Health Sciences (HSC)

Survey of topics in health and wellness of concern and interest for university students. Offers guidelines for self-directed responsible living. Emphasis placed on practical application of health concepts to university students personal, community, vocational, and leadership roles.

Principles of human nutrition and the relatedness of nutrition, health, disease and wellness are examined. Emphasis is placed on dietary guidelines and dietary reference intakes; psychosocial influences and perceptions related to diverse populations; nutritional risk factors and related diseases. Nutrition education and promotion methods are also addressed.

Human sexuality with major emphasis on health: human reproductive anatomy and sexual response cycle; perceptions, attitudes and communications regarding sexuality; high risk sexual behaviors that impact health among diverse groups.

This course is designed to provide students with a basic understanding of the concepts of human genetics and genomics, in preparation for later application in the context of human development and congenital and acquired disease.

Introduction to healthy places, the impact of community health design on health, diagnosing and healing our built environments and strategies for healthy places.

Introduction to the history, methods, and principles of population health. Includes US healthcare systems, health disparities, assessment strategies, public health interventions, and disaster management.

Health education as a process and profession for promoting healthy individuals, groups, and communities. Seven areas of responsibility of health education are outlined; task analysis and basic curriculum elements are also covered.

Styles of learning and teaching strategies and their application to individualized, small, and large group instruction, structured classroom teaching, presentations, and practitioner training. Evaluation and analysis of each learning method and teaching strategy are utilized by students to determine effective selection for implementation in training and educating clients.

A study of the language of medicine including Greek and Latin roots, suffixes and prefixes, word construction, and word application.

This course will provide exposure to global health inequalities, the significance of socioeconomic contexts, health concerns of special populations, the globalization of emerging infectious diseases, and global health priorities.

Introduction to self-awareness, interpersonal communication, and group dynamics for effective communication with clients, families, and healthcare professionals; personal reflection, interviews, experiential labs, and fieldwork experiences are utilized.

Holistic approach to various health perspectives, assessment principles and methods.

Examination of multiple impacts of substance abuse on individuals across the lifespan, the family, and the community; trends in treatments of substance use disorder; associated problems of mental illness and homelessness are also considered.

Utilizing community partnerships, students develop skills for conducting needs assessment, planning health and wellness programs, and selecting outcome measures to determine their effectiveness.

Task analysis techniques as they apply to the classroom and practice settings, and a broad overview of theoretical approaches to curriculum and program development.

Epidemiology principles, concepts, and applications to health professions practice and health policy. Epidemiological studies, research methods, and distribution studies and determinants of health, disease, injuries, environmental relationships to diseases, and methods of evaluating patterns as disease determinants are examined.

Introduction to statistical techniques for their applications to the analysis and evaluation of health services delivery. Basic descriptive and inferential statistics and application of statistical methods and techniques to health services.

Overview of disease processes, interventions, and impairments. Implications of disease or acute and chronic conditions on the individual's participation in everyday activity.

Field experience for the application of community health and/or health education concepts and skills in a community health setting.

Supervised study of a topic in health professions education. Content is selected by students in conjunction with their course director.

Supervised study of practice topics in the health professions. Content is selected by students in conjunction with their course director, and is usually specific to the student's practice discipline.

Application of community health knowledge and skills in an evidence-based program/project for responding to health and wellness needs addressed by community health agencies.

Current concept, selected problem, or issue in health professions education is examined. The topic covered varies according to recent developments in health professions education. The course may be repeated for different topic areas. Prerequisites may be required depending on the topic. Consent of the Department Chair is required.

Presents the different learning methodologies and teaching strategies utilized in health professions education programs. Particular emphasis is placed on coordination and integration of the practice and didactic education components, learning-centered, technology- assisted and competency-based models of instruction. Students work independently to research a teaching strategy and to apply that strategy through development and/or presentation of a unit of instruction.

Outlines the different roles of faculty involved in providing health professions education at academic institutions and practice sites. The educational and experiential qualifications, special skills, responsibilities, and duties of health professions faculty are examined.

Presents the different methods of measurement, evaluation, and assessment of practice and didactic competencies as they relate to the cognitive, psychomotor, and affective domains. Students develop, validate, and apply assessment objectives in both the practice and didactic setting. Identification of various evaluative instruments and the rationale for selection is explored. Students interpret and evaluate standardized tests with regard to validity and reliability and relate this knowledge to their own test-making abilities. Special Conditions: Admission into the College of Health Professions MS in Health Science program and completion of prerequisite courses; or consent of the Department Chair.

Students enter a learning contract for supervised study of a topic in health professions education. A substantive problem or issue is identified and selected by students in conjunction with their course director. The course broadens expertise in health professions education. Prerequisites may be required depending on the directed study. Consent of the Department Chair is required.

The capstone project is an applied experience that integrates the principles, theories and concepts of the student's career concentration with problems or issues existing in the health field.

A current concept, selected problem, or issue pertaining to health professions education is examined. The topic covered varies according to recent developments in health professions education practice. The course may be repeated for different topical areas. Prerequisites may be required depending on the topic. Consent of the Department Chair is required.

This is a directed field experience in a health professions education program or institution under the guidance of a community health professions education preceptor. The student gains internship experience in an assigned agency selected by the student and faculty advisor based on the student's coursework and career interest. Special Conditions: Admission into the College of Health Professions MS in Health Science program and completion of prerequisite courses; or consent of the Department Chair.