeletal conditions of the cervical spine, TMJ, thoracic spine and the upper extremities is studied. Emphasis is placed on clinical decision-making by integrating basic sciences of anatomy, physiology, kinesiology, and pathology with analysis and synthesis of current outcomes research on effectiveness of therapeutic exercise and manual therapy interventions. Students advance skills in screening, systems review, differential diagnosis, and patient/client management within the scope of physical therapy practice.
PT 720A Patient Management:Applied Orthopedics I (LAB) (0)
Concurrent requisite(s): PT 720
Course description as stated in PT 720
PT 721 Patient Management: Applied Orthopedics II with LAB (6)
Concurrent requisite(s): PT 721A
Examination, evaluation, treatment planning, therapeutic exercise, and manual therapy intervention techniques for common musculoskeletal conditions of the lumbar spine, sacroiliac joint, and the lower extremities are studied. Emphasis is placed on clinical decision-making by integrating basic sciences of anatomy, physiology, kinesiology, and pathology with analysis and synthesis of current outcomes research on effectiveness of therapeutic exercise and manual therapy interventions. Students advance skills in screening, systems review, differential diagnosis, and patient/client management within the scope of physical therapy practice.
PT 721A Patient Management:Applied Orthopedics II (LAB) (0)
Concurrent requisite(s): PT 721
Course description as stated in PT 721
PT 722 Patient Mgmt:Neurological Rehabilitation I with LAB (3)
Concurrent requisite(s): PT 722A
This course is the first of two courses that review the fundamentals of neuroscience as it relates to neurologic function/dysfunction, including motor control and motor learning, normal/abnormal control of movement, and clinical presentation of common neurologic dysfunctions. Emphasis is placed on evaluation and intervention techniques for patients with neurological dysfunction requiring physical therapy intervention.
PT 722A Patient Mgmt:Neurological Rehabilitation I (LAB) (0)
Concurrent requisite(s): PT 722
Course description as stated in PT 722
PT 725 Patient Mgmt:Neurological Rehabilitation II with LAB (3)
Concurrent requisite(s): PT 725A
This course is the second of two courses that reviews the fundamentals of neuroscience as it relates to neurologic function/dysfunction, including clinical presentation, medical management, and evaluation and intervention techniques. Emphasis is placed upon the analysis of subjective and objective patient data and current research to evaluate, diagnose, and develop a physical therapy plan of care as relates to neurological diagnoses.
PT 725A Patient Mgmt:Neurological Rehabilitation II (LAB) (0)
Concurrent requisite(s): PT 725A
Course description as stated in PT 725
PT 745 Patient Management:Special Topics with LAB (3)
Concurrent requisite(s): PT 745A
This course focuses on both knowledge and related skills needed for working with special populations. The topical areas include, but are not limited to women's and men's health, orthotics and prosthetics, work hardening, lymphedema, wounds and burns with an emphasis on a multidisciplinary approach to examination, evaluation, and intervention.
PT 745A Patient Management:Special Topics (LAB) (0)
Concurrent requisite(s): PT 745
Course description as stated in PT 745
PT 746 Patient Management:Lifespan I- Pediatric Conditions (3)
This course introduces students to the normal developmental changes that occur from birth to adolescence, and reviews the physical therapy management (examination, evaluation, diagnosis, prognosis, intervention and documentation) of the pediatric patient. Emphasis is placed upon the integration of current research, family centered care, and current motor control/motor learning applied to the pediatric population.
PT 747 Patient Management:Lifespan II- Geriatric Conditions with LAB (4)
Concurrent requisite(s): PT 747A
This course reviews the physical therapy management (examination, evaluation, diagnosis, prognosis, intervention and documentation) of older adults. Emphasis is placed upon the integration of subjective and objective patient data with current research and patient/client preferences for effective clinical decision making for an older adult population. Screening for medical disease and physical therapy management of the medically complex patient will also be addressed.
PT 747A Patient Management:Lifespan II - Geriatric Conditions (LAB) (0)
Concurrent requisite(s): PT 747
Course description as stated in PT 747
PT 753 Health Care Policy (3)
This interdisciplinary course explores health care systems in the United States from a historical, political, economic, social, and financial perspective. Delivery of health care, health care policies, financing of health care, and health care reform will be discussed with an emphasis on the leadership role the health care professional can take in affecting the health care system. Areas of exploration include: cost containment, managed care, social justice issues, quality assurance, legislative and regulatory controls, long-term care, and ethical/legal issues.
PT 754 Professional Issues in PT II (1)
This course serves as a review of clinical education policies, procedures, expectations, and issues prior to the first terminal clinical experience. This course is also designed as a seminar for the discussion and application of theories, principles, duties, codes of ethics, laws, and decision-making models impacting the various facets and ethical issues impacting physical therapy practice.
PT 762 Research in PT II (3)
This course is the second in a series of courses designed to foster the utilization of research literature into the practice of physical therapy. The course will expand upon the concepts of evidenced based physical therapy practice and clinical research methodology and measurement including specific design types, analysis, and reporting.
PT 770 Administration, Consultation & Management (3)
Concepts in administration and management as they apply to the delivery of physical therapy services in health care facilities and organizations are explored, including basic administrative concepts of communication, planning and decision making, budgeting, fiscal management (including billing and coding), and marketing applied to the implementation of clinical services.
PT 780 Introduction to Clinical Experience (2)
Full-time (37+ hours per week) clinical assignment that provides the student with opportunities for supervised application of basic clinical skills including, but not limited to objective tests and measures, mobility and gait training, therapeutic exercise, modalities, documentation, and professional communication. Students will have supervised direct interaction and practice with patients, healthcare providers, and personnel in beginning the assimilation into the clinical environment.
PT 855 Professional Issues In PT III (1)
This course prepares students for their ensuing practice as entry-level professionals. Topics include the clinical education requirements for the terminal clinical experience, consulting, political issues, and involvement in the American Physical Therapy Association (APTA), licensure, resume writing, interviewing skills, personal finance, and one's role as a clinical educator.
PT 857 Professional Issues in PT IV (1)
This course prepares students for their ensuing practice as entry-level professionals. Topics include the clinical education requirements for the terminal clinical experiences, and provide a means for exploring interprofessional health care collaboration within in clinical education and the physical therapy profession. The students will utilize exposure to and experience with interprofessional health care practice to enhance professional growth and interprofessional collaboration.
PT 863 Research in PT III (1)
This course is the third in a series of courses designed to foster the utilization of research literature into the practice of physical therapy. This course will expand upon the previous courses with emphasis placed on the synthesis of research for clinical decision making, including applying the principles of evidence based practice to a specific clinical question.
PT 875 Elective Seminars in PT (1-3)
Exploration of advanced and novel topics in Physical Therapy.
PT 876 Independent Studies in PT (1-3)
This course allows for the exploration of special topics or experiences of interest to individual students to enrich specific courses or expand on experiences requiring in-depth study. Students, under the supervision of the physical therapy faculty, identify an area of study, establish objectives, and agree to a learning contract for credits earned.
PT 881 Clinical Education Experience I (5)
Full-time (37+ hours per week) clinical assignment that provides the intern with opportunities for supervised examination, evaluation, program planning, discharge planning, and intervention for patients requiring physical therapy in an assigned practice setting. Students experience opportunities for interaction with health-care providers and personnel at all levels of management. Expectations for students' performance are incrementally higher than on the previous Introduction to Clinical Experiences in the areas of supervision/guidance, quality, complexity, consistency, and efficiency as defined by the APTA Clinical Performance Instrument.
PT 882 Clinical Education Experience II (5)
Full-time (37+ hours per week) clinical assignment that provides the intern with opportunities for supervised examination, evaluation, program planning, discharge planning, and intervention of patients requiring physical therapy in an assigned practice setting. Students experience opportunities for interaction with health-care providers and personnel at all levels of management. Expectations for students' performance are incrementally higher than on previous internships in the areas of supervision/guidance, quality, complexity, consistency, and efficiency as defined by the APTA Clinical Performance Instrument.
PT 883 Clinical Education Experience III (5)
Full-time (37+ hours per week) clinical assignment that provides the intern with opportunities for supervised examination, evaluation, program planning, discharge planning, and intervention for patients requiring physical therapy in an assigned practice setting. Students experience opportunities for interaction with health-care providers and personnel at all levels of management. Expectations for students' performance are incrementally higher than on previous internships in the areas of supervision/guidance, quality, complexity, consistency, and efficiency as defined by the APTA Clinical Performance Instrument.
PT 884 Clinical Education Experience IV (5)
Full-time (37+ hours per week) clinical assignment that provides the intern with opportunities for supervised examination, evaluation, program planning, discharge planning, and intervention for patients requiring physical therapy in an assigned practice setting. Students experience opportunities for interaction with health-care providers and personnel at all levels of management. Expectations for students' performance are incrementally higher than on previous internships in the areas of supervision/guidance, quality, complexity, consistency, and efficiency as defined by the APTA Clinical Performance Instrument.
RDG 504 Children's Literature (3)
This course will explore how to utilize new and outstanding texts in literature and informational text for children and adolescents in preschool through high school. The focus of the class will be on how to use robust texts to strengthen language development, enhance academic language, increase motivation to read, and to build knowledge. Topics include teaching complex texts; principles of selection and evaluation of texts; teaching academic language; and using non-fiction and fiction to purposefully build knowledge.
RDG 505 Psychology of Reading (3)
This course will examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Emphasis is placed on understanding how readers extract information from the printed page and how they comprehend text. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction.
RDG 511 Content Area Reading (3)
Prerequisite(s): Students seeking an initial license must be admitted to the Graduate Education Program
The purpose of this course is to provide methods and strategies for teaching reading skills to be used in the content reading subjects, particularly math, science and social studies. This reading course includes skills and strategies, which can be used to assist students' comprehension in these subjects. Teaching emphasis will be placed on comprehension, readability formulas, vocabulary development, and study strategies. Techniques and curricula for developing the interdisciplinary aspects of these subjects will be included. This course will also include adaptations of strategies to meet the needs.
RDG 515 Foundations of Effective Reading Instruction (3)
The Foundations of Literacy Effective Reading Instruction course provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to children through young adults. Topics include understanding reading research, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to reading across the grade bands.
RDG 530 Phonics/Linguistics (3)
To teach preprofessional teachers fundamental principles and concepts of the phonological structure of language. Preprofessional teachers will learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and phonological system of language to the reading process. Preprofessional teachers will also learn about the linguistic and cognitive bases of reading.
RDG 531 Comprehension Instruction (3)
Prerequisite(s): RDG 515
RDG 531 is a comprehensive introduction to the development of core aspects of reading: fluency, vocabulary and comprehension. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are introduced and practiced.
RDG 532 Advanced Phonics and Linguistics (3)
Prerequisite(s): RDG 530
This course is designed to build on the content in the Phonics and Linguistics course. It will include a brief review of the fundamental principles and concepts of the phonological structure of language. Instruction in English orthography, morphology and word etymology, prefixes and suffixes, Latin roots and Greek combining forms, syntax (grammar), and semantics will be examined. Students will learn why each of these skills is important to become competent in reading, spelling, and writing.
RDG 535 Assessment and Intervention of Reading (3)
Prerequisite(s): RDG 515 or RDG 530
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through middle school. Additionally, research based reading interventions will be explored and analyzed.
RDG 538 Diagnosis & Remediation of Reading Problems (3)
Prerequisite(s): RDG 505 or 530 or RDG 617
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through high school. This course is intended to serve as a specialized, advanced training in assessment, diagnosis and the remediation of reading problems.
RDG 540 Fluency and Comprehension Development in Reading (3)
Prerequisite(s): RDG 505
This course is designed to teach how to implement research-based instructional practices to build children's fluency and comprehension skills. Participants will learn the key research findings for teaching fluency, vocabulary, and comprehension; understand how to evaluate and improve current instructional practices; and learn specific research based instructional strategies and interventions to develop fluency, vocabulary, and comprehension skills.
RDG 542 The Integration of Reading Comprehension and Writing Instruction (3)
This course will explore how students learn to read and write and why some students fail to do these essential tasks effectively. Research-based instructional strategies will be illustrated, discussed, and practiced
RDG 591 Practicum in Evidence-Based Reading Instruction I (3)
Prerequisite(s): RDG 505, RDG 530, RDG 538
This course requires the student to implement a research based intervention program to an individual student and/or small groups of students who are struggling with reading skills. Emphasis is placed on the instructional strategies appropriate for use in effective intervention design and implementation. This practicum course includes three components: 1) learning the Orton-Gillingham method of reading intervention, 2) teaching hours and 3) supervision.
RDG 591B Practicum in Evidence-Based Reading Instruction Continued Orton Gillingham Implementation (3)
Prerequisite(s): RDG 505, RDG 530, RDG 538, RDG 591
This practicum course will require continued instruction of the individual child from the RDG 591 practicum, using the Orton-Gillingham instructional method. Key learning outcomes for this course include: continued planning and implementation of Orton-Gillingham instructional lessons, monitoring student growth, and working collaboratively with a supervisor to refine and improve instructional skills and completion of activities that will contribute to the successful passage of the KPEERI exam are also required.
RDG 592 Practicum in Evidence-Based Reading Instruction II (3)
Prerequisite(s): RDG 540
This practicum course is a sequel to RDG 540. In this course students will deepen our understanding and knowledge base of reading research in the areas of fluency, vocabulary and comprehension skill development. Students will engage in readings and practicum work aimed at designing classroom instruction and interventions to increase struggling reader's skills in these areas. Instructional techniques will be implemented and discussed in class.
RDG 593 Dyslexia Certificate Advanced Reading Practicum (0)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532, RDG 592
The purpose of this field experience is to support students implementing Orton Gillingham into their classroom settings. Students will work with K-12 students within a classroom setting in their current school positions. This practicum is a requirement for the Dyslexia Certificate.
RDG 594 Advanced Evidence Based Practicum for Dyslexia Certificate (3)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532
The purpose of this field experience is to support students' implementation of systematic, explicit instruction that emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse. This practicum is a requirement for the Dyslexia Certificate.
RDG 740 Cognitive and Neuro Psych's Contributions to Understanding Reading and Learning (3)
Prerequisite(s): Admittance into the Doctoral Program
This course reviews seminal research in the science of reading and deeply explores research contributions from cognitive psychology and neurological psychology. Topics include understanding skilled reading, reading development, brain bases of reading (parts of the brain involved in reading, how the brain processes reading, four part processor model, etc.), anatomical and functional neuroimaging techniques, the causes of developmental reading impairments and how such impairments can be treated, and how technology effects reading. The research will be discussed in light of its applications for teaching and instruction.
RDG 745 Linguistics (3)
Prerequisite(s): RDG 740, RDG 750
The purpose of this course is to increase awareness and understanding of the complex organization and systematic nature of language. The focus is on the major core subfields of linguistics: orthography, phonetics, phonology, morphology, syntax, semantics, discourse and pragmatics. This course intends to clarify these forms and functions of language in order to apply this disciplinary knowledge base to instruction.
RDG 750 Language Development: Research and Practice (3)
This course examines the research on language acquisition. It starts with an overview of first language acquisition, with an in-depth examination of the components of language development and their relationship to reading and writing. It then covers second language acquisition, and effective instruction and assessment of English Language Learners.
RDG 755 Learning Disabilities (3)
Prerequisite(s): RDG 740, RDG 750
This course reviews the research on learning disabilities and its implications for practice, systems' change, and policy. Key topics include: history of learning disabilities, understanding laws and key policies, symptoms and characteristics of dyslexia and related learning disabilities, implications for screening, diagnosis, and intervention design.
RDG 760 Multi-Tiered Systems of Support (3)
Prerequisite(s): RDG 740, RDG 750
This course covers advanced topics in educational assessment and intervention design within a Multi-Tiered Systems of Support (MTSS) model. Coursework includes the study of criterion referenced and norm referenced assessments at both the systems and individual child level. Students evaluate assessments based on the technical adequacy of individual assessment's designed purpose, analyze assessment results, and understand implications for systems change and individual child educational planning.
RDG 762 Testing, Evaluation, and Intervention Design- Reading Clinic (3)
Prerequisite(s): RDG 740, RDG 750, RDG 745, RDG 755, RDG 760
This course involves the study of criterion referenced and norm referenced assessments at the individual child level. Coursework includes the administration and interpretation of clinical reading assessments to individuals with suspected reading concerns. Students work with a supervisor to choose, administer, and interpret assessments and then write an assessment report and create intervention plans. Plans are shared with the individual's caregivers and educational team. The reading clinic occurs during the doctoral program's summer institute.
RDG 765 Teaching and Evaluating PreK-12 Writing (3)
Prerequisite(s): RDG 740
This course examines seminal research regarding the teaching and evaluation of Pre-Kindergarten through 12th grade writing. Evidence based instructional practices are explored along with interventions that will enhance writing outcomes for a variety of students within diverse contexts.
RDG 770 Special Topics-Foundations of the Science of Reading Seminar (3)
Prerequisite(s): Admittance into the Reading Science Doctoral Program
The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a) online preparation work related to the special topic to prepare for the summer institute; b) participation in seminar class meetings connected to the special topic; c) attendance at on-campus lectures of Reading Science experts; d) participation in presentations by Reading Science faculty and doctoral students; e) participation in collaborative discussion opportunities with peers; and f) participation in the institute's book study (a new Reading Science book is chosen each summer). In this seminar students are oriented to the doctoral program, discuss program expectations, examine seminal research in the field and develop a model of practice guided by the science of reading.
RDG 771 Special Topics-Advancing the Science of Reading in Educational Practice Seminar (3)
Prerequisite(s): RDG 740, EDU 700, EDU 710, RDG 745
Special topics courses (a, b, and c) are offered each summer. The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute's book study (a new Reading Science book is chosen each summer). This seminar further develops students' leadership and presentation skills. The seminar also prepares students to choose their dissertation topics.
RDG 772 Special Topics-Preparing for Teaching and Supervision in Higher Education Seminar (3)
Prerequisite(s): RDG 760, EDU 702, EDU 703, RDG 765, RDG 775, RDG 755
The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute's book study (a new Reading Science book is chosen each summer). This seminar deepens students' teaching and supervision skills for work within higher education institutions.
RDG 775 Clinical Practice I: Supervision and Teaching (3)
Prerequisite(s): RDG 740, RDG 750, RDG 745, RDG 755, RDG 765
The practicum experience provides the opportunity to apply and integrate knowledge acquired through the core program. Students will perform activities related to the expectations of individuals with terminal degrees and extensive understanding of literacy and learning. These activities include supervision of explicit, sequential instruction, preparation and presentation of a literacy topic and the teaching of a master's level class.
RPS 514 Spirituality of Leadership (3)
This course explores the relationship between one's personal spirituality and effective leadership. Further, it considers leadership in the workplace as a personal calling. The course will explore one's innate desire for integrity of life, and will examine the common good as both the purpose of business, and as necessary for human development. The good habits of acting, known as virtues, will be considered. The application of virtue to practical situations in the workplace, and in the world at large, will allow the principles of Christian social teaching to be integrated with management theory.
SED 515 Human Exceptionalities Across the Lifespan (3)
This course is a survey of human exceptionalities, exploring historical and legal aspects in the field of special education, the nature and needs of individuals with special needs, and the roles of schools, parents and society in supporting individuals with special needs. An overview of the federal and state laws governing the education of students with disabilities is presented. Lifelong issues in living with a disability are explored.
SED 521 Assessment & Communication Develop for Special Education (3)
Prerequisite(s): SED 515 and EDU 501 or Equivalent
This course explores research on language acquisition. Emphasis is on application to classroom practice with an overview of the needs of children with communication disorders and the study of educational assessment and diagnosis of P-12 students for special education services. The course includes the study and use of assessment instruments to identify related learning problems. It emphasizes the ability to evaluate reading, spelling, written language, and spoken language problems as well as social exceptionalities. This includes development of knowledge and skills for progress monitoring, curriculum aligned assessment and strategies for remediation and enrichment.
SED 522 Formal & Informal Assessment for Special Education (3)
Prerequisite(s): SED 515, EDU 501and Graduate Admission
This course examines the evaluation process from referral to placement in special education and the challenge for assessing students who come from culturally and/or linguistically diverse backgrounds. Emphases on formative and summative assessment measures are included.
SED 524 School, Home Support and Intervention Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 515, SED 534
This introductory course covers the educational and emotional needs of young children with disabilities and the techniques for implement a "whole child" and inclusive educational approach. The course promotes an understanding of stressors, transitions, and issues that families of children with disabilities may encounter during their child's early intervention. Approaches such as transdisciplinary teaming, family-centered intervention and cross cultural competencies will be covered. Multicultural research findings on roles of families in education and uses of language and literacy in the community will be examined. Federal and state regulations pertaining to early response will be included. A cross cultural perspective on how families view disabilities and interventions will be included. 10 Field Hours Required.
SED 531 Curriculum & Methods for Multicultural Special Ed Moderate & Intense (3)
Prerequisite(s): SED 515, SED 532, EDU 501 and Graduate Admission
This course provides a study of curriculum programming, instructional environments and strategies, and assessment techniques for use with multicultural students with moderate to intense needs. The areas of social skills, behavior, functional academics, technology, communication, and transition are covered. Curriculum adaptations and support in the general education curriculum are addressed. Best practices in community-based instruction, authentic assessment, and ecological evaluations are emphasized. Students must participate in a practicum along with this course. Failure to complete the practicum will result in failure of the course.
SED 532 Nature & Needs of Special Education (M/I) (3)
Prerequisite(s): SED 515, EDU 501, and Graduate Admission
This course surveys the areas of moderate to intense disabilities. The course will present an overview of causes, characteristics, and theories of individuals who are served in moderate to intense programs. Emphasis is placed on the educational implications of medical and health issues of multicultural learners. The course also addresses the topic of quality of life issues for multicultural learners with moderate to intense disabilities.
SED 534 Methods/Materials for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
Theories of early childhood development as they relate to all aspects of the classroom will be examined. Focus on creating developmentally appropriate learning environments that are culturally responsive to the needs of young children ages 3-5 with special needs; utilizing an integrated, hands-on approach to curriculum; and developing classroom management strategies that foster development of preschool to kindergarten behavior. The early intervention specialist's role as facilitator in the learning process is stressed, with emphasis on understanding physical, cognitive, social, emotional and cultural needs as they relate to the learning process. Special emphasis on understanding risk and resiliency factors; how to create protective environments that foster healthy development; partnerships with other professionals and families on early intervention will be examined. Case studies and on-site observations of learning facilities and planning of educational experiences appropriate for early intervention are included. 10 Field Hours Required.
SED 611 Curriculum & Methods for Special Education (3)
Prerequisite(s): SED 515, EDU 501
This course examines curriculum options and evidence practices available for teaching students who comes from a culturally and/or linguistically diverse background and are in need of specialized instruction.
SED 630 Teaching in an Inclusive Setting (3)
This course focuses on the skills teachers need to fully integrate students with special needs into general education settings. Models of teacher consultation and collaboration for instructional purposes and methods to modify teaching techniques, course content, materials, and grading procedures to accommodate students with special needs in inclusive classrooms are covered.
SED 632 Special Education Practicum in Early Childhood Environments (1)
This introductory field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in early childhood grades K-3 environments.
SED 633 Special Education Practicum in Middle School Environments (1)
This field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in middle environments.
SED 634 Special Education Practicum in Secondary Environments (1)
This advanced field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in secondary environments.
SED 642 SED Apprenticeship I (1)
Prerequisite(s): SED 515, RDG 515, EDU 501
The first apprenticeship provides an in-depth field experience in a special education setting throughout the first academic quarter. Students collaborate with a mentor teacher 28-30 hours per week in a partner school. The apprenticeship entails supervised teaching in a special education setting to facilitate the teacher candidate's ability to instruct students in the skills related to all subject areas of the curriculum, including literacy, mathematics, science, and social studies. Issues especially related to fluency, reading comprehension, and behavioral issues are embedded with apprenticeship assignments.
SED 643 SED Second Apprenticeship II (1)
Prerequisite(s): SED 515, RDG 515, EDU 501, SED 642, and SED 521
The second apprenticeship provides an in-depth field experience in a special education setting throughout the second academic quarter. Students collaborate with a mentor teacher 28-30 hours per week in a partner school. The apprenticeship entails supervised teaching in a special education setting to facilitate the teacher candidate's ability to instruct students in the skills related to all subject areas of the curriculum, including literacy, mathematics, science, and social studies. Issues especially related to fluency, reading comprehension, and behavioral issues are embedded with apprenticeship assignments.
SED 662 Pre-Kindergarten Special Needs Practicum (1)
Prerequisite(s): SED 521, SED 534, SED 665
Guided observation and practice teaching, plus meeting with college mentor; graduate students learn to apply developmentally appropriate strategies that are culturally responsive to early intervention special education environments. Students will complete a 55 hour practicum for a full semester
SED 665 Medical Issues & Learning Process for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
This course examines the medical aspects of specific health conditions associated with learners with special needs for ages 3 - 5. The integration of health care plans into classroom instruction is covered. Medical emergencies, physical management and training techniques for teaching personal care are covered. Issues in participating on transdisciplinary teams and the roles of community medical personnel are included. Intervention strategies for managing medical and educational needs for children with severe behavior problems will be covered. 10 Field Hours required.
SED 680 Foundations and Research of Gifted Education (3)
This course is a study of leadership and systems change. Students will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders. Emphasis will be placed on understanding how to lead systems change to create inclusive educational environments for all students.
This course focuses on establishing a basic foundation for teachers who work with students who are gifted: academically and intellectually. Foundations and Research is designed in accordance with the National Association of Gifted Children standards and the Ohio Gifted Intervention Specialist Endorsement standards and will establish theory, philosophy, legislation, theory and trends in Gifted Education. Ultimately, students will critically assess such philosophies, practices, and theory and apply and evaluate their effectiveness and impact in today's classroom.
SED 681 Underrepresented Populations of Gifted Students (3)
This course focuses on high-ability students from underserved populations including those who are limited English proficient, disabled, or from minority or low-income backgrounds. We will explore the issues of race, class, gender, and disability status as they interact with the construct of giftedness. Finally we will examine the obstacles to identifying students from diverse backgrounds, learning characteristics and behaviors of underrepresented gifted populations, and equitable and unbiased assessments
SED 682 Curriculum and Instruction of Gifted Students (3)
Prerequisite(s): SED 680
This course focuses on current theory and principles of differentiation and specific strategies that adapt instruction in order to meet the characteristics of gifted learners. Specific differentiation strategies that relate to student differences with high levels of ability are applied in the classroom setting.
SED 683 Creativity and Critical Thinking in Gifted Education (3)
Prerequisite(s): SED 682
This course focuses on theories, research, practical strategies and resources on creativity and critical thinking, with an emphasis on specific teaching exercises and lesson plans, and sources for additional materials for developing creativity and critical thinking with gifted learners.
SED 684 Leadership and Coordination of Gifted Education Programs (3)
Prerequisite(s): SED 682
This course is designed to develop an understanding of program policy, administration and evaluation related to gifted education. State policy and regulations regarding identification, programming, education plans, and funding will be addressed. Advocacy and communication, professional development and in-service design will be examined to further the development of a school program.
SLP 501 Clinical Neuroanatomy & Neurophysiology (3)
This course focuses on mastering the anatomy and physiology of the human nervous system related to speech, language, and hearing mechanisms across the lifespan. Students will learn about common pathologies resulting from damage to the nervous system as well as typical age-related changes. Students will become familiar with methodologies used to investigate the nervous system related to communication disorders (e.g. MRI, fMRI, NIRS).
SLP 503 Early Language Disorders (3)
This course examines the basic theories, methods, and procedures used in the assessment and intervention of children from infancy to early childhood. Typical and atypical language development is reviewed. Common formal and informal assessment procedures for this age group are examined, as well as interpretation of these results. Evidence-based intervention strategies are discussed with a consideration for both clinician-driven and interdisciplinary approaches. Additionally, considerations for multicultural and multilingual issues that may influence diagnostic and treatment strategies are discussed.
SLP 504 Graduate Seminar (1)
The goal of this course is to introduce students to graduate school and provide advanced information regarding the practice of speech-language pathology. The soft skills necessary for academic and clinical success will be discussed. Regulatory processes for graduate school (e.g. documenting hours appropriately, privacy information, eligibility for CCC, licensing requirements and procedures, the Praxis examination, etc.) will be highlighted. Contemporary issues in speech-language pathology, including ethical practice and substance abuse issues will be addressed.
SLP 510 Research Methods and Application (3)
Students learn various research designs to guide evidence-based clinical practice. Students will develop clinical research questions, locate and interpret relevant scientific literature, and apply external research to their clinical questions. An emphasis is placed on critical thinking, synthesis of information, and clear written and oral expression. Students are also introduced to changing clinical practice through quality improvement and implementation science.
SLP 520 Clinical Speech Science (2)
In this course, students will complete an in-depth study of the acoustical properties of speech production and perception related to normal and disordered populations. The goal is to develop the skills and integration of widely available resources to facilitate best clinical practice for patients with speech and language disorders. Broad and narrow phonetic transcription using the International Phonetic Alphabet will also be reviewed.
SLP 531 Simulation & Integration I (3)
This course integrates theory taught in the classroom and hands-on clinical practice through various modes of simulation and debriefing practices. Specifically, in this course students will focus on skills related to basic clinical processes, hearing screening, and differentiating typical and atypical developmental skills.
SLP 532 Simulation & Integration II (2)
Prerequisite(s): SLP 531
This course integrates theory taught in the classroom and hands-on clinical practice through various modes of simulation and debriefing practices. Specifically, in this course students will focus on language disorders (developmental and acquired), literacy, and dysphagia.
SLP 533 Simulation & Integration III (2)
This course integrates theory taught in the classroom and hands-on clinical practice through various modes of simulation and debriefing practices. Specifically in this course, students will focus on skills related to the assessment and treatment of complex cases across the lifespan including fluency, voice and resonance disorders, and acquired speech and language disorders, as well as the counseling skills to support patients and families with these disorders.
SLP 541 School Age Language & Literacy Disorders (3)
Prerequisite(s): SLP 503
Students who complete this course will be able to integrate assessment and intervention principles for school-aged language and literacy disorders. Formal and informal assessment, including authentic and dynamic assessment tools and intervention procedures will be introduced. The role of executive functioning in assessment and treatment will also be discussed.
SLP 542 Speech Sound Disorders (3)
This course is designed to provide the foundation for the identification of and treatment of speech sound disorders in children including articulation disorders, phonological disorders, and childhood apraxia of speech. Typical speech sound development will be reviewed and students will learn to complete formal and informal assessments of speech sound production. Students will integrate evidence-based treatment approaches to plan and implement interventions for speech sound disorders. Individual, familial, cultural, and environmental considerations for assessment and treatment will be integrated.
SLP 543 Policy, Funding, and Advocacy in Speech-Language Pathology (2)
Speech-language pathologists (SLPs) must address a variety of regulatory provisions related to procedures, polices, and funding across settings, including the public schools. This class will address funding mechanisms (public and private) and their relationships to state and federal requirements for SLP services across settings. Additionally, students will learn how to advocate for patients and families across settings.
SLP 544 Fluency & Counseling (2)
This course is designed to provide graduate students with an overview of stuttering theories, assessment, and treatment. Students will learn to assess and treat stuttering across the lifespan including organic and neurological etiologies. Treatment strategies, including counseling foundations and fluency-specific counseling strategies, will be discussed.
SLP 545 Management of Hearing Loss for SLPs (2)
This course introduces speech-language pathologists (SLPs) to the theories and procedures used to provide aural/audiologic rehabilitation to children and adults with hearing loss. Specifically, the implications of hearing loss in children and adults related to assessment and treatment procedures for speech-language pathologists (SLPs) will be discussed. For pediatric patients, topics related to newborn hearing screening, intervention models, and working with families will be examined. Adult aural rehabilitation services and strategies for meeting the communication needs of adults who are experiencing hearing loss will be reviewed.
SLP 601 Dysphagia (4)
Prerequisite(s): SLP 501
This course will provide students with an in-depth understanding of normal and abnormal swallowing across the lifespan. Relevant anatomy and physiology will be reviewed as well as common etiologies, co-occurring medical considerations, evaluation (clinical and instrumental), and treatment techniques for a wide range of swallowing disorders.
SLP 602 Adult Language Disorders (4)
Prerequisite(s): SLP 501
The course provides a theoretical and practical presentation of adult language disorders. Specific areas of focus include aphasia and acquired cognitive-communication disorders (e.g. dementia, traumatic brain injury, other degenerative neurogenic conditions.) Relevant anatomical structures and physiological processes will be reviewed. Etiological considerations, principals of assessment and evidence-based practices in treating adult language disorders will be discussed.
SLP 603 Voice and Resonance (2)
This course is designed to prepare students for clinical work with patients who have voice and resonance disorders across the lifespan and spectrum of care. While voice and resonance are often thought of as specialty areas, the goal of this course is to provide students with the foundational skills necessary to begin clinical practice. Students will gain an understanding of the relevant etiologies, assessment procedures, and principles of intervention.
SLP 604 Motor Speech Disorders (2)
This course is designed to prepare students for clinical work with patients who have motor speech disorders (MSDs) across the lifespan and continuum of care. Emphasis is placed on acquired movement-based disorders of speech production that impact one or more of the subsystems of speech, including the dysarthrias and apraxia of speech. Students will apply principles and strategies for differential diagnosis and clinical management of motor speech disorders, as well as strategies for identifying and managing the psychosocial challenges of managing a MSD.
SLP 621 Augmentative and Alternative Communication (3)
This course provides an overview of the augmentative communication systems utilized by individual with communication disorders. Low-tech and high-tech systems are discussed in the context of assessment (e.g. access, vocabulary selection) and training (patient, caregiver, team). Interdisciplinary issues in assessment and intervention are also discussed, as is funding and advocacy for AAC
SLP 622 Complex Conditions Across the Lifespan (3)
The purpose of this course is to provide students with a framework for the assessment and treatment of patients with ‘high-intensity’ needs across the lifespan such as autism spectrum disorders, cerebral palsy, developmental disabilities, and traumatic brain injury. This course will be taught in an advanced seminar format to demonstrate how interdisciplinary collaboration is necessary to provide optimal services. There will be a special emphasis on the role of the SLP in screening, assessment, and intervention.
SLP 650 Clinical Practicum I (1)
In this first clinical practicum course, students will apply basic principles of clinical practice including an introduction to screening/diagnostics, treatment planning and implementation, data collection, clinical documentation, and the integration of feedback. Students will participate in practicum experiences with supervision from MSJ SLP faculty. Students will earn clock hours with patients with a variety of communication disorders at variable points across the lifespan.
SLP 651 Clinical Practicum II (1)
Prerequisite(s): SLP 650
In the second clinical practicum course, students will demonstrate more independence with clinical skills and begin to independently complete clinical screenings and diagnostic experiences. Students will participate in practicum experiences with supervision from MSJ SLP faculty. Students will earn clock hours with a patients with a variety of communication disorders at variable points across the lifespan.
SLP 652 Clinical Practicum III (1)
In the third clinical practicum course, students will become more independent with clinical skills and begin to independently complete clinical screenings and diagnostic experiences. Students may participate in practicum experiences with supervision from Mount St Joseph SLP faculty or at an offsite clinical location.
SLP 653 Clinical Practicum Med/Clinic (5)
Prerequisite(s): SLP 652
Students will complete an off-campus externship/rotation in a clinical setting (e.g. hospital, private practice, skilled nursing facility). In addition to gaining diagnostics and treatment experience in areas related to communication disorders, students will gain hands-on experience with documentation, third-party billing, and inter-professional practices.
SLP 654 School Practicum (6)
Students will complete a full time (5 days/week) externship/rotation in a school-based setting. In additional to gaining diagnostics and treatment experience in areas related to communication disorders, students will gain hands-on experience with policies, procedures, and regulations related to state and federal related service delivery.
SLP 741 Instrumental Assessments (3)
This course provides students advanced training in administering and interpreting instrumental assessments in speech-language pathology. Through a combination of simulation and face-to-face interactions, students will gain experience with nasopharyngoscopy and modified barium swallow studies. Students will also gain experience interpreting physiological measures related to communication and swallowing disorders.
SLP 742 Early Intervention (3)
This course provides students with the information necessary to practice in early intervention settings. Specifically, students will learn assessment and management of a variety of disorders in the birth to three population, learn counseling techniques for working with families, and learn about the various methods of service delivery in early intervention.
SLP 780 Capstone (3)
This course is the culmination of the academic and clinical coursework. Students will complete an evidence-based review to answer a clinical question. Student will frame their recommendations within the context of clinical setting, payment systems, ethical considerations, and inter-professional teaming.
SOC 680 Culture & Technology (3)
This course addresses how technology drives much of social and cultural change, and these technological innovations and changes often happen first in the world of work. New technology brings new winners and new losers in most social systems. New technology almost always comes with grand promises of its potential but lack of planning for its failures, negative side effects and the losers it often leaves. A better understanding of these technology-caused social forces can help leaders and managers prepare for the impact of technology on their organization, their workers and their communities.