Graduate Art Therapy Courses

Required Content

ATP 501 Research Design and Methodology 3 credits

This course is designed to teach students the fundamental principles of scientific methodology as applied to clinical phenomena. The course is intended to provide students with the ability to be critical consumers of research in the field of art therapy, to enable them to think scientifically and apply this mindset to evaluation of clinical work. Upon completion of this course, students will have gained experience in writing a research proposal, translating research problems into testable hypotheses, and considering ethical, professional, and diversity issues related to conducting research with human participant.

ATP 505 Theories and Systems of Counseling Psychology 3 credits

This course is designed to provide students with the opportunity to understand major psychological and counseling theories and applications to practice.  In addition, the class will provide students with an opportunity to review the therapeutic benefits of art processes and media, strategies and interventions and culturally responsive, collaborative, and productive applications to the treatment process.  Upon completion of this course, students will have gained experiences with integrating theories into practice and with basic counseling skills. Students will demonstrate knowledge through work with case studies and hands-on during mock counseling sessions

ATP 520 History and Theory of Art Therapy 3 credits

This course provides students with a professional orientation to the field of art therapy.  It reviews the history and development of the field, introduces approaches to the work and describes contemporary practice. The course will also introduce social and cultural perspectives and influences on the profession throughout history.  Upon completion of this course students will be able to describe the role and function of an art therapist, be familiar with relevant professional organizations and advocacy efforts, understand the role of credentialing, supervision and consultation in professional development and will begin to develop an art therapist identity.  Students will demonstrate knowledge through successful completion of presentations, discussions and response art.

ATP 533 Family Art Therapy 3 credits

This course introduces family therapy theoretical models as they relate to family art therapy applications with families and/or individuals. Additionally, students will be introduced to art therapy processes that can be used in formal and informal family assessment. Upon completion of the course, students will be able to report on art therapy interventions that may provide therapeutic benefit to families and individuals and gain insight into the impact that their own family history has on their work with families in the therapeutic milieu. Ethical and cultural issues specific to family therapy will also be identified. Students will demonstrate knowledge through both didactic and experiential learning methods to explore the use of art therapy within a family context.

ATP 534 Psychopathology 3 credits

This course introduces the major categories of mental illness identified in the Diagnostic and Statistical Manual (DSM-5), theories of psychopathology, the diagnostics process including assessment of indicators of possible disordered patterns, basic classifications of psychopharmacological medications, and the effects of culture, society and crisis on individuals who experience mental disorders.  Additionally, students will be introduced to the ethical, cultural and environmental influences which may impact the diagnostic process, diagnosis and human behavior.  Upon completion of the course, students will be able to evaluate abnormal behavior, conduct differential diagnosis and diagnostic interviews.

ATP 539 The Studio as a Therapeutic Environment 3 credits

 This course introduces students to the field of art therapy and orients them to a studio/arts-based model of therapeutic practice. It provides direct experience of a studio model in art therapy as students explore their own creativity and inner experience as the subject matter. Students will learn to develop therapeutic environments, to set the conditions necessary for therapeutic interactions to occur, to work with creative products in a therapeutic manner and to connect insights gained through creative interactions within the context of therapeutic practice. Students will demonstrate knowledge through a formal presentation of their creative work.

ATP 544 Career and Lifestyle Development 3 credits

This course introduces career development, lifestyle and career decision-making and related life factors for work with general and special populations. Upon completion of this course, students will have gained an understanding of (a) career development theories, assessment tools and techniques relevant to providing occupational and education guidance, (b) the interrelationship between career, lifestyle, roles and mental health factors and (c) strategies for working with diverse populations within the context of career development. The goal of this course is for students to identify various strategies for applying career counseling principles to therapeutic practice while having the opportunity to engage with these principles on a personal level as they explore their own career development.

ATP 545 Materials, Methods and Techniques in Art Therapy 3 credits

This course provides students with an opportunity to integrate understanding of the safety, psychological properties, and ethical and cultural implications of art-making processes and materials selections to design art therapy strategies which address therapeutic goals. The course covers the safe and ethical use of specific art materials, media and methods within therapeutic practice with diverse populations and in a range of counseling scenarios. Material safety, media properties, appropriate selection of materials, therapeutic applications of media and materials in therapeutic practice and the use of media to address therapeutic goals within the context of art and creative arts therapies are addressed. Students will demonstrate knowledge through successful completion of mock counseling session.

ATP 547 Investigations in the Treatment of Trauma 3 credits

This course is designed to facilitate understanding of a range of theoretical and treatment-specific approaches to treating people who have experienced trauma. Students will understand the value of a variety of different theoretical frameworks such as Cognitive-Behavioral Theory, Psychoanalytic Theory, Instinctual Trauma Response, Neurosequential Models, as well as acquire some specific and concrete tools to utilize in their own practice. We will explore the neurobiological impact of trauma and implications for treatment. This course will differentiate between trauma-specific treatments for individuals, groups, families and communities. We will look at the impact and treatment of trauma while considering the influence of culture, with a strong emphasis on historically disenfranchised, marginalized, oppressed, and vulnerable populations. Students will review stages of treatment, crisis management and assessing suicidality, with a focus on maintaining awareness of and treating vicarious trauma, and caregiver fatigue. The format will include lecture, discussion, and scenario-based exercises regarding relevant treatment matters. The interactive format will allow students to identify specific problem areas of interest for discussion. In summary, this course presents information on the physical, psychological, emotional and social causes of trauma. Topics of resiliency and application of creative therapy principles with various client populations including rationale of art media properties based upon most current principles of neuroscience and trauma theory will be explored.

ATP 549 Cultural Perspectives in Art Therapy 3 credits

This course provides students with an introduction to current issues and trends in a multicultural and diverse society. Students will gain an understanding of the relevance of cultural competence when developing and implementing strategies for working with and alongside diverse communities, the impact of privilege and oppression on individuals,

groups and systems and the role of the arts in social justice, advocacy, and conflict resolution.  Additionally, students will engage in a process of reflective thinking regarding the therapist’s own attitudes and beliefs. Upon completion of the course students will be able to plan strategies for identifying the impact of oppression and privilege on individuals and groups and eliminating barriers, prejudices, intentional and unintentional oppression, and discrimination; apply cultural and social diversity theories and competency models to an understanding of identity development, empowerment, collaboration, advocacy, and social justice; and will display a professional commitment to providing ethical and culturally sensitive counseling practices. Students will demonstrate knowledge through a professional research presentation.

ATP 552 Group Art Therapy 3 credits

This course provides students with an opportunity to integrate theory, processes, and dynamics of group work to form and facilitate ethically and culturally responsive art therapy groups that have been designed with a clear purpose and goals for the population served. Various structures, formats, and practices of group art therapy will be addressed. Principles of group dynamics, therapeutic factors, member roles and behaviors, leadership styles and approaches, selection criteria, art-based communication and short- and long-term group processes will be reviewed.  Upon completion of the course, students will be able to successfully facilitate and act as a group leader in an experiential (mock) group session.

ATP 555 Professional Ethics for Art Therapists 3 credits

This course introduces students to ethical, professional and legally principled practices of art therapy. Students will review areas of practice related to development of an art therapy identity to include practices of professional development, professional organizations, advocacy efforts, processes and benefits of national credentialing and processes related to state licensing.  Upon completion of the course, students will be able to (a) reference and apply the principles of practice and adhere to the ethical codes outlined by the American Art Therapy Association (AATA) and Art Therapy Credentialing Board (ATCB), (b) demonstrate the use of ethical decision-making models and legal principles in resolving ethical dilemmas, (c) understand when and how professionals seek legal advice, consultation and/or supervision when confronted with ethical dilemmas, (d) apply critical thinking skills to determine ethical and legal practices and (e) value supervision, advocacy, collaboration, self-care and professional development as related to the field of art therapy and.  Students will demonstrate knowledge through successful completion of a case study and competency exam.

ATP 559 Human Growth and Development 3 credits

This course presents an overview of stages of human growth and development across the lifespan. Students will gain a broad understanding of the nature and needs of individuals at all developmental levels including but not limited to personality development, cultural and environmental influences, gender and sexuality, and health and illness within a cultural context. Special emphasis will be given to crises and challenges, prevention, and treatment particular to certain age levels or developmental stages. The course will review stages of graphic development specific to the visual arts.  In addition, we will address issues of diversity in relationship to life span development. This course will include consistent discussion and exploration of methods of assessment when appropriate.

ATP 575 Theories of Assessment in Art Therapy 3 credits

This course introduces a variety of specific art therapy instruments, psychotherapeutic measures, and procedures used in appraisal and evaluation. Students will be introduced to a selection of assessments with clients/patients as the basis for treatment planning, establishing treatment effects, documentation of assessment results and exploration of the ethical, cultural, and legal considerations in their use.  Students will also learn to apply knowledge of development, creativity, symbolism, metaphor, and artistic language to the assessment process as well as how this may be influenced by multicultural factors.  Through lectures and hands on assignments, they will also learn to describe approaches to crisis intervention that may arise during assessment.  Upon completion of the course, students will be able to perform interviewing skills, demonstrate case conceptualization skills, apply and identify evidence-based strategies and clinically grounded approaches for assessment and treatment, formulate treatment planning/goal setting informed by their assessments, and be able to complete suicidality and risk assessments. Students will demonstrate knowledge through in class experientials and discussions, by completing a written assessment, and an oral presentation of their completed assessment.

ATP 620 Culminating Project 3 credits

This course provides students with the opportunity to integrate their knowledge of the profession of Art Therapy through an in-depth culminating project using established research methods, exploring clinical practice, or synthesizing clinically based personal and professional growth. Upon completion of the course, students will demonstrate a professional writing style, express their professional expertise in both a written and verbal format and use their artwork to gain insight into their topic of inquiry. Students will demonstrate their expertise by completing an extensive literature review, designing and implementing an in-depth study integrating knowledge and clinical skill in Art Therapy and presenting their work professionally in a public forum.

Electives

ATP 537 Advanced Topics in Art Therapy Material and Methods 3 credits

The course content will introduce various creative modalities for an interdisciplinary approach to therapy.  The class will provide an open forum for graduate students, together with their peers, faculty, and specialists in art, music, dance and drama therapy to discuss and prepare for a team approach to treatment. 

ATP 572 Art Therapy in the Treatment of Addictions 3 credits

This course is designed to educate the student regarding the dynamics of addictions, including defining what an addiction is, stages of change, approaches to treatment, challenges, and recovery. Addiction topics will include drugs and alcohol, sexual addiction, eating disorders, gambling, self-harm, secondary addictions, and co-
occurring disorders.

Internship Experiences

ATP 601, 602, 603, 604 Internship/Group Supervision 3 credits each

The internship sequence provides students with opportunities to practice the necessary cognitive, psychomotor and affective/behavioral competencies required to enter the field following graduation. The internship sequence provides a scaffolded introduction to the knowledge, skills and attitudes required of entry level practitioners. Students increase their professionalism and independence as they progress through the internship sequence. Students complete a total of 900 internship hours divided into a 225 hour practicum (ATP 601) and three 225 hour art therapy internship semesters (ATP 602-604). All internship students are guided and mentored in their work by qualified on-site and academic supervisors. Upon completion of the internship sequence, students will successfully demonstrate mastery of the competencies required of beginning art therapists by exhibiting a sound and ethical practice of art therapy through their work with varied populations at multiple settings.

ATP 601 Internship/Group Supervision 3 credits

This course provides students with an opportunity to develop pragmatic professional skills associated with the practice of art therapy. Through participation in a supervised internship experience in their local community, students will learn about art therapy practice in clinical and community settings with diverse individuals, groups and communities. Experiential learning will be supplemented by lectures and hands-on classroom assignments. Students will develop therapeutic skills related to presence, planning and facilitating art therapy sessions, documenting observations and professional communication with colleagues and members of interdisciplinary teams. Upon completion of the course, students will be able to perform typical daily functions of an art therapists to include professionally collaborating with their supervisor, creating a therapeutic space; planning therapeutic sessions, ethically and mindfully discussing and interacting with artwork created by people at their placement site, completing accurate documentation and advocating for and with people at their site and the field at large. Additionally, students will be able to describe their developing art therapist identity. Students will demonstrate knowledge through completion of a 225-hour practicum and successful performance on a variety of developmentally appropriate skills-based assignments

ATP 602 Internship/Group Supervision, 3 credits

This course provides students with an opportunity to develop pragmatic professional skills associated with the practice of art therapy. Through participation in a supervised internship experience in their local community, students will learn about art therapy practice in clinical and community settings with diverse individuals, groups and communities. Experiential learning will be supplemented by lectures and hands-on classroom assignments. Students will develop therapeutic skills related to presence, planning and facilitating art therapy sessions, documenting observations and professional communication with colleagues and members of interdisciplinary teams. Upon completion of the course, students will be able to perform typical daily functions of an art therapists to include professionally collaborating with their supervisor, creating a therapeutic space; planning therapeutic sessions, ethically and mindfully discussing and interacting with artwork created by people at their placement site, completing accurate documentation and advocating for and with people at their site and the field at large. Additionally, students will be able to describe their developing art therapist identity. Students will demonstrate knowledge through two formal case presentations and a semester-long visual mixed media project.

ATP 603, Internship/Group Supervision, 3 credits

This course provides students with an opportunity to develop both the professional skills associated with the independent practice of art therapy and their unique art therapist identity. Through participation in a supervised internship experience in their local community, students will learn about art therapy practice in clinical and community settings with diverse individuals, groups and communities.  Experiential learning will be supplemented by lectures and hands-on classroom assignments. Students will develop therapeutic skills related to presence, planning and evaluating treatment, developing interventions and experiences and collaborating with other professionals.  Further, students will build skills to manage compassion fatigue, burnout and to improve self-care. Upon completion of the course, students will be able to perform typical daily functions of an art therapists to include professionally collaborating with their supervisor, formulating treatment plans, assessing progress in treatment, evaluating effectiveness of treatment, developing art therapy interventions and experiences linked to treatment stages/phases and client needs and working with interdisciplinary teams.  Additionally, students will be able to describe their developing art therapist identity. Students will demonstrate knowledge through successful completion of a formal case presentation.

ATP 604, Internship/Group Supervision, 3 credits

This course provides students with an opportunity to demonstrate mastery of the written and verbal professional skills associated with the independent practice of art therapy and to express their unique art therapist identity. Through participation in a supervised internship experience in their local community, students will learn about art therapy practice in clinical and community settings with diverse individuals, groups and communities.  Experiential learning will be supplemented by lectures and hands-on classroom assignments. Students will develop advanced therapeutic skills related to treatment planning and diagnosis, application of theory to practice, culturally sensitive and inclusive care and crisis management. Upon completion of the course, students will demonstrate mastery of typical daily functions of an entry-level art therapy practitioner.  Additionally, students will be able to describe their art therapist identity to include identifying theories and clinical or community concepts that influence their work. Students will demonstrate knowledge through a formal case presentation.

Master of Science in Crime Science (36 credits)

CSI 501 Leadership (3 credits: online)

This course is designed to have the student identify different types of leadership styles and understand how they are applied in a criminal justice setting.

CSI 502 Event-based Crime Prevention (1 Credits: hybrid)

This course will examine the three theories that most directly impact evidence-based crime prevention initiatives that are designed to influence the criminal event itself. Environmental criminologists believe that it is easier to create safer places than safer people and this course will demonstrate how effective place-based crime prevention initiatives can be created, implemented, and measured.

CSI 503 Restorative Practices (1 credits: hybrid)

This course focuses on how diversionary programs and restorative justice can be used to prevent offenders from becoming re-involved in the criminal justice system. The course will examine how these programs can be implemented in a number of different environments targeting different types of offender populations.

CSI 504 Cross-Sector Collaboration (2 credits: hybrid)

This course is designed to teach the student how to use publicly available mapping and data management systems to leverage data sharing and collaboration. Each student will be required to work with at least one other student on developing a strategy to share data to analyze a common subject.

CSI 510 Mapping Technology for Criminal Justice Professionals (1.5 credit: hybrid)

This is the first of two courses that are designed to teach professionals how to use geographic mapping software as a tool for their agency. This course will focus on teaching the basic skills of reference mapping, thematic mapping, and geocoding.

CSI 511 Advanced Mapping Techniques for Criminal Justice Professionals (1.5 credit: hybrid)

This is the second of two courses designed to teach professionals how to use geographic mapping software as a tool for their agency. This course will focus on two advanced techniques: proximity mapping and density mapping.

CSI 512 Data Management (1 credits: hybrid)

This course is designed to teach the student how to use excel to collect, organize, manage, and display data.

CSI 513 Program Evaluation (3 credits: hybrid)

This course is designed to teach professionals how to evaluate the effectiveness of any program or initiative that an agency may implement or contract with. Providing funding and support for any criminal justice program should only come after one is sure that the program has been thoroughly evaluated and has proven to be effective at meeting the stated goals and objectives. This course will teach students the process by which this can be done.

CSI 530 Eyewitness Identification and Testimony (2 Credits: hybrid)

An introduction to memory processes and how memory mistakes affect eyewitness identification and testimony. Also, we will explore how to interview witnesses for more authentic, less defensive, testimony.

CSI 531 Trauma and Crime (2 credit: hybrid)

An introduction to trauma studies and how childhood and adult trauma experiences influence adult behavioral health problems, treatment, and incarceration.

CSI 532 Crisis Intervention Design and Implementation (2 credits: hybrid)

This course is designed to teach students the importance of recognizing clients who are experiencing a mental health crisis and how to develop an effective training program for staff.

CSI 533 Personality, Personality Disorders, and Crime (2 Credits: hybrid)

This course is an in-depth exploration of personality dynamics and how they potentially contribute to criminal behavior. In addition to a discussion about the neurophysiological differences in the “antisocial” brain, we will explore key personality disorders that are often associated with psychopathy based on empirical research. As we gain a deeper understanding of personality dynamics, we will learn how to communicate with people with criminal tendencies by understanding and anticipating their proclivities.  The course will conclude with a summary of psychological tests that are accepted within our legal system, particularly in courtroom deliberations.

CSI 534 Guilt, Anxiety, Paranoia, and the Psychology of the Criminal Mind (2 Credits: hybrid)

An exploration of the inner struggles and torments of a criminal mind through the lens of Dostoevsky’s novel: Crime and Punishment.

CSI 541 Forensic Evidence Recognition and Analysis (2 Credits: hybrid)

This course will stress the importance of critical thinking skills of all individuals at a crime scene from first responders to those individuals processing the scene for evidence.  Lectures followed by hands-on exercises utilizing mock crime scenes will be provided on scene searching methods, evidence recognition, and the proper collection/ packaging of forensic evidence commonly encountered at crime scenes.  Students will also analyze forensic pattern-type evidence including bloodstain patterns (BPA), gunshot residue (GSR), latent prints, footwear impressions, tire impressions, and projectiles and casings from firearms from their mock crime scenes.  The importance of other non-pattern type evidence including fibers, hairs, paint, and DNA will also be discussed.

CSI 542 Introduction to Crime Scene Reconstruction (3 Credits: hybrid)

This course will build upon the skills gained from the Forensic Evidence Recognition and Analysis course.  Crime scene reconstruction involves the determination of events that may or may not have occurred during a criminal act.  This course will explore a variety of crime scene documentation methods including sketching, photography, and 3D computer software, basic forensic pathology and anthropology as they relate to crime scene reconstruction followed by a study of the fundamentals of bloodstain pattern reconstruction, shooting reconstruction, and staged crime scenes.  Students will then use this knowledge to analyze crime scenes, autopsy reports, clothing, photographs, and laboratory reports to reconstruct several crime scenes.  Additional topics in crime scene reconstruction such as microbiomes, recovering human remains and post-mortem interval utilizing entomology will be discussed.  Ethics, bias, and utilizing the scientific method in reconstruction investigations will be discussed throughout the course. 

CSI 543 Crime Scene Management (3 Credits: hybrid)

This course will examine the concepts and techniques required to successfully manage a complex crime scene examination. Unlike most investigative opportunities which can be revisited, this course highlights the need to get it right on the first occasion since the value of poor forensic evidence generally cannot be improved by the laboratory process. The course explores the sequencing of crime scene investigation priorities and analysis, the strategic management of risk via examination planning, the meaningful application of forensic science in the investigation, interpretation and reconstruction of major crimes and the compilation, management and administration of a complex forensic case file.  This course is a unique approach to managing crime scenes and is the only one of its kind offered in the United States.

CSI 580 Capstone Project (6 Credits: hybrid)

The thesis project must cover one of three areas: crime mapping and analysis, the development of a crime prevention initiative, or a program evaluation. The project is designed to demonstrate an understanding of the content and how concepts can be applied to community-based situations to create effective and manageable solutions. 

Graduate Creative Writing Courses

CWR 501 Residency Workshop I: Fiction 2 credits

Study, practice, and critique of the mechanics of fiction writing, such as characterization, character development, variance in voice, compression and expansion of time, and the genre’s various lengths and forms. During the two-week residency period, students each submit four original works of fiction for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: Admittance to fiction genre for MFA Creative Writing program.
Corequisites: CWR 507 & CWR 508.

CWR 502 Residency Workshop I: Poetry 2 credits

Study, practice, and critique of the mechanics of poetry writing, such as the distinctions and confluence of sound, meaning, and imagery; poetic line and verse elements; and an examination of poetic forms, both traditional and unconventional. During the two-week residency period, students each submit four original selections of poetry for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: Admittance to poetry genre for MFA Creative Writing program.
Corequisites: CWR 507 & CWR 508.

CWR 503 Residency Workshop I: Nonfiction 2 credits

Study, practice, and critique of the mechanics of nonfiction writing, such as the nature and use of truth, the conduct and use of research, the issue of narrative arc, the establishment of both focus and scope, and the genre’s various forms. During the two-week residency period, students each submit four original works of nonfiction for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: Admittance to creative nonfiction genre for MFA Creative Writing program.
Corequisites: CWR 507 & CWR 508.

CWR 504 Residency Workshop I: Screenwriting 2 credits

Study, practice, and critique of the mechanics of screenwriting, such as character, visualization, dialogue, scenes, basic dramatic structure, and the genre’s various lengths and forms. During the two-week residency period, students each submit four original works of screenwriting for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: Admittance to screenwriting genre for MFA Creative Writing program. Corequisites: CWR 507 & CWR 508.

CWR 507 Cross-Genre Craft Seminar I: 3 credits

Reading and analysis of literary strategies as they evolve from and pertain to multiple genres (including but not necessarily limited to fiction, poetry, and nonfiction), conducted during a two-week residency. Students will complete a series of readings prior to residency in order to participate in seminar discussions.
Corequisite: CWR 501, CWR 502, CWR 503, or CWR 504.

CWR 508 Locale Seminar I: 1 credit

Study of the history, culture, and literary traditions of a residency locale, conducted during a two-week residency period. Students will complete a series of readings prior to residency in order to participate in seminar discussions. The seminar will include topics such as “The Role of the Catalan Language in Barcelona” or “Miro and Picasso in Barcelona,” and field trips will supplement seminar discussions.
Corequisite: CWR 501, CWR 502, CWR 503, or CWR 504.

CWR 511 Writing Mentorship I: Fiction 6 credits

Study, practice, and critique of fiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of fiction during Writing Mentorship I and writes responses to a selection of individualized readings chosen with the instructor

Prerequisite: CWR 501.

CWR 512 Writing Mentorship I: Poetry 6 credits

Study, practice, and critique of poetry writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original selections of poetry during Writing Mentorship I and writes responses to a selection of individualized readings chosen with the instructor.
Prerequisite: CWR 502.

CWR 513 Writing Mentorship I: Non-fiction 6 credits

Study, practice, and critique of nonfiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of nonfiction during Writing Mentorship I and writes responses to a selection of individualized readings chosen with the instructor.
Prerequisite: CWR 503.

CWR 514 Writing Mentorship I: Screenwriting 6 credits

Study, practice, and critique of screenwriting through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of screenwriting during Writing Mentorship I and writes responses to a selection of individualized readings and viewings chosen with the instructor. Prerequisite: CWR 504.

CWR 521 Writing Mentorship II: Fiction 6 credits

Continued study, practice, and critique of fiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of fiction during Writing Mentorship II and writes responses to a selection of individualized readings chosen with the instructor.
Prerequisite: CWR 511CWR 522 Writing Mentorship II: Poetry 6 credits

Continued study, practice, and critique of poetry writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original selections of poetry during Writing Mentorship II and writes responses to a selection of individualized readings chosen with the instructor.
Prerequisite: CWR 512.

CWR 523 Writing Mentorship II: Non-fiction 6 credits

Continued study, practice, and critique of nonfiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of nonfiction during Writing Mentorship II and writes responses to a selection of individualized readings chosen with the instructor Prerequisite: CWR 513.

CWR 524 Writing Mentorship II: Screenwriting 6 credits

Continued study, practice, and critique of screenwriting through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of screenwriting during Writing Mentorship II and writes responses to a selection of individualized readings and viewings chosen with the instructor. Prerequisite: CWR 514.

CWR 531 Residency Workshop II: Fiction 2 credits

Intermediate graduate-level study, practice, and critique of the mechanics of fiction writing, such as characterization, character development, variance in voice, compression and expansion of time, and the genre’s various lengths and forms. During the two-week residency period, students each submit four original works of fiction for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: CWR 501. Corequisites: CWR 537 & CWR 538.

CWR 532 Residency Workshop II: Poetry 2 credits

Intermediate graduate-level study, practice, and critique of the mechanics of poetry writing, such as the distinctions and confluence of sound, meaning, and imagery; poetic line and verse elements; and an examination of poetic forms, both traditional and unconventional. During the two-week residency period, students each submit four original selections of poetry for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: CWR 502. Corequisites: CWR 537 & CWR 538.

CWR 533 Residency Workshop II:  Nonfiction 2 credits

Intermediate graduate-level study, practice, and critique of the mechanics of  nonfiction writing, such as the nature and use of truth, the conduct and use of research, the issue of narrative arc, the establishment of both focus and scope, and the genre’s various forms. During the two-week residency period, students each submit four original works of nonfiction for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: CWR 503 Corequisites: CWR 537 & CWR 538.

CWR 534: Residency Workshop II: Screenwriting 2 credits

Intermediate graduate-level study, practice, and critique of the mechanics of screenwriting, character, visualization, dialogue, scenes, dramatic structure, and the genre’s various lengths and forms. During the two-week residency period, students each submit four original works of fiction for critique and respond with critiques of their peers’ work. A reflective essay integrating lessons from the residency workshop, locale seminar, and craft seminars is due following the residency. Prerequisite: CWR 504. Corequisites:  CWR 537 & CWR 538.

CWR 537 Cross-Genre Craft Seminar II 3 credits

Intermediate graduate-level reading and analysis of literary strategies as they evolve from and pertain to multiple genres (including but not necessarily limited to fiction, poetry, and nonfiction), conducted during a two-week residency. Students will complete a series of readings prior to residency in order to participate in seminar discussions. Corequisite: CWR 531, CWR 532, CWR 533, or CWR 534.

CWR 538 Locale Seminar II 1 credit

Study of the history, culture, and literary traditions of a residency locale, conducted during the second two-week residency period of a student’s residency sequence. Students will complete a series of readings and journal responses prior to the residency in order to participate in seminar discussions. The seminar will include topics such as “The Role of the Catalan Language in Barcelona” or “Miro and Picasso in Barcelona,” and field trips will supplement seminar discussions. Corequisite: CWR 531, CWR 532, CWR 533, or CWR 534

CWR 541 Writing Mentorship III: Fiction 6 credits

Advanced study, practice, and critique of fiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of fiction during Writing Mentorship III and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 531.

CWR 542 Writing Mentorship III: Poetry 6 credits

Advanced study, practice, and critique of poetry writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original selections of poetry during Writing Mentorship III and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 532.

CWR 543 Writing Mentorship III: Nonfiction 6 credits

Advanced study, practice, and critique of nonfiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of nonfiction during Writing Mentorship III and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 533.

CWR 544: Writing Mentorship III: Screenwriting 6 credits

Advanced study, practice, and critique of screenwriting through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of screenwriting during Writing Mentorship III and writes responses to a selection of individualized readings and viewings chosen with the instructor. Prerequisite: 534.

CWR 551 Writing Mentorship IV: Fiction 6 credits

Continued advanced study, practice, and critique of fiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of fiction during Writing Mentorship IV and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 541.

CWR 552 Writing Mentorship IV: Poetry 6 credits

Continued advanced study, practice, and critique of poetry writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original selections of poetry during Writing Mentorship IV and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 542.

CWR 553 Writing Mentorship IV: Nonfiction 6 credits

Continued advanced study, practice, and critique of nonfiction writing through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of nonfiction during Writing Mentorship IV and writes responses to a selection of individualized readings chosen with the instructor. Prerequisite: CWR 543.

CWR 554: Writing Mentorship IV: Screenwriting 6 credits

Continued advanced study, practice, and critique of screenwriting through a one-on-one writing tutorial between student and instructor, conducted via distance learning. A student submits four original works of screenwriting during Writing Mentorship IV and writes responses to a selection of individualized readings and viewings chosen with the instructor. Prerequisite: CWR 544.

CWR 590 Creative Thesis I 3 credits

Independent production of a substantial manuscript of creative writing in the student’s genre or genres, created during the course of study for the Pan-European MFA program. During Creative Thesis I, a student submits a thesis proposal for approval by a faculty advisor, works with that advisor to form a thesis committee consisting of at least two faculty readers, and begins crafting and revising the thesis manuscript. The thesis must adhere to the requirements and procedures outlined in the “Pan-European MFA Creative Thesis and Capstone Essay Guidelines.”  Pre- or Corequisite: CWR 551, CWR 552, CWR 553, or CWR 554.

CWR 591 Creative Thesis II 3 credits

Culminating independent production of a substantial manuscript of creative writing in the student’s genre or genres, created during the course of study for the Pan-European MFA program as one of the degree’s capstone projects. During Creative Thesis II, a student crafts and revises the thesis manuscript in response to feedback from a faculty advisor and submits the manuscript for review and approval by the thesis committee, consisting of the advisor and at least two faculty readers. The student publicly presents a selection from the thesis manuscript during the graduating residency. The thesis must adhere to the requirements and procedures outlined in “Pan-European MFA Creative Thesis and Capstone Essay Guidelines.”   Pre- or Corequisite: CWR 590.

CWR 592 Critical Essay 3 credits

Culminating independent production of a seminar-length critical essay, created under the research and writing guidance of a faculty advisor. The critical essay demonstrates the student’s awareness of the craft of writing published within the thesis genre or genres, and it further articulates the student’s sense of professionalism for a career in creative writing. As one of the Pan-European MFA’s capstone projects, it must be approved by the faculty advisor. The student publicly presents a selection from the critical essay during the graduating residency. The critical essay must adhere to the requirements and procedures outlined in the “Pan-European MFA Creative Thesis and Capstone Essay Guidelines.” Pre- or Corequisite: CWR 551, CWR 552, CWR 553, or CWR 554.

CWR 598 Graduating Residency 3 credits

Culminating study of the history, culture, and literary traditions of a residency locale, conducted during the third two-week residency period of a student’s residency sequence. Students will complete a series of readings and journal responses prior to the residency in order to participate in seminar discussions. The seminar will include topics such as “Vienna and the European Music Tradition” and “The Architecture of Vienna and Bratislava: The Ruprechtskirche & the Karlskirche, the Bratislava Castle & St. Martin’s Cathedral.” Field trips will supplement seminar discussions. As part of the Graduating Residency requirements, a student publicly presents selections from both the creative thesis and critical essay capstone projects. Prerequisite: CWR 551, CWR 552, CWR 553, or CWR 554.

CWR 599 Thesis: Maintenance of Candidacy 1 credit

Continuation of creative thesis production until completion of manuscript and approval by thesis committee. Prerequisite: CWR 591 and approval by MFA Program Director.

Doctor of Nursing Practice Courses

DNP 801 Methods for Scholarly Inquiry (3 credits)

This course provides an emphasis on a scholarly approach to problem solving based on critical appraisal, synthesis, and application of research evidence.  Foundational principles in research methodologies are detailed to provide a systematic structure for the purpose of obtaining and evaluating evidence for potential implementation in clinical practice environments. Topics include evidence-based practice, quantitative and qualitative research methods, the use of mixed-methods, human subjects considerations, and ethical issues in scholarly inquiry. Finally, dissemination of clinical practice scholarship will be discussed as a critical element of DNP practice. 

Pre-requisites: None. Co-requisites: None.

DNP 802 Biostatistics for Evidence-based Practice (3 credits)

This course focuses on the understanding of biostatistics for application to nursing and evidence-based practice. Emphasis is placed on the interpretation of and appraisal of data analyses for the selection and use of best evidence for making practical conclusions about empirical data.

Pre-requisites: None. Co-requisites: None.

DNP 803 Theories of Leadership & Organization (3 credits) 

This course focuses on the analysis of contemporary organizational theories as they apply to complex healthcare systems. Application of theory to organizational analysis and decision making is emphasized. Concepts of effective leadership include systems thinking, organizational culture, communication, resource utilization, ethics, and change theories necessary for leading cost-effective quality and safety improvements within healthcare organizations in an inter-professional environment.

Pre-requisites: None. Co-requisites: None.

DNP 804 Health Policy, Economics, & Finance (3 credits)

This course provides students with an overview of the US health care policy, including analysis of the political, institutional, cultural, and economic environments in which policy is formed. It also addresses how policy is created and focuses on select current issues in health policy. Students will be prepared to discuss the complexities of health policy development and implementation, historical evolution, and themes in the U.S. healthcare system. Emphasis will be placed on health care costs and financing, public health, health care quality, and Medicare and long-term care. Global, national, state, and local systems of financing health care will be compared.

Pre-requisites: None. Co-requisites: None.

DNP 805 Foundation for Transformation: Translating Evidence into Practice (3 credits)

The science of dissemination and implementation (D&I) seeks to address the gap between evidence and practice by exploring how to ensure that evidence-based innovations are effectively delivered within clinical and community practice. Dissemination science is the study of how evidence-based innovations can best be communicated to potential adopters while implementation science is the study of what happens after adoption occurs, particularly in organizational settings. In this course, students will explore D&I theories/frameworks, methodologies, ethical issues, and organizational factors associated with moving evidence-based innovations into practice across different healthcare settings.

Pre-requisites: None. Co-requisites: None.

DNP 806 Evaluation Methods for Safety & Quality Improvement (3 credits)

This course provides students with an overview and application of principles and methods for (a) assessing safety and quality in health care environments, and (b) systematically evaluating the processes and outcomes of interventions to manage safety and quality in these environments. Topics include the conceptualization, planning, and ex-ante or before the event analysis of evaluation studies; principles to assure integrity of evaluation research studies; assessment of processes and measurement of outcomes; evaluation methodologies (randomized field experiments; quasi-experimental designs; survey methods; performance measurement; process analysis; benchmarking; hierarchical and integrated methods). Included also are specific methods to assess effects and efficiency (cost-benefit, cost-efficiency). The course concludes with specialized communication methods including score cards and benchmark reports.

Pre-requisites: None. Co-requisites: None.

DNP 850 DNP Project I (4 credits) 1 didactic credit, 3 practicum credits

This is the first of two sequential DNP practicum courses. This course combines practicum experiences with scholarly activities to provide in-depth learning.  The practicum focuses on comprehensive and systematic assessment of healthcare problems in complex situations. It gives students an opportunity for meaningful engagement with experts from nursing as well as other disciplines.

The DNP practicum provides the DNP student with an individually designed clinical or leadership experience to meet the professional leadership or clinical goals. In consultation with the student’s DNP Project Advisor and DNP Project Committee students will (1) identify a set of objectives for their DNP Practicum, (2) identify and explain the problem of study, (3) develop a proposal for their DNP project. Students are expected to complete 168 hours of clinical experience. These hours may include direct clinical and/or practice experiences that provide students with opportunities to apply, integrate, and synthesize the DNP Essentials.

Pre-requisites:  DNP 801, DNP 802, DNP 803, DNP 804, DNP 805, DNP 806. Co-requisites: None.

DNP 851 DNP Project II (4 credits) 1 didactic credit, 3 practicum credits

This is the second of the two leadership practicum courses for the DNP. In this course students continue to engage in and integrate both practicum experiences and scholarly activities to provide in-depth learning for doctoral students. Under the direction and guidance of the student’s DNP Project Advisor and DNP Project Committee, students will continue to develop, implement, and evaluate their DNP project. Students are expected to complete 168 hours of clinical experience. These hours may include direct clinical and/or practice experiences that provide students with opportunities to apply, integrate, and synthesize the DNP Essentials. Pre-requisites: DNP 850. Co-requisites: None.

DNP 852 DNP Project III (2 credits)

Working with the DNP Project Advisor and DNP Project Committee, the DNP student will make steady progress toward completion of the DNP scholarly project and of the DNP degree. The scholarly project will demonstrate a thorough understanding of the application and evaluation of evidence to improve health outcomes. All projects must focus on a change that impacts health outcomes, have a systems or population focus, demonstrate implementation in an appropriate area of practice, include an evaluation of innovation and/or outcomes and include a sustainability plan.

Pre-requisites: DNP 851. Co-requisites: None.

DNP 853 DNP Project IV– Maintenance of Candidacy (if needed)

This course is a continuation of NUR 852 DNP Project. Working with the DNP Project Advisor and the DNP Project Committee, the DNP student will make steady progress toward completion of the DNP scholarly project and of the DNP degree. The scholarly project will demonstrate a thorough understanding of the application and evaluation of evidence to improve health outcomes. All projects must focus on a change that impacts health outcomes, have a systems or population focus, demonstrate implementation in an appropriate area of practice, include an evaluation of innovation and/or outcomes and include a sustainability plan.

Pre-requisites: DNP 852.
Co-requisites: None.

Graduate Education Courses

ECE 501 Foundations for Early Childhood Education 3 credits

This graduate-level course provides an in-depth study and analysis of the field of early childhood education with an intense focus on historical, social, and philosophical background. The course content includes an exploration of current and future critical issues. The student will discuss and implement developmentally appropriate practices, current teaching trends, and best practices as defined by national professional organization principles and standards. The role of the family in early childhood education is highlighted.

ECE 505 Issues and Advocacy in Early Childhood Education 3 credits

This course is designed for the graduate-level student seeking initial certification or to enhance skills in the early childhood profession. This course provides an overview of current issues in early childhood education and focuses on the importance of advocacy in education. Students in this course will develop problem-solving strategies and the expertise to become a reflective decision maker and advocate for families of students, including those with exceptional learning needs. Focus will be on establishing and sustaining partnerships with families and linking families to appropriate community resources.

ECE 530 Teaching Methods for Early Childhood Education I: Content Areas 3 credits

This course is designed to meet the needs of graduate-level students seeking initial certification in Early Childhood Education (Pre-K to 4). Students are exposed to the various methodologies to successfully teach science and math. Students will explore the constructivist theory and model for teaching these subjects. Students will learn to create hands on activities and teach children through a challenging curriculum. Common Core Standards and PDE standards are used extensively for curriculum and assessment development. Each subject is addressed in the context of best instructional practices for that discipline. (Prerequisite EDU 550 and EDU 511)

ECE 531 Teaching Methods for Early Childhood Education II: A Model for Integration 3 credits

This course is designed to meet the needs of graduate-level students seeking initial certification in Early Childhood Education (Pre-K to 4). As an extension to ECE 530, students in this course will continue to examine the early childhood curriculum and develop ways to integrate learning for their students. Students will examine their own philosophy of early childhood education and how it relates to the integration of social studies and English language arts. Students will build on the knowledge gained in earlier coursework to create an integrated teaching plan for the early childhood classroom. (Prerequisite EDU 530)

EDU 505 Law and Policy in Education 3 credits

EDU 505 serves as an introduction to the subject of public-school law and school finance. This course provides an analysis of the federal, state, and local legal frameworks within which elementary and secondary education teachers teach. Particular attention is devoted to the legal rights and responsibilities of teachers in their role as both educators and employees. Topics include student discipline, liability issues, special education, contracts and collective bargaining, academic freedom, and workplace discrimination. The course also emphasizes relevant current events in the education world.

EDU 508 Integrating the Arts Across the Curriculum 3 credits

Students taking this course will gain knowledge about national standards in the arts. They will learn about state and local standards for elementary and secondary-level students. This course is designed to provide students with the opportunity to integrate the art disciplines (i.e., drama, dance, visual art, and music) across the academic curriculum. This course will provide the current theories, standards, and applications on how to integrate the arts across the curriculum. In addition, students will apply these academic standards to lesson plan design, research development, and a final, art-inspired presentation.

EDU 511 Emergent and Developmental Literacy in the Primary Grades 3 credits

This course is designed to provide prospective early childhood and elementary teachers with an understanding of the major theoretical models of reading/writing and their instructional implications. The focus of the course is literacy from the emergent stage to the fluent stage, including national organization and PDE curriculum standards and their pedagogical implications in developing and accessing speaking, listening, reading, and writing competencies for students in grades PK-4.

EDU 514 Reading in the Content Areas 3 credits

Graduate-level students in this course will examine best teaching practices for supporting students in the reading of content-area texts. Students participating in this course will gain expertise in the strategies that increase comprehension skills for content-area reading. In addition, students will learn to extend content area learning through the integration of adolescent literature. A review of research of the current trends in adolescent literacy is a component of this course. (Prerequisite: EDU 550

EDU 516 Teaching for Social Change 3 credits

Students will explore social and political issues related to teaching in a diverse society. This course activities and readings examine topics related to today’s society including race, ethnicity, gender, sexual orientation, age, and religion and the impact each has on student learning and educational experiences. Students will gain a respect and appreciation for diversity from the perspective of critical theories, related to race, gender, economic class, and pedagogy. Educators will identify opportunities to affirm all students’ dignity through social emotional learning practices, formulating an action plan for social change.

EDU 520 Pre-Student Teaching Field Experience I 1 credit

Graduate students will observe and participate in an elementary, secondary, or special education classroom. The student will complete 45 observation hours. The instructor will observe and provide feedback during the placement. EDU 520 may not be taken concurrently with EDU 522.

EDU 522 Pre-Student Teaching Field Experience II 1 credit

Graduate students will observe and participate in an elementary, secondary, or special education classroom. The student will complete 45 observation hours. The instructor will observe and provide feedback during the placement. EDU 522 may not be taken concurrently with EDU 520.

EDU 525 Understanding and Using Research in Education 3 credits

This course provides an intensive opportunity to develop the skills necessary to effectively understand and use educational research. Exploration of accessing, analyzing, understanding, and applying educational research as a social science, allows for educators to critically investigate the evidence-based, research-driven decisions which impact programs, policies, and initiatives in our various educational communities.

EDU 540 Differentiated Reading Instruction 3 credits

This course is designed for the graduate-level student seeking initial certification or teachers seeking to extend their knowledge in the area of reading instruction. The early childhood educator will learn to differentiate instruction for the Pre-K through Grade 4 classroom setting. A primary focus is on current intervention strategies that meet the needs of all students in the areas of reading, writing, and assessment. The student will examine how reading research and theory meet to develop strong differentiated instructional strategies. Students are encouraged to participate in national, state, and local organizations that promote reading for all learners.

EDU 546 Curriculum, Assessment, and Learning Experiences for Secondary Science and Mathematics 3 credits

This course is designed to help prospective science and mathematics teachers develop the skills necessary to plan, implement, and assess effective learning experiences that foster the development of PA Core Standards and other important content and skills.

EDU 547 Curriculum, Assessment, and Learning Experiences for Secondary Social Studies 3 credits

This course is designed to help prospective secondary social studies teachers develop the skills necessary to plan, implement, and assess effective learning experiences in history, civics, geography, economics, psychology, and sociology, as well as PA Core Standards.

EDU 548 Curriculum, Assessment, and Learning Experiences for Secondary English 3 credits

This course will assist prospective secondary English teachers to plan, implement, and assess learning experiences that foster the development of PA Core Standards and other resources for reading, writing, listening, and speaking.

EDU 549 Curriculum, Assessment, and Learning Experiences for Secondary World Language 3 credits

This course will assist prospective World Language teachers to plan, implement, and assess learning experiences designed to foster the development of students in recognized national language standards.

EDU 550 Purpose, Pedagogy, and Practices in Education 3 credits

Planning and managing resources, time, and effort are well-developed skills that begin with exploring your stance as a preservice or practicing teacher. This foundational course introduces the principles of curriculum, instructional strategies, assessment, technology, and management. Educators will engage in planning and designing lessons which incorporate effective, research-driven methods that support student agency and understanding.

EDU 559 Curriculum and Instruction for the English Language Learner 3 credits

This course prepares the elementary and secondary teacher to meet the needs of culturally and linguistically diverse students in the PreK-12 general education classroom. Students in this class will develop an understanding of the impact of being a non-native English speaker on the learning process and socialization. The student will develop this understanding through the study of second-language acquisition and through obtaining specific teaching techniques to better aid the ESL student in the learning process. In addition, intercultural communication skills will be acquired. An emphasis is also placed on the teachers’ respect and appreciation for culture and language. Graduate-level students will analyze and synthesize research in the field.

EDU 560 Special Topics in Education 3 credits

The focus of this course will vary for the purpose of allowing students to study critical issues in the field not covered in detail in other graduate courses.

EDU 572 Student Teaching: Early Childhood Education 3 credits

The student will spend 14 weeks in a full-time experience in PK-4 classrooms.Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating teacher and ongoing feedback from observation by the college supervisor. Student teachers are expected to participate in and benefit from the collateral duties and responsibilities of their cooperating teachers.

EDU 573 Student Teaching: Secondary Schools 3 credits

The student will spend 14 weeks in a full-time experience in grade 7-12 classrooms under the guidance of a cooperating teacher and a supervisor from the college. Prospective teachers receive continuing feedback on the mastery of professional education competencies from the cooperating teacher and ongoing feedback from observation by the college supervisor. Student teachers are expected to participate in and benefit from the collateral duties and responsibilities of their cooperating teachers.

EDU 574 Professional Education Seminar (Capstone Experience) 3 credits

Professional Seminar is taken with EDU 572, EDU 573, or SPE 575 and is designed to cover topics of importance related to the student teaching experience and the issues related to professionalism of the new professional educator. Major topics include professional portfolio development, interviewing techniques, professionalism and ethics, topics related to teacher professional competencies, as well as other topics of current interest and value.

(Prerequisites: All course requirements for teacher certification)

EDU 581 School and Community Partnerships 3 credits

This course is designed for the graduate-level student. Content of this course focuses on increasing community engagement, developing trust between the school and the community, improving public confidence in public schools, and enhancing communication with the community. The capacity of school personnel to engage the public and build trust with the community is critical to the success of schools. Students will study public relations issues including effective reporting to parents, acquainting the community with the purposes, methods, accomplishments, and needs of the school.

EDU 582 Technology for Educators 3 credits

This online course is designed to provide current teachers with informational technology competencies necessary for high-quality instruction of early childhood, middle, and secondary school students. Students will gain skills in developing their students’ IT competencies and using technology as a teaching tool. This is not an introductory computer skills course. You are expected to have previous experience with technology. This is to provide you with current programs and ideas to use to complement your current classroom instruction.

EDU 583 Teachers as Leaders: Organizational Leadership and School Change3 credits

The process of teacher leadership and schools as communities of learners provide the framework for this course centered around school change. Candidates will analyze theories associated to the process of change and leadership as each relates to improving educational practices through working with colleagues, school administration, and professional staff to the benefit of all students. Ten hours of field work provides for the direct observation and application of collaborative goal setting and action-oriented objectives for school improvement and reform.

EDU 584 Teachers as Coaches: Applied Instructional Coaching 

This course provides for the analysis and application of the appropriate, effective delivery of research-based instruction in specific content areas. The selection of appropriate materials, strategies, and assessments along with the effective instructional co-planning and follow-up reflection and analysis all serve as a model of specific, personalized staff development delivered by the intended instructional coach, resulting in systematic collaboration, and vision building to strengthen instruction and student learning. Fifteen hours of field work provides for the direct observation and application for coaching candidates and/or intended reading specialists to engage in supporting classroom teachers on the journey to becoming independent, reflective practitioners.

EDU 587 Data Driven Decision-Making:  Focusing on Student Achievement and Success 3 credits

This course provides graduate-level candidates an in-depth study of how the systematic, thoughtful examination of data leads to informed, school-wide decision making. Through the study of data collection processes, data analysis, and interpretation of data for an individual student, groups of students, classrooms, and/or school-wide, candidates will understand how this informs and impacts both decisions and actions. Ten hours of field work provides for the direct observation and application of collaborative inquiry models assisting future instructional coaches, special education teachers, and/or reading specialists to support the continuous improvement of instruction for optimal student learning.

EDU 589 Instructional Coaching: Supporting Teachers through Action 3 credits

The exploration of the instructional coach as a teacher educator through the building and maintaining of trusting relationships, effective communication skills, and deep understanding of oneself, serve as the foundation for expertise in this position. Candidates will review adult learning theory, understand teacher agency as a key to sustained, instructional improvement, and differentiate between student-centered and teacher-centered goals as an instructional coach. Ten hours of field work provides for the direct observation and application of the benefits and limitations related to specific coaching strategies as strategic tools in different situation and contexts, as well as with various individuals assist the future education leader to cultivate continuous improvement of equitable instructional for all students.

EDU 588 #WeRead360 Surveying Children/Young Adult Literature for our Classrooms 3 credits

This course will survey diverse literature within the current political, social, and cultural contexts faced by students and educators. Through the lens of access, we will establish our stance as educators in fostering literacy opportunities for our students which are: windows, mirrors, and sliding doors, in an effort to build strong reading communities.

EDU 590 Independent Study in Learning or Teaching 3 credits

This course is designed for a student who wants to pursue an in-depth study of a specific topic in the area of educational pedagogy and instruction.

EDU 599 Evidence Based Education Capstone Project 3 credits

The Evidence-Based Project allows candidates for the degree of Master of Education to focus on a topic, initiative, or current issues related to their educational setting. This might involve the implementation of an intervention, the development of a detailed action plan with specific intended outcomes, or a policy study. Focus identification, a micro review of current research, data gathering, action planning, and assessment of outcomes, allowing an inquiry-based project to emerge under the teacher as researcher model, allowing for the practical application of the project to an educational setting. (Prerequisite: EDU 525)

ESL 553 Assessing English Language Learners 3 credits

This course, designed for the graduate-level student, focuses on approaches to designing, adapting, implementing, and interpreting assessments for the English Language Learner. Students participating in this course will learn to implement multiple formative and summative assessment measures for a variety of purposes. Students will understand how formal and informal assessment guide appropriate instruction. Assessment concepts will also include discipline specific tests such as the WIDA ACCESS for English Language Learners. Finally, the learner in this course will understand how assessment can act as a measurement for accountability purposes. 20 hours of embedded field work facilitates theory to practice.

ESL 556 Second Language Acquisition and Language Development 3 credits

Education practitioners will gain an awareness of the process of second-language acquisition both in terms of the theoretical background and practical application in the classroom. Cognitive stages of language development including linguistics, psychology, and sociocultural aspects of acquisition will be taught. Course goals will be achieved through class lecture, discussion, research, presentations, and practical application projects. 20 hours of embedded field work facilitates theory to practice.

ESL 558 Approaches to Educating English Language Learners 3 credits

This course offers educational practitioners a survey of the major approaches to teaching different types of English language learners in terms of method, instructional strategies, and assessment. The practical application of research including adapting materials, assessment and evaluation techniques, and access to student/teacher resources will be the primary focus of the course. These topics and other issues faced by ESL teachers and learners will be addressed in a multicultural context with the goal to develop competency in the integration of TESOL and PDE standards in the classroom. This course is designed for master’s level education students and other education practitioners. Course content will be covered through lecture, discussion, student facilitation, practical application projects, and research. 20 hours of embedded field work facilitates theory to practice.

Graduate Exercise Science Courses

EXS 510 Introduction to Research and Statistics 3 credits

This course introduces students to exercise science research methods and statistical analysis as they shape a framework for their research project through development of the introduction and literature review documents. This course serves, in part, as the first of three research development courses.

EXS 515 Organizational Management of Exercise Programs and Facilities 3 credits

This course addresses the elements of managing safe and effective exercise programs and facilities. Topics include appropriate staffing, equipment, legal considerations, personnel management, marketing, and professional and ethical decision-making.

EXS 520 Applied Exercise Physiology 3 credits

This course addresses the advanced principles and applications of exercise physiology.  Both the acute and chronic effects of exercise on the cardiovascular, pulmonary, musculoskeletal, and metabolic systems are examined. The interdependence of each of these system’s physiological responses in applying exercise training for health, performance, and rehabilitation are explored.  This course is comprised of both lecture classes and laboratory experiences.

EXS 522 Applied Biomechanics 3 credits

This course examines the science of human movement within the framework of musculoskeletal anatomy and biomechanical principles foundational to the fluidity of movement in exercise and sport performance.  The relationships among structure, function, and force are applied to understand normal movement and apply that knowledge to the limitations and impairment of pathological motion.

EXS 525 Pathophysiology of Chronic Diseases 3 credits

This course examines the effect of primary and secondary cardiac, pulmonary, and metabolic diseases on physiological and physical function. The role of chronic exercise training in the prevention and/or rehabilitation of these disorders is evaluated and analyzed. Medical interventions in the treatment of these pathologies as they relate to exercise rehabilitation will be presented.

EXS 530 Exercise Testing and Programming 3 credits

This course provides the foundations for various modes of exercise testing in order to design an effective exercise program for development of a Healthy Lifestyle Program (HeLP) through the levels of exercise performance. Evidenced-based principles in developing exercise programs with measurable outcomes are explored for aerobic, anaerobic, combination aerobic/anaerobic, and resistance training activities. Development of basic 12-lead ECG arrhythmia interpretation skills is an integral element within the course.

EXS 535 Clinical Exercise Testing and Prescription 3 credits

This course expands on the knowledge and skills acquired in Exercise Testing and Programming. A thorough examination of the principles and practices for safe diagnostic exercise testing and prescription in clinical populations (cardiac, pulmonary, musculoskeletal, and metabolic disorders) are presented through lectures and explored through a case study format. Advancement of 12-lead ECG interpretation skills is an integral element within the course.

EXS 540 Human Performance Practicum 3 credits

This course gives students the chance to practice applied exercise physiology skills under the guidance of experienced professionals working in focused areas of Exercise Science. The course content is divided into several units that include nutrition for exercise and sport, exercise testing for apparently healthy individuals through sport performance, and designing exercise-training programs for specific individual outcomes. The units are scheduled concurrently with relevant exercise science courses.

EXS 545 Clinical Exercise Practicum 3 credits

This course provides students the opportunity to practice applied clinical exercise physiology skills under the guidance of experienced professionals currently working in focused areas of clinical exercise science. The course content is divided into several units that include health/medical history, clinical health assessment, blood chemistries, cardiopulmonary diagnostic exercise testing, and exercise prescription for clinical populations. The units are scheduled concurrently with relevant exercise science courses.

EXS 550 Applied Research 3 credits

This course supports the student in advancing their research project through developing a collaborative research plan.  Students will create their methods document and execute the collection of data relevant to their research projects. This is the second of three research development courses.

EXS 570 Clinical Internship 3 credits

This course provides students with a capstone practical experience to engage in a work-based learning experience as an extension to the knowledge and skills acquired during the didactic and practical courses in the Integrative Exercise Science program. Students will rotate through diverse clinical areas that utilize exercise as a medium for diagnosis and treatment at multiple local and regional medical facilities.

EXS 580 Research Seminar 3 credits

This seminar course is designed to foster analysis and critique of research data among the collaborative research team. Students will complete their research projects by analyzing the data, creating results and discussion documents, and presenting their final research project. This is the concluding course of three culminating in a research project.

Graduate Forensic Science Courses

FSC 500 Thesis Prospectus 1 credits

An introduction to scholarly and research manuscript writing, forensic science literature, and documentation styles and techniques. Discussion will center on current research trends within the forensic science community. Students will be guided through the thesis proposal writing process. Each student will write a thesis proposal by the end of the semester and select a thesis committee. 


FSC 501 Forensic Science Research 6 credits

Laboratory research in forensic science subject areas. Data generated from research will form the basis of a master’s thesis needed for degree completion. 

Prerequisites: Successful completion of FSC 500.

FSC 503 Professional Communication 2 credits

The course discusses all aspects of professional communication, oral and written, and evaluates a student’s ability to effectively communicate in the professional world. Students will participate in mock job interviews with professionals. 


FSC 504 Graduate Seminar 1 credits

A lecture series involving presentations from students on their master’s thesis research in a one-hour seminar format. Select presentations from invited speakers. 

Prerequisites: Successful completion of FSC 503.

FSC 505 Separations Chemistry 2 credits

An advanced study of the various types of separation methods used in chemistry with attention to specific types of applications to forensic evidence and modern methods of forensic chemical analysis. This course will challenge and advance the students understanding of the analytical separation methods and analyses of forensic science from a fundamental, chemical perspective. Students will learn from a scientific analytical perspective, the theoretical and practical aspects in the concepts of separating analytes in forensic evidence. Topics will be presented to include modern separation methods, concepts, and techniques such as sample preparation techniques, extraction methods such as liquid-liquid, solid-phase, and micro-extraction, precipitation separations, ion-exchange separations, electrochemical and gravimetric separation methods, and chromatographic separations such as gas chromatography, liquid chromatography, supercritical fluid and capillary electrophoresis. 


FSC 506 Analytical Spectroscopy 2 credits

In this course the student will study various types of modern chemical spectroscopic techniques. From a fundamental, chemical perspective the course will challenge and advance the students understanding of these analytical methods used in forensic science. The focus of study will be the theoretical and practical spectroscopic concepts of analyzing forensic evidence. Topics will include molecular spectroscopy, ultraviolet spectroscopy, infrared spectroscopy, mass spectrometry (MS), atomic X-Ray spectrometry, inductively coupled plasma (ICP), ICP/MS, Raman spectroscopy, and surface characterization by spectroscopy. 


FSC 507 Forensic Chemistry 3 credits

A study of the chemistry of certain types of forensic evidence and modern methods of forensic chemical analysis. This course will challenge and advance the students understanding of the analytical methods and analyses of forensic science from a fundamental, chemical perspective. Students will learn from a scientific analytical perspective the analysis of materials such as drugs, glass, paints and plastics, fire debris, explosives, fibers and other types of physical evidence. The student will learn the meaning and significance of analytical data from a fundamental approach. Topics will be presented to include modern reactions, concepts, techniques, and instrumentation such as chromatography, infrared spectroscopy, and ultraviolet spectroscopy. 

Prerequisites: Successful completion of FSC 505 and 506 or permission from instructor.

FSC 508 Forensic Pharmacology & Toxicology 3 credits

The course will introduce students to principles and methods in the areas of forensic pharmacology and toxicology. The course will introduce pharmacological and toxicological principles as they pertain to commonly encountered abused and toxic substances. Discussions will focus on the drugs, their mechanism of action, post-mortem characteristics, methods of collection and methods of preservation and analysis. The course will review basic concepts of analytical chemistry as it applies to drug and body fluid analyses. Specific methods for the analysis of alcohol, barbiturates, benzodiazepines, opioids, cocaine, marijuana, amphetamines, and hallucinogens will be presented. 

Prerequisites: Successful completion of a biochemistry course.

FSC 509 Advanced Crime Scene Reconstruction 3 credits

There are various types of analysis a forensic scientist might perform when reconstructing a crime scene, all of which depend on the type of analysis that may be needed in a particular case. For example, reconstruction of violent crimes such as homicides often involves advanced techniques such as bloodstain pattern analysis (BPA) which may be accomplished by direct scene examination and/or scene photographs in conjunction with examination of clothing and weapons from the scene. Knowledge of BPA is also crucial to analysts choosing bloodstains from clothing and other items submitted to crime laboratories for serological and DNA testing. Training and experience are essential to properly reconstruct a crime scene. This course will begin with an introduction to basic crime scene investigation as it relates to crime scene reconstruction; however, the remainder of the course is taught from the scientist perspective in crime scene reconstruction.  Emphasis will be placed on developing critical thinking skills and recognizing ways to limit bias which are essential for scientists to properly reconstruct crime scenes.  Instruction will be given in forensic medicine, including interpretation of autopsy reports, microbiomes, fire scene reconstruction, staged crime scenes, and an in-depth study of specialized techniques such as bloodstain pattern analysis, bullet trajectory analysis, and entomological post-mortem interval estimations as they relate to crime scene reconstruction. Students will then use this knowledge in analyzing, interpreting, and reconstructing numerous mock crime scenes. The course will end with a discussion on report writing and courtroom testimony of reconstruction cases.  Each student will be assigned a final mock crime scene where they will analyze, reconstruct, and prepare/present their case for courtroom testimony.  Laboratory included.  Prerequisites: Concurrent with or completion of FSC 515.

FSC 510 Recent Advances in Forensic Biology 3 credits

An advanced forensic biology course that will deal primarily with newer techniques used in body fluid stain identification, DNA extraction, DNA quantitation, PCR, and genotyping.  Instruction will be given on state-of-the-art technologies, including Next Generation Sequencing, and their application to common forensic biological issues such as degradation, sensitivity, specificity, and variation in sample type.  Advanced DNA topics including SNPs, microbial DNA, Y-STRs, mitochondrial DNA, and plant DNA will also be discussed.  The course will also focus on population statistics used in forensic DNA analysis with an emphasis on statistical interpretation of mixtures.  Emphasis will be placed on the importance of developing critical thinking skills utilized by forensic biologists to properly analyze evidence and troubleshoot common laboratory issues.  Laboratory included.
Prerequisites: Concurrent with FSC 511 and either completion or concurrent with a genetics course.

FSC 511 Molecular Biology 3 credits

The course begins with an examination of basic molecular biology including the structure of DNA, methodology of DNA replication, regulation of gene expression, and consequences of DNA mutations.  The use of recombinant DNA and its applications in the study of human genetics will be explored as well as the impact of biotechnology on society. 
Prerequisites: Concurrent with or completion of a genetics course.

FSC 513 Advanced Microscopy 3 credits

Lecture and practical instruction in the theory and practical application of microscopy methods.  This course will focus on polarized light microscopy, fluorescent microscopy, phase contrast microscopy, scanning electron microscopy, and spectroscopic methods that can be interfaced with the microscope (such as micro-FTIR and x-ray microanalysis).  Additional emphasis will be placed on microchemistry, photomicrography, and digital imaging. Laboratory included.

FSC 515 Advanced Forensic Pattern Analysis 3 credits

Study in the comparative analysis of pattern evidence typically encountered as forensic evidence with emphasis on developing critical thinking skills, recognizing, and limiting bias, and viewing pattern evidence as stochastic events. This course will begin with instruction on the proper documentation methods for pattern evidence followed by the analysis and interpretation of common forms of pattern evidence such as bloodstain patterns, glass fractures, handwriting, fingerprints, footwear impressions, and projectiles and casings from firearms.   Students will then use this knowledge along with critical thinking skills to develop testing methods to analyze and interpret various types of pattern evidence.  Students will develop their writing and oral skills by submitting laboratory reports in the form of journal articles and lecturing on an assigned topic related to pattern evidence.  Laboratory included.

FSC 516 Forensic Chemistry and Toxicology Laboratory 2 credits

Laboratory course designed for students to gain experience in some of the common analytical techniques utilized in forensic chemistry and toxicology. Prerequisites: FSC 505 and 506 or permission of instructor.

FSC 517 Quality Assurance, Control & Management 2 credits

This course will introduce the concepts and procedures associated with quality assurance and quality control in forensic science. The course will augment the fundamental knowledge of quality assurance and provide further development of the concepts of total quality management in the analysis of certain types of forensic evidence and modern methods of forensic chemical analysis.  This course will advance the students understanding of the importance of sampling, traceability and measurement uncertainty in analytical methods and analyses used in forensic science. The course will provide the student an understanding of the quality concepts and the utilization of quality tools, statistical techniques, metrology and calibration procedures and protocols, inspection and test techniques, quality auditing, and preventive and corrective action in the context of forensic service improvement as well as in correcting problems. The topics will be taught with an emphasis of performing these duties in an ethical context.

FSC 518 Legal, Ethical, and Administrative Issues on Forensic Science 3 credits

One of the distinguishing factors of forensic science is the law/science interface unequaled by other scientific disciplines.  Since forensic science plays a critical role in prosecutorial and investigative aspects of the criminal justice system, forensic scientists have to be well versed in the similarities and differences between law and science.  Maneuvering between both words often presents ethical dilemmas to the forensic scientists who often have to take into consideration both disciplines before choosing a course of action.  This course will, in part, deal with the legal aspects of forensic science as well as the ethical problems typically presented to a scientist working so closely in the legal realm.  Aspects such as discovery, courtroom admissibility of scientific evidence, and expert testimony will be presented. As a consequence, each student will be required to give expert testimony in a moot court based on actual laboratory analysis of simulated physical evidence.

The course will focus on the practical application of forensic science laboratory management and professional issues such as accreditation and oversight as well as the evolution of the discipline.  A major component of the course is a joint manuscript on a major policy issue in forensic science with the expectation of publication.

A course of this type does not lend itself well to the typical lecture format.  Interactive discussion between students and the professor is the only way for this course to provide students with a beneficial educational experience.  It is expected that all students will participate at a high level in each meeting.

FSC 519 Using Multivariate Statistics in Forensic Analysis 1 credit

Multivariate statistical models can be used to help interpret complex data sets often generated from forensic analysis.  In this course, students will be introduced to the theory and application of those statistical and chemometric models most often used for solving classification and comparison problems typically found in forensic science.  The goal of this course is for students to understand the correct relationship between problem and approach as well as how to correctly interpret statistical data.

FSC 548 Research Design and Statistics

This course deals with fundamental and advanced concepts in probability, statistical methods, and hypothesis testing.  Topics include, but are not limited to, fundamentals of probability; summary statistics; basic hypothesis testing; analysis of frequency data; analysis of variance; regression and correlation; factor analysis and principal components analysis; discriminant analysis; and other multivariate methods.  Nonparametric approaches will also be covered.  Statistical power will be discussed in the context of research design.  

FSC 559 Legal and Evidentiary Issues in Forensic Nursing

This course will cover evidence collection, preservation and documentation by the forensic nurse. Students will learn the proper techniques for collecting, photographing, sketching, note taking and following the chain of custody of forensic evidence. Legal aspects include documentation, framework of the legal system, process of the criminal trial, admissibility rules and courtroom testimony. 

FSC 599 Continuing Research 1 credit each semester until completion of thesis.

Continuation of summer thesis research into the academic year.
Prerequisites: FSC 500 and 501

Graduate Business Administration Courses

BUA 500: Managerial and Leadership Skills 1-3 Graduate Credits

The goal of this course is to enhance the student’s leadership and managerial skills. This course helps students identify their individual leadership strengths and discover opportunities for additional development.  Topics include personal accountability, networking skills, industry position analysis, job search strategies, interviewing skills, and negotiation.  In addition to self-assessment activities, students develop their business writing skills, including appropriate use of APA documentation standards.  MBA students—consult with your faculty advisor and your plan of study regarding the number of credits to register for; MPS students always take this course for 3 credits.

BUA 650: Integrated Practicum 3 Graduate Credits

Creating new ideas, capturing new markets, and enhancing organizational effectiveness occur through innovation and transformational leadership. New technologies, processes, competition, and globalization require all organizations to distance themselves from the familiar and foster innovation and agility. MBA students will present their graduate writing portfolios for assessment. MPS students in this capstone course will develop an applied, integrated thesis that demonstrates skills and insights for evaluating, articulating, and pitching a new product or service, either as a start-up business or a new initiative within an existing firm.

HCM 523: Population Health and Quality Indicators 3 Graduate Credits

Assessing the overall health of a population is key to developing organizational strategies for the delivery of health care services. At a baseline, determinants such as individual and group behavior, the social and physical environments, and population genetics can help shape policies and strategies for organizations working to improve outcomes.  Specific assessments of outcomes such as quality of life and mortality may exhibit population disparity that can be addressed to improve processes and outcomes.  Focus on quality indicators such as effectiveness, safety, and responsiveness in the context of evidence-based practice can lead to not only enhanced outcomes, but improved organization reputation and enhanced receptiveness of the community to appropriate care.

HCM 558: Healthcare Management and Logistics 3 Graduate Credits

An in-depth look at health care delivery systems with emphasis on administrative and management functions, terminology, accreditation, human resources management, medical staff relationships, environment of care, marketing, and the many operational aspects of health care management. Special emphasis is given to the topics of information systems, access to care, financing health care in other countries, continuous improvement, marketing and strategic governance.  Course is co-sat with BUA 258; graduate students complete additional work in logistics.

HCM 640: Healthcare Finance and Administration 3 Graduate Credits

This course will introduce the student to the major areas of financial decision making in health care. The course will review the different types of reimbursement from the government and private insurers for hospitals, outpatient facilities, home health care and skilled nursing facilities. Resource allocation methods and control of financial resources and the interpretation and utilization of financial statements will be discussed. The course will highlight financial strategic planning concepts, managed care, capital budgeting and financial/operating benchmarks necessary for work in today’s healthcare organizations. Course is co-sat with BUA 340; graduate students complete additional work in administration. 

HCM 670: Healthcare Compliance, Strategy, and Ethics 3 Graduate Credits

Managers in the healthcare field must operate from a compliance core of current laws and regulations as the baseline for an ethical and legal organization.  Strategic environmental analysis can better position an organization to not only survive, but ethically succeed—despite public health challenges and even resistance.  Once a strategic position is established, organizations can be designed and staffed to meet the needs of the current moment while developing resource capacity to act decisively and ethically in the face of emerging situations.  This course will provide students with a complete strategic picture of healthcare management, from environmental analysis through appropriate organizational development to developing positive ethical organization cultures.

HRM 600: Human Resource Information Systems 3 Graduate Credits

Human resource management now relies on digital tools and technologies for a variety of tasks, including candidate screening, onboarding, performance management, and benefits management. What does human resources look like in a digital age? This course examines current software and cloud-based solutions for human resource management, including time and attendance management, payroll and tax submissions, talent acquisition, integrated training, and performance management.

HRM 610: Employee Metrics and Performance Assessment 3 Graduate Credits

HR in a data-rich environment provides many options for measuring and assessing individual employees, managers, departments, and organizations. Some metrics are selected for fit with organizational strategy and culture, others for the hidden patterns that can be revealed, such as absentee rate per manager, voluntary turnover rate per manager, training expense per employee, and overtime by department. Choosing and assessing appropriate metrics for enhancing organizational performance is a key strategy explored in this course.

HRM 630: Legal and Regulatory Compliance 3 Graduate Credits

This course examines legal and regulatory compliance issues in human resource management, including anti-discrimination laws such as ADA, ADEA, the Civil Rights Act and EEO, leave provisions such as FMLA, and workplace safety issues such as ergonomics, prevention of harassment, and OSHA compliance. Employee privacy laws such as HIPAA are discussed as are legal and regulatory issues regarding pay. Procedures for investigating and escalating incidents are discussed, as well as the development of compliance-based workplace training for employees and other risk-reduction strategies.

HRM 640: Diversity and Inclusion Leadership 3 Graduate Credits

This course explores personal identities based on categories of belonging such as age, gender, and ethnicity, for the purpose of creating understanding and ultimately, a more equitable and inclusive workplace. Specific strategies for developing a workplace culture of inclusivity and belonging are addressed, as are periodic assessment methodologies and training strategies for creating a continuing environment of comfort, equity, and productivity. A review of hiring practices is also addressed.

MBA 501: Women in Leadership, Men as Allies 2 Graduate Credits

Women in leadership and managerial roles face additional challenges when compared to their male counterparts.  This course looks at systematic challenges and pressures placed on aspiring female organizational and public leaders, including the glass ceiling, the double-bind, leadership styles, emotional intelligence, identifying and leveraging male allies, and the relative lack of women in existing leadership roles.  Topics include strategies for addressing these issues, with a focus on gender’s impact on the style and techniques used to lead in corporate and non-profit settings.  Open to all graduate students.  No prerequisites.

MBA 502: Women in Leadership, Men as Allies 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 628 toward constructing portfolio content relevant to their career interests. As an extension of MBA 628, this course continues to explore unique challenges for women in organizational leadership and management roles. Students will develop an in-depth case study of a particular female leader with corporate and public impact.  Open to all graduate students.  No prerequisites.  

MBA 503: Corporate Social Responsibility and Ethics 2 Graduate Credits

This course considers the notion of corporate social responsibility, as well as ethics. What roles and responsibilities do organizations have to their stakeholders, including customers, employees, local communities, and the environment? What does acting ethically mean beyond revenue and profit, such as considering the overall risks and benefits of large-scale operations to global society? What are the environmental and societal challenges raised by modern organizations, and what balanced solutions would help drive sustainable innovation, growth, and policy?

MBA 504: Corporate Social Responsibility and Ethics 1 Graduate Credit

 This self-paced online course allows students to leverage material learned in MBA 503 toward constructing portfolio content relevant to their career interests. As an extension of MBA 503, this course continues to explore how corporate social responsibility policies and initiatives impact businesses and markets. Students will develop an in-depth case study and impact analysis memo related to their field of interest.

MBA 507: Change and Innovation Management 2 Graduate Credits

Change is inevitable in contemporary businesses and organizations, and managing change requires more than strategic decision-making.  Change agents must develop innovative and transformational strategies to address individual contributions, geographic dispersion, technology and communication challenges, employee resistance, organizational networks, structure, and learning, as well as market and environmental change.  Students will approach innovation and change management through integrative, strategic and design-based thinking to more thoroughly understand the conditions that support transitions.

MBA 508: Change and Innovation Management 1 Graduate Credit

This self-paced online course allows students to leverage the material learned in MBA 507 toward building a portfolio project relevant to their career interests.  As an extension of MBA 507, this course continues to explore change management frameworks and organizational design.  Students develop a change management case study including implementation and communication schedules, suitable for inclusion in their graduate business portfolio.

MBA 535: Financial Accounting & Reporting 2 Graduate Credits

Accounting is the language of business, and understanding financial accounting and reporting is key to determining the best course of action for any business or organization.  Topics include reading, analyzing, and interpreting financial accounting data, the general ledger, international accounting principles, and financial statement reporting.  Emphasis is placed on understanding the impact of financial statements on corporate and organizational strategy.  Key areas explored include revenue recognition, cash flows, accounts receivable and payable, profit and loss, and corporate tax liability. 

MBA 536: Financial Accounting & Reporting 1 Graduate Credit

This self-paced online course allows students to leverage the material learned in MBA 535 toward building a portfolio project relevant to their career interests.  As an extension of MBA 535, this course continues to explore financial accounting and reporting concepts with a particular emphasis on accounting analytics, and their relationship to organizational strategy.  Students develop a strategic case study from financial statements suitable for inclusion in their graduate business portfolio.

MBA 537: Marketing Management, Strategy and Analytics 2 Graduate Credits

Marketing allows businesses and organizations to present and develop not only key products and services, but also help customers understand the mission, vision, and values of their firms and brands.  Leveraging a mix of price, place, product and promotional differences, companies develop strategies that directly address their competitive environments and key rivals   Students in this course learn segmentation and marketing research techniques, marking analytics, strategic campaigning management, and media choice, including social media management techniques for developing data-driven marketing strategy.

MBA 538: Marketing Management, Strategy and Analytics 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 537 toward building a portfolio project relevant to their career interests.  As an extension of MBA 537, this course continues to explore marketing concepts, including segmentation and campaigns.  Students will develop a data-driven strategic marketing plan for a product or service, suitable for inclusion in their graduate business portfolio.

MBA 541: Organizational Financial Management 2 Graduate Credits

Business and organizations require careful management of financial resources in order to support and sustain operations.  Students in this class examine the foundations of corporate and organizational finance, including ownership structures and an overview of the major financial decisions made by the companies and investors.  Topics include investment decisions, financing methods, cash flow, the valuation of financial assets, understanding financial liabilities, capital structure, and the relationship between risk and return.  Key instruments such as stocks and bonds are reviewed as are internal rate of return, net present value, financial ratios, and forecasting.

MBA 542: Organizational Financial Management 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 541 toward building a portfolio project relevant to their career interests.  As an extension of MBA 541, this course continues to explore organizational financial management concepts.  Students will develop and defend a capital budgeting proposal for a strategic asset suitable for inclusion in their graduate business portfolio.

MBA 543: Managerial Economics and Modeling 2 Graduate Credits

Organizational leadership requires an understanding of the economic forces that shape competition and regulation.  Students in this course gain an understanding of the strategic implications of economic conditions, using neoclassic and behavioral analytic tools including marginal analysis, demand and supply, market equilibrium, and competition.  Modeling topics explored include four classic economic models of oligarchy structure, and models of competitive pricing.  The course examines the moral and ethical issues in strategic economic decision-making, particularly with regard to fair competition and minimizing negative externalities.

MBA 544: Managerial Economic Modeling 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 543 toward building a portfolio project relevant to their career interests.  As an extension of MBA 543, this course continues to explore topics in economic strategy for managers.  Students will develop a strategy and policy-driven approaches for engaging market competitors, including pricing decisions, suitable for inclusion in their graduate business portfolio.

MBA 620: Operations Process and Emerging Technologies 2 Graduate Credits

Keeping operations running efficiently is the goal of every business and organization.  Yet the operations field constantly changes as new technologies and processes are introduced, and disruptive innovations can quickly reset entire industries to a new normal.  Students in this class first and foremost examine operations management, including key areas such as production metrics, scheduling, statistical quality control and supply chain management.  Building on this foundation, students examine the risks and impacts of adopting new technologies and processes on operational efficiency.  

MBA 621: Operations Process and Emerging Technologies 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 620 toward building a portfolio project relevant to their career interests.  As an extension of MBA 620, this course continues to explore issues related to emerging technologies and their impact on operations.  Students will develop an impact analysis case study of an emerging business technology or process, suitable for inclusion in their graduate business portfolio. 

MBA 622: Intercultural Communication and Global Perspectives 2 Graduate Credits

Global business requires understanding other cultures.  This course explores global business strategies including multinational ownership structures and outsourcing, as well as the concomitant requirement to work productively across time zones and language barriers in our global business environment.  Students explore diverse cultural norms and differences and explore existing research and guidelines for working across national and cultural divides.  Participants in this class will gain a deeper understanding of the importance of creating highly effective intercultural teams and workplaces.

MBA 623: Intercultural Communication and Global Perspectives 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 622 toward building a portfolio project relevant to their career interests.  As an extension of MBA 622, this course continues to explore the best practices used to create effective workplaces in diverse and multicultural environments.  Students will propose guidelines for managing a new multicultural business partnership, suitable for inclusion in their graduate business portfolio.

MBA 624: Gender in Communication and Negotiation 2 Graduate Credits

This course reviews the impact of gender on leadership communication and negotiation strategies, with an emphasis on the challenges faced by women in organizational leadership roles.  Topics include gender’s impact on speaker perceptions of authority, competence, and emotional intelligence, as filtered through audience expectations and stereotypes.  By being aware of these challenges, students can work across gender categories to develop effective leadership communication and in particular, the ability to negotiate positive outcomes on behalf of an organization or for the public good in a non-profit setting.  Open to all graduate students.  No prerequisites.

MBA 624: Gender in Communication and Negotiation 1 Graduate Credit

This self-paced online course allows students to leverage material learned in MBA 624 toward constructing portfolio content relevant to their career interests. As an extension of MBA 624, this course continues to explore strategies for successful leadership communication and negotiation skills. Students will develop a set of personal guidelines for communication and negotiation situations.  Open to all graduate students.  No prerequisites. 

MBA 640: Career Mentoring Workshop 1 Graduate Credit

Serving as a career development workshop, this course gives the learner the chance to explore potential career opportunities within a particular area of interest.  Students conduct field interviews, identify a personal career mentor, explore professional certifications and memberships, find other useful connections and partnerships, and research potential organizational and workplace opportunities for fit.  Participants in the class address their short and long-term career planning goals, and present an updated resume, social media presence, and career plan. Students may repeat this class once for credit.

MBA 660: Topics in Strategic Management 3 Graduate Credits

Offered over the compressed Winter session, this course is not required for the program, but rather serves as an alternate option for students interested in the content areas offered.  This allows students to benefit from faculty expertise outside of the course MBA curriculum. Recent offerings have included The Pandemic Economy and Beyond (2021), Environmental Leadership (2022), and eSports and the Gaming Industry (2023).  Student requests for topics will be considered if there is sufficient faculty expertise available.

MIS 567: Management Information Systems 3 Graduate Credits

Technology infrastructure allows businesses to create new kinds of organizational structures, international and domestic partnerships, efficient supply chains, and even new innovations in products and customer relationships. This course provides an overview of management information systems, including the core components and implications of networks, software, databases, hardware, and cloud-based infrastructure. Case study methodology is used to explore the impact of technologies on efficiency and productivity in business and organizations. Students gain an understanding of the interconnected nature of business and technology. Students develop a real-world case study analysis of technology adoption for an organization.

MIS 570: Project Management for Technology 3 Graduate Credits

This course starts by examining general project management techniques and then focuses on those unique to information technology fields, such as Agile, Scrum, and XP. Work breakdown structures such as Gantt charts are discussed, as are the organizational design strategies that support project models (lean, matrix). The role of the project manager is explored, including the necessary skills for successfully negotiating cost, budget, scope, quality, feasibility, and risk issues in business projects. The course culminates in a project proposal plan for a new technology development.

MIS 572: Data Engineering and Management 3 Graduate Credits

This course examines how organizations use and manage data. Concepts include relational and non-relational databases, structured query language, scalability and security, data standardization and warehousing, and data capture methodology. Central to the course is the question of how organizations seek to use data to achieve their goals as they collect, organize, store, and analyze data to create usable business information. The course culminates in the creation of a data management plan for a company or an organization.

MIS 576: Workplace Automation and Disruptive Innovation 3 Graduate Credits

Innovations in technology have the ability to streamline organizations, expand production through scalability and flexible customization, and reduce expenses and manufacturing errors—and they

can transform markets as well through disruptive innovation. Increasingly, modern business productivity enhancement takes the form of business automation, including expert systems, decision systems, robotics in manufacturing, and even artificial intelligent agents. Students in this class explore developments in automation and disruptive technological change to organizations and markets, including ongoing emergent developments and disruptions.

Master’s in Nutrition MHS Courses

MHS 600: Health Stats/Epidemiology 3 credits

Introduction to epidemiologic theory, principles, methods and measures commonly used in public health. Students will be introduced to the theoretical basis for and practical application of common statistical methods and principles used in public health.

MHS 601: Health Policy and Advocacy 3 credits

Exploration of the roles health advocates assume and how individuals working in public health settings might participate in advocacy strategies to affect policy. The course centers on frameworks for conceptualizing and promoting the right to health and strategies to empower consumers and other health professionals to be engaged in the decision-making process, defining issues, and having a say in the development of health policies.  

MHS 602: Evidence Analyses 3 credits

Application of the appraisal and synthesis of research results and evidence-based methods. Identification and use of appropriate inquiry methodologies; ethical implications of research and translational scholarship. Involving complex and conscientious decision-making based not only on the available evidence but also on client characteristics, situations, and preference (Academy of Nutrition and Dietetics).

MHS 603: Health Program Planning and Management 3 credits

Investigation into the key concepts of health program development and evaluation. Students will be given an opportunity to apply models for developing theory-based health programs and plan a program evaluation. Models and principles of program planning and evaluation are presented and contrasted. Data gathering techniques, design considerations, and implementation strategies are covered. Other topics include systems theory applications, strategic planning methods, proposal development, and report writing.

MHS 604: Culture and Ethics in Healthcare 3 credits

Consideration of the practice of health promotion, disease prevention, and health research and the ways in which cultural and social factors influence health behaviors and interventions and associated ethical decision-making practices.   Gender and culture issues affecting health, with emphasis on health disparities and how gender and cultural indicators affect behavioral risk. The relationship between health and other factors such as religion, social class/socioeconomic status, acculturation, migration, and globalization is also studied.

MHS 630: Practicum I 3 credits*

Nutrition fieldwork in hospitals, schools, laboratories, and community-based organizations designed to provide opportunities to apply knowledge and skills gained from the classroom education to professional practice. This first part of the two-part practicum series allows students to plan programing and interventions that will be designed to address a defined problem in their community in Practicum 2. This experience requires students to provide an ongoing formative evaluation of their program through its developmental stages. Students must participate in at least four live meetings with their advisor and attend all peer presentations at the end of the semester.

MHS 631: Practicum II 3 credits*

Nutrition fieldwork in hospitals, schools, laboratories, and community-based organizations is designed to provide opportunities to apply knowledge and skills gained from classroom education to professional practice.  This capstone practicum experience requires students to complete the planning process begun in Practicum 1. The experience will culminate with a comprehensive summative evaluation of the program design and comprehensive plan for initial implementation and assessment. Students must participate in at least four live meetings with their advisor and attend all peer presentations at the end of the semester.

MHS 632: Thesis I 3 Credits*

Thesis I Seminar will provide students with the opportunity to build upon what they have learned in prior coursework and guide them through the process of writing a thesis proposal. Working in consultation with the primary course faculty and an identified content expert, students will develop a thesis proposal that has direct relevance and application to Health and Nutrition that will include an Introduction, Literature Review, and Methodology. The development of this thesis proposal will demonstrate the practical application of the student’s knowledge and reflect the student’s sophisticated understanding of the subject matter. After successful defense of the thesis proposal, students will submit to the Institutional Review Board. Thesis Seminar requires students to attend three live classes and the live Thesis proposal defense session(s).  Expected meeting days and times are Wednesdays 6-7:30 PM (later for defense session(s). 

Prerequisites:  This is the program’s capstone course. Students must have completed MHS 600 Health Stats/Epidemiology and MHS 602 Evidence Analysis to be eligible to register for this capstone course. Program planning must be either completed prior to or taken with the capstone, and must have successfully completed a minimum of 18 graduate credits prior to the start of the capstone.   

MHS 633: Thesis II 3 Credits*

Thesis II continues the developmental process of the Thesis I research project. Thesis II requires students to implement the research project identified and supported through Thesis I.  At the completion of Thesis II there will be a comprehensive summative analysis and evaluation of the data, and a discussion of the application of the study’s findings to the population of interest.

Practicum or Thesis Summer Seminar (no credits)

All students entering the Practicum or Thesis sequence must participate in the Pre-Practicum or Pre-Thesis Workshop/Seminar and complete all associated work.  Failure to do so will result in removal from Practicum I or Thesis I.

MHS 635: Culminating Project: Maintenance of Candidacy 1 Credit

The Continuation of the culminating Practicum or Thesis until completion of manuscript.   

The MHSc in Nutrition program is designed to be completed by full-time students in 18 months.  Students who have completed all required coursework for the MHS but have not submitted a finished culminating project (MHS 632 or 634) for review and approval by the due date at the end of the final semester of enrollment must register MHS 635 Culminating Project: Maintenance of Candidacy (1 credit) during each fall, spring, and summer semester until they complete the program. Once the culminating project has met “approval” status, the student is eligible to graduate from the program and receive the MHSc degree. In all instances, the MHS in Nutrition program must be completed within six years after all other coursework has been completed.

Practicum and Thesis (Capstone) Requirements:

• Students must have successfully completed a minimum of 18 credits towards the program requirements to be eligible to enter Practicum or Thesis.
• Students are required to secure their Practicum or Thesis sites. All sites must be   approved by the Practicum or Thesis Faculty Standards for appropriate sites will          be provided by the Program.
• Placements require students to comply with all background and medical clearances of their host facility.

The following nine credits of the core curriculum courses must be successfully       completed prior to registering for Practicum I or Thesis I

• MHS 602: Evidence Analysis
• MHS 600: Health Stats/Epidemiology
• And either MHS 601: Health Policy, MHS 604: Cultural and Ethics and/or, MHS 603: Program Planning.  

Practicum I or Thesis I can be taken with

• MHS 601: Health Policy,
• MHS 604: Cultural Competency and Ethics
• and/or, MHS 603: Program Planning.  

A student must be currently enrolled or have completed Practicum I or Thesis I to be eligible to register for Practicum II or Thesis II. Successful completion of Practicum I or Thesis I is required for continuation into Practicum II or Thesis II

In order to ensure appropriate advisement and resources needed to support completion, students who need to delay Practicum or Thesis II, must request permission to enter the part two course in the sequence from the instructor. 

The Master’s in Nutrition capstone will demonstrate the student’s high level of competency through the application of health and nutrition program development and planning. 

The Practicum experience is designed to provide students the opportunity to apply what they have learned through the Master’s in Nutrition core curriculum in ways that directly benefit the populations they currently serve.

The Thesis experience is designed to provide the students the opportunity to apply what they have learned through the Master’s in Nutrition core curriculum in the scholarly investigation of a topic of interest. 

The focus and scope of the Capstone experience should be tailored to students’ area of interest in Health and Nutrition and their current (or future) work or volunteer responsibilities and aspirations.

Students who are not employed in a practice setting must identify an organization they will volunteer with to complete this two-semester project or research no later than midterm of the semester before the beginning of Practicum I or Thesis I (in the summer seminar).   Students are responsible for setting up their site arrangements and recruiting their Practicum/Thesis (capstone) team.

The Master’s in Nutrition faculty member will collaborate with students’ team to oversee and evaluate the project. Students will be required to identify their team members and set up meetings between the Capstone Faculty Advisor and the Team members as needed.

Candidates enrolled in Practicum II or Thesis II may be enrolled in a maximum of one other course during the same semester (this can be an elective/nutrition concentration course, MHS 604: Cultural and Ethics in Healthcare, or MHS 601: Health Policy and Advocacy)

Students must register for Practicum I or Thesis I before the Workshop/Seminar offered during the summer semester.  Attendance and completion of all associated materials by the due dates are required to continue to Practicum or Thesis in the fall semester.  Failure to do so will result in a student being removed from the fall section. 

Nutrition and Health Courses

MHS 610: Health Education: Learning Throughout the Lifespan 3 credits

Exploration of the current status of health education, specifically in the United States, and identify the factors that influence health status. Students learn to perform a needs assessment, and design and implement educational strategies that meet the learning needs of individuals across the lifespan.

MHS 613: Nutrition and Non-communicable Diseases (NCD) 3 credits

Investigation of the link between food, nutrition, diet, and non-communicable diseases. Students will identify why NCDs need to be considered when addressing major nutritional challenges and develop skills to address NCD such as heart disease, diabetes, and obesity in healthcare and community settings.

MHS 614 Lifecycle Nutrition 3 Credits

Investigation of the unique aspects that affect the health and nutritional status of infants, young children adolescents, adults and the elderly and the complexity of caring for the changing nutritional needs.  This course will empower dietitians to acquire new skills related to health, well-being, and nutritional care of populations. Government and community resources available will be discussed along with appropriate interventions

MHS 620: Advanced Concepts in the Treatment of Eating Disorders 3 credits

Study of advanced concepts into the etiology, diagnosis, and treatment of disordered eating, including anorexia nervosa, bulimia, binge eating disorder and special populations.  Focus will be centered upon the theory, diagnosis, assessment, treatment, and method of evaluation for each treatment modality presented. Treatment is considered from a team-based approach to include psychological, cognitive, and physiological processes.

MHS 621: Applied Sports Nutrition 3 Credits

This course will provide guidance for optimal nutrition for training and sports performance. Course topics include energy balance, macro- and micro-nutrient needs, hydration, timing and composition of pre- and post-activity meals, body composition, and ergogenic aids. Learning will address macronutrient and micronutrient needs in general and cover unique needs in various sports.

Additional Program Elective Courses
 

Grantsmanship 3 credits

Practical application for identifying funding sources, and developing a proposal covering program need, program objectives, a management and quality assurance plan, preliminary work, evaluation, budget, and a plan for funding support.

Advanced Topics in Nutrition 3 credits

Student centered, faculty led experience provides the student the opportunity to engage in a detailed study of a specific nutrition topic, concept, or problem of their choice. Topics are chosen by the student and require permission of the instructor and program director.

Graduate Nursing Courses

MSN Core Courses

MSN 510 Conceptual & Theoretical Foundations for Nursing 3 credits

This course explores the epistemology of nursing science, including historical perspectives, current concepts pertinent to nursing, and impact of grand and mid-range nursing theories on the future of nursing practice. Pre-requisites: None. Co-requisites: None.

MSN 512 Research for Evidence-based Nursing Practice 3 credits

This course is designed to develop the role of the professional graduate student as a competent research consumer.  Students develop the skills needed to identify and critically appraise scientific evidence to evaluate the quality and applicability to clinical practice.  The course content includes an overview of research concepts, ethical issues, literature searches and reviews, quantitative and qualitative research methods and designs, data collection, analysis and interpretation techniques.  Students gain an understanding of the research process and the role of research in evidence-based practice. Pre-requisites: None. Co-requisites: None.

MSN 514 Informatics & Technology in Nursing 3 credits

This course explores the impact of informatics upon evidence-based practice, leadership, management, and education. Emphasis is placed on how informatics supports evidence-based decision-making, and on how informatics and technology impact the delivery of nursing and health care.

Pre-requisites: None. Co-requisites: None.

MSN 516 Issues and Trends Relevant to Nursing 3 credits

This course focuses on the nonclinical yet critical content necessary to practice safely in a competent professional nursing role. Topics explored include current international, national, state, and local trends affecting nursing such as health care/ illness care financing, bioterrorism, Healthy People 2020, professional credentialing, ethical decision making, bioethical dilemmas, federal and state laws, nursing’s professional organizations, and issues of interest based on nursing specialties. Additionally, the course provides information on liability, coding, and models of health care delivery. Contracts, reimbursement, quality and safety initiatives will be addressed. Overview of the Consensus Model, preparing for national certification, and applying for licensure and prescribing privileges at the state level will be addressed. Pre-requisites: None. Co-requisites: None.

MSN 520 Vulnerable Populations: Nursing Perspectives 3 credits

The elimination of health disparities has been identified as an area of research emphasis by the National Institute of Nursing Research. This course examines health determinants and health disparities within the United States as well as in the global community. The student will examine health disparities and the burden of disease within social, cultural, political, economic, and environmental contexts using a systematic, multidisciplinary approach. Pre-requisites: None. Co-requisites: None.

Nurse Educator Specialty Courses

MSN 531 Curricula in Nursing Education 3 credits

This course is designed to introduce the student to traditional and contemporary considerations for curriculum planning and design as applied to nursing education. The primary focus is the process of curriculum development and program evaluation. The faculty role in higher education is explored. Historical, theoretical, legal, and ethical issues related to curricula planning will be examined.
Pre-requisites: Graduate Nursing Core/Direct Care Core Courses per Director.

Co-requisites: None.

MSN 532 Nurse Educator Practicum I, 4 credits: 3 credits didactic, 1 credit clinical [56 clock hours]

The focus of the course is the nurse educator’s integration of advanced-nursing knowledge to promote and improve health in a focused practice setting. Recognizing that the content being taught needs to be current, supported by theory, and evidence-based, this course prepares nurse educators to motivate change in learners.  Effective teaching strategies and materials to maximize learning in a focused practice settings are emphasized.  Measurement and evaluation techniques that are essential to effective teaching are explored. The nurse educator is considered a direct-care role and as such all students in the nurse educator track must complete 56 hours (1 credit) of direct-care clinical practice experiences in this course. Prerequisites: MSN 531. Co-requisites: None.

MSN 535 Nurse Educator Practicum II, 6 credits: 3 credits didactic, 3 credits clinical [168 clock hours]

This course will provide students the opportunity to apply concepts and develop skills in curriculum development, classroom and clinical teaching, and evaluation methods in an educator role within the student’s area of specialization. The student can choose from a variety of opportunities in clinical settings with patients or staff nurses or with nurse educators in clinical or academic settings. Students will gain experience interfacing with faculty, administrators, and support service personnel in the institution(s) of their choice. Students will complete 168 hours (3 credits) of clinical experience in an educator role and 42 hours (3 credits) in classroom seminars.

Prerequisites: MSN 532. Co-requisites: None.

Nurse Administrator Specialty Courses

MSN 541 Nursing Care Delivery Systems 3 credits

This course will introduce the student to leadership and management theory, the roles of the nurse administrator, the organizational structure of health care delivery systems, care delivery models, the planning process, program evaluation methods, and the effects of national and international health care policy on institutions.
Prerequisites: Graduate Nursing Core/Direct Care Core Courses per Director.

Co-requisites: None.

MSN 543 Resources for the Delivery of Nursing Care 4 credits: 3 credits didactic, 1 credit clinical [56 clock hours]

This course will introduce students to health care economics, budgeting and financial management, health care reimbursement, business plans and grants, and development and management of human resources.  Students will complete 56 hours (1 credit) of clinical experience in an administrator role and 42 hours (3 credits) in classroom seminars.
Prerequisites: MSN 541. Co-requisites: None.

MSN 545 Nurse Administrator Practicum 6 credits: 3 credits didactic, 3 credits clinical [168 clock hours]

This course will introduce students to professional ethics, health care laws and regulations, collective bargaining, institutional and individual credentialing, professional and institutional liability, contract administration, and the role of politics and power in nursing and health care, and self-reflective management. Students will have the opportunity to apply concepts learned in NUR 541 and 543 in a managerial role within the student’s area of clinical specialization. Students will complete 168 hours (3 credits) of clinical experience in an administrator role and 42 hours (3 credits) in classroom seminars.
Prerequisites: MSN 543. Co-requisites: None.

Graduate Nursing Direct Care Courses

MSN 550 Physiology and Pathophysiology for Advanced Practice Nursing Across the Lifespan 3 credits

This course examines selected physiologic and pathophysiological conditions encountered in clinical practice across the lifespan of clients. Emphasis is placed on regulatory and compensatory mechanisms as they relate to commonly occurring diseases. Concepts of cellular, molecular and genetic, physiology, immunology, neurophysiology, endocrine/reproductive, cardiovascular, blood, pulmonary, renal, and digestive physiology will be examined.

Pre-requisites: None. Co-requisites: None.

MSN 551 Advanced Health & Physical Assessment Across the Lifespan 3 credits:2 credits didactic, 1 credit online lab (56 clock hours)

This course will provide students with a systematic method of diagnostic reasoning, clinical decision making necessary to conduct an advanced health assessment for clients across the lifespan. Advanced techniques in interviewing, history taking, physical examination, health screening, ordering, performing, and interpreting laboratory, radiographic, and other diagnostic data, and record keeping is included. The course content emphasizes bio-psycho-social and cultural assessment utilizing appropriate research findings. Students will complete 56 clock hours of clinical laboratory.

Pre-requisites: None. Co-requisites: None.

MSN 552 Pharmacological Principles of Clinical Therapeutics Across the Lifespan 3 credits

This course provides the student with knowledge and skills to assess, diagnose, and pharmacologically manage client’s common health problems in a safe, high quality, cost-effective manner. Emphasis is on the analysis of advanced pharmacological and pharmacokinetic principles and the development of therapeutic decision-making in drug selection of the client based on health conditions, individual variations, and economic and cultural concerns. Drugs most commonly used in advanced obstetric/gynecologic, neonatal, pediatric, adult, and geriatric nursing practice are stressed. Analysis of selected health problems is integrated with pharmacological and evidence-based practice principles.

Pre-requisites: None. Co-requisites: None.

Family/Individual Across the Lifespan Nurse Practitioner Specialty Courses

MSN 600 Primary Care of the Family & Individual Across the Lifespan I – Women & Families 3 credits

This is the first clinical course in a four clinical course sequence. The course focuses on health promotion, health maintenance management, and risk reduction strategies for women and families during childbearing years. Emphasis is on assessment of health states, nursing and medical management of common health problems, health education, health promotion, and disease prevention common to individuals and families of childbearing age. Community health, cultural competency, genetics, and evidence-based practice concepts are integrated into the course. Selected nursing theories, family systems theory, teaching and learning theories, behavior change theory, principles of counseling and therapeutic communication essential to planning, implementing, and evaluating nursing and medical management of health, wellness, and therapeutic regimens for the individual and family of childbearing age within the community setting are emphasized.

Students must register for the co-requisite clinical practicum that includes a clinical experience focusing on well-child health, women’s health and wellness, childbearing concerns, occupational health concerns common to women, acute episodic illnesses, and chronic illnesses commonly encountered in primary care health care settings.

Pre-requisites: MSN 510, 512, 514, 516, 520, 550, 551, 552. Co-requisites: 601.

MSN 601 Clinical Practicum Primary Care of the Family & Individual Across the Lifespan I – Women & Families 2 credits

Students are expected to complete 112 clock hours (8 hours/week) of clinical practicum over the course of the term. Students will practice and hone physical assessment, provide primary care health services including health promotion, disease prevention, health education and counseling and nursing and medical management of common acute and episodic, health problems to individuals and/or families of childbearing age within a community setting under the guidance and supervision of a Cedar Crest College approved preceptor in a primary care setting.

Pre-requisites: MSN 510, 512, 514, 516, 520, 550, 551, 552. Co-requisites: 600.

MSN 602 Primary Care of the Family & Individual Across the Lifespan II – Infants, Children & Adolescents 3 credits

This is the second clinical course in a four clinical course sequence. This course focuses on providing culturally competent, comprehensive primary health care to infants, children, and adolescents. There is an emphasis on assessment of health states, nursing and medical management of common health problems, health education, health promotion and risk/disease prevention common to infants, children and adolescents in the context of the family. Community health and concepts of cultural, as well as ethical competencies are integrated throughout the course. This course will continue to build on the application of family theory principals in communication and care planning, as introduced and emphasized in the previous coursework. The student will describe, analyze, and synthesize the plan of care in regard to the client, nurse, and health care systems along with principles of therapeutic communication.

Pre-requisites: MSN 600, 601. Co-requisite: 603.

MSN 603 Clinical Practicum Primary Care of the Family & Individual Across the Lifespan II – Infants, Children & Adolescents 2 credits

Students are expected to complete 112 clock hours (9.5 hours/week) of clinical practicum over course of the term. Students will practice and hone physical assessment skills and will engage in planning, implementing, and evaluating common health concerns of infants, children, and adolescents encountered in the community primary care setting under the guidance and supervision of a Cedar Crest College approved preceptor in a primary care setting.

Pre-requisites: MSN 600, 601. Co-requisite: 602.

MSN 604 Primary Care of the Family & Individual Across the Lifespan III – Adults & Older Adults 3 credits

This is the third primary care course in a four-course sequence. This course focuses on providing comprehensive and culturally responsive primary care to adults, older adults, and maturing families across the lifespan within the context of the community. The student will build on knowledge and skills obtained in previous coursework to expand knowledge of medical management of health states, common acute health problems, health education, health promotion, genetics and genomics, and disease prevention common to adults, older adults, and maturing families. The student will examine the use of evidence and evidence-based practice principles in decision making and concepts of patient resiliency and vulnerability will be incorporated throughout the course. Community health and concepts of cultural, as well as ethical competencies are also integrated throughout the course.

Pre-requisites: MSN 602, 603. Co-requisite: 605.

MSN 605 Clinical Practicum Primary Care of the Family & Individual Across the Lifespan III – Adults & Older Adults 4 credits

Students are expected to complete 224 clock hours (16 hours/week) of clinical over the course of the term. Students will practice physical assessment, diagnosis and management of health concerns common to adults, older adults, and maturing families with a focus on acute health problems commonly encountered in the primary care setting. The student will describe, analyze, and synthesize the plan of care in regard to the patient, nurse, and health care system. 

Pre-requisites: MSN 602, 603. Co-requisite: 604.

MSN 606 Primary Care of the Family & Individual Across the Lifespan IV – Adults & Older Adults 3 credits

This is the fourth primary care course in a four-course sequence. This course builds on previous coursework and facilitates the student as an emerging provider of culturally-responsive comprehensive primary health care to individuals and families within the context of the community. The student applies knowledge and skills that promote their role as an emerging provider managing various health states, common chronic health problems, health education, health promotion, genetics and genomics, and disease prevention common to adults and older adults. The student will examine the use of evidence in decision making. Nursing theories as well as selected theories from the behavioral and physical sciences are incorporated into practice. Pre-requisites: MSN 604, 605.

Co-requisite: 607.

MSN 607 Clinical Practicum Primary Care of the Family & Individual Across the Lifespan IV – Adults & Older Adults 5 credits

Students are expected to complete 280 clock hours (20 hours/week) of clinical over the course of the term. Students will practice physical assessment, diagnosis and management of health concerns common to the maturing family with a focus on chronic illnesses commonly encountered in the primary care setting. The student will describe, analyze, and synthesize the plan of care in regard to the patient, nurse, and health care system.

Pre-requisites: MSN, 604, 605.

Co-requisite: 606.

Adult-Gerontology Acute Care Nurse Practitioner Specialty Courses

MSN 620 and MSN 621 replaced MSN 609 in 2019

MSN 620 Advanced Health Assessment & Clinical Reasoning for the Adult-Gerontology Acute Care Nurse Practitioner (2 credits didactic)

This course builds on knowledge of advanced health assessment with a focus on acute and/or chronic medical conditions commonly seen in the young adult to geriatric populations in the acute care practice setting. The course emphasizes acquisition and analysis of relevant data for the development of a comprehensive, culturally competent, holistic assessment. A major focus of the course is the symptom/health problem assessment, diagnostic reasoning, selection, and interpretation of screening and diagnostic tests to formulate primary and differential diagnoses and documentation.

MSN 621 Clinical Practicum for Advanced Health Assessment & Clinical Reasoning for the Adult-Gerontology Acute Care Nurse Practitioner (1 credit clinical)

Adult gerontology acute care nurse practitioner (AGACNP) students use an advanced practice nursing framework to obtain holistic health histories and perform physical examinations in this course. The patient population is young adults to geriatrics with complex health problems in a variety of acute and chronic care settings. Principles of diagnostic reasoning will be used to acquire and analyze relevant subjective and objective data, develop medical diagnoses, and an evidence-based plan of care for patients in the clinical setting. Students complete 56 hours of clinical practice.

MSN 610 Adult-Gerontology Diagnosis & Management of Chronic & Acute Illnesses I, 3 credits

This course introduces the students to the theoretical and clinical competencies and principles of diagnostic and treatment strategies utilized in acute/critical care settings by the Adult-Gerontology Acute Care Nurse Practitioner. The course builds on previous coursework and integrates an evidence-based practice framework to support diagnosis and management of the acute and chronically ill patient across the continuum of care, from illness to wellness.

The focus is in health promotion, disease prevention, diagnosis and management of common illnesses seen in the acute care setting affecting the young adult, adult and older adult populations. In addition, this course emphasizes collaborative partnership development between patients, their families, and inter-professional teams.

Pre-requisites: MSN 609. Co-requisites: 611.

MSN 611 Clinical Practicum Adult-Gerontology Diagnosis & Management of Chronic & Acute Illnesses I, 3 credits – 168 clock hours

This course is the clinical practicum for Adult-Gerontology Acute Diagnosis & Management of Chronic & Acute Illness I. The clinical portion of the course allows the student to apply theoretical, scientific, and evidence-based clinical knowledge in a supervised practicum to manage patients across the adult-older adult age spectrum, including the frail older adult. Students are expected to complete 168 clock hours of clinical (14 hours/week) under the guidance and supervision of a Cedar Crest College approved preceptor in an acute care setting. 

Pre-requisites MSN 609. Co-requisites: 610.

MSN 612 Adult-Gerontology Diagnosis & Management of Chronic & Acute Illnesses-II, 3 credits

This is the second of three courses designed to help students in the acquisition of concepts and knowledge in the care of the acute, critical, and chronically ill adult. The focus is on evidence-based clinical decision-making, to support diagnosis and management of the acute, critical, and chronically ill patient across the continuum of care, from illness to wellness, and across the adult-older adult age spectrum, including care of the frail older adult. The course emphasizes the acquisition of interprofessional decision-making and management skills.

Pre-requisites: MSN 610, 611. Co-requisites: 613.

MSN 613 Clinical Practicum Adult-Gerontology Diagnosis & Management of Chronic & Acute Illnesses-II, 4 credits – 224 clock hours

This is the clinical portion of Adult-Gerontology Diagnosis and Management of Chronic and Acute Illness-II. This clinical practicum allows the student to apply theoretical, scientific, and evidence-based clinical knowledge in a supervised practicum to manage patients across the adult-older adult age spectrum, including the frail older adult. Students are expected to complete 224 clock hours (16 hours/week) of clinical under the guidance and supervision of a Cedar Crest College approved preceptor in an acute care setting.

Pre-requisites: MSN 610, 611. Co-requisites: 612.

MSN 614 Adult-Gerontology, Traumatic Injury & Emergency Illnesses Diagnosis & Management 1 credit

This course focuses on evidence-based clinical decision-making, in the diagnosis and management of traumatic injury and emergent conditions in patients across the continuum of care, from illness to wellness, and across the adult-older adult age spectrum, including care of the frail older adult.

Pre-requisites: MSN 612, 613.

Co-requisites: 615.

MSN 615 Clinical Residency 5 credits – 280 clock hours (20 hours/week)

The Clinical Residency allows students to build and integrate knowledge for advanced specialty practice at a high level of complexity. The Residency consists of individualized advanced instruction and clinical practice working with acutely and/or critically ill adults in an acute care setting. This intensive clinical and instructional experience will assist students to hone diagnostic and management skills, and synthesize knowledge and competencies obtained in prior course work.

Pre-requisites: MSN 612, 613.

Co-requisites: 614.

Graduate Nursing Elective

MSN 528 Nursing in a Global Community: A Study Tour 2 credits

This course will provide a unique opportunity for students to be a part of an international general medical and public health multidisciplinary team. While experiencing clinical work first-hand, students will examine the socio-cultural and economic dimensions of health and illness and systems for delivering healthcare in a selected country. Emphasis is placed on enhancing cultural awareness and sensitivity as well as developing cultural competence in nursing. Students examine cultural differences and similarities through observations and interactions with patients, community members and health professionals. The class begins on campus for discussion of reading materials and preparation for travel. Travel is a required aspect of this course, and the location may change each year. The course ends with an on-campus class to reflect upon lessons learned. This course can be taken more than once.

School Nurse Certification Courses

SNC 500 Methodology in School Health Services 3 credits

SNC 500 is the first of two courses, taken within one academic year, that culminate the School Nurse Certification Program.  This course examines the role of the professional nurse within the school setting and incorporates the National Association of School Nurses (NASN) Framework for 21st Century School Nursing Practice. 

SNC 505 School Nurse Practicum and Seminar 5 credits/105 clinical hours 

SNC 505 is the capstone course of the School Nurse Certification Program. This course employs a collaborative learning approach, that entails analyzing the role of the professional school nurse and incorporating the National Association of School Nurses (NASN) Framework for 21^st Century Nursing Practice. The student will partner with a school nurse preceptor to deliver health services to students in a variety of school settings. The class will include periodic reviews with the clinical preceptor, online guided instruction and the school nurse practicum experience.  

Prerequisite: SNC 500 

Post Baccalaureate Certificate in Forensic Nursing Courses

MSN 557 Forensic Nursing I_ Introduction to Forensic Nursing

This course will introduce the history, evolution and theoretical framework of forensic nursing. Students will learn the competencies and scope of practice for all ages- children, adolescent and adult/geriatric. The pathophysiology of accidental and non-accidental trauma will be covered. Roles of the forensic nurse will be explored along with multidisciplinary communication and interaction. Emphasis on wellness, self-care and maintenance of appropriate boundaries will be discussed along with identification of implicit biases.  

Forensic Nursing II

Didactic coursework will cover violence and trauma of the living and deceased, epidemiology and crisis/disaster response. The effects of climate and the environment on injuries/ death will be explored. The use of emerging technology and AI will be discussed. Principles of conflict resolution will be incorporated. This course includes a focused practicum that allows the student to apply principles of forensic nursing in the clinical setting. 

*A mandatory 1 day On Campus Immersion is required in Spring II that will evaluate competency with patient interaction and physical examination, evidence collection and preservation, documentation and interdisciplinary collaboration.  

SWK 507 Victimology

This course will explore victimization of the child, adolescent, adult/ geriatric populations. Human trafficking, sexual assault, intimate partner violence, dating aggression and abuse will be discussed. Emphasis on the relationship of abuse of vulnerable populations, including LGBTQIA, BIPOC and more will be covered.

Graduate Nursing Core Courses for NAP

NAP 514 Informatics & Technology in Nursing 3 credits

This course explores the impact of informatics upon evidence-based practice, leadership, management, and education. Emphasis is placed on how informatics supports evidence-based decision-making, and on how informatics and technology impact the delivery of nursing and health care.

Pre-requisites: None. Co-requisites: None.

NAP 520 Vulnerable Populations: Nursing Perspectives 3 credits

The elimination of health disparities has been identified as an area of research emphasis by the National Institute of Nursing Research. This course examines health determinants and health disparities within the United States as well as in the global community. The student will examine health disparities and the burden of disease within social, cultural, political, economic, and environmental contexts using a systematic, multidisciplinary approach.

Pre-requisites: None. Co-requisites: None.

NAP 550 Physiology and Pathophysiology for Advanced Practice Nursing Across the Lifespan 3 credits

This course examines selected physiologic and pathophysiological conditions encountered in clinical practice across the lifespan of clients. Emphasis is placed on regulatory and compensatory mechanisms as they relate to commonly occurring diseases. Concepts of cellular, molecular and genetic, physiology, immunology, neurophysiology, endocrine/reproductive, cardiovascular, blood, pulmonary, renal, and digestive physiology will be examined.

Pre-requisites: None. Co-requisites: None.

NAP 551 Advanced Health & Physical Assessment Across the Lifespan

3 credits:2 credits didactic, 1 credit online lab (56 clock hours)

This course will provide students with a systematic method of diagnostic reasoning, clinical decision making necessary to conduct an advanced health assessment for clients across the lifespan. Advanced techniques in interviewing, history taking, physical examination, health screening, ordering, performing, and interpreting laboratory, radiographic, and other diagnostic data, and record keeping is included. The course content emphasizes bio-psycho-social and cultural assessment utilizing appropriate research findings. Students will complete 56 clock hours of clinical laboratory.

Pre-requisites: None. Co-requisites: None.

NAP 552 Pharmacological Principles of Clinical Therapeutics Across the Lifespan 3 credits

This course provides the student with knowledge and skills to assess, diagnose, and pharmacologically manage client’s common health problems in a safe, high quality, cost-effective manner. Emphasis is on the analysis of advanced pharmacological and pharmacokinetic principles and the development of therapeutic decision-making in drug selection of the client based on health conditions, individual variations, and economic and cultural concerns. Drugs most commonly used in advanced obstetric/gynecologic, neonatal, pediatric, adult, and geriatric nursing practice are stressed. Analysis of selected health problems is integrated with pharmacological and evidence-based practice principles.

Pre-requisites: None. Co-requisites: None.

BSN to DNP Nurse Anesthesia Program Core Courses

NAP 701 Introduction to Nurse Anesthesia Practice 1 Credit Spring Yr1

This course prepares the beginning student for the specialty of nurse anesthesia by providing practical foundation for facilitation of a smooth transition into the practice of nurse anesthesia. Students are presented with an overview of nurse anesthesia, from historical, professional, ethical, organizational, and clinical points of view. Professional tenets such as accountability, vigilance and collaborative communication are examined. Standards of Care are introduced. Development of the anesthesia care plan is described, and students formulate clinical care plans with assistance.  Major anesthesia modalities are identified, compared, and contrasted relative to patient and procedure. Clinical safety issues related to patient care, professional ethics and organizational policies are explored.

Prerequisites: None

NAP 702 Basic Principles in Nurse Anesthesia 4 Credits Summer Yr1

This course is the first nurse anesthesia course, an overview of basic principles related to the practice of nurse anesthesia. Emphasis is placed on learning and applying basic skills, principles, and theories to the perioperative anesthetic management of the healthy adult population patients. Anesthesia equipment is thoroughly described and analyzed from a functional perspective.  Emphasis is given to equipment check-out and safety.  Aids to vigilance monitors are appraised and critiqued.  Fluid/transfusion therapy principles are discussed in detail, building on the skills learned in NUR750. This course builds on the basic airway content introduced in NUR750 and presents the anatomic and physiologic basis of advanced airway management algorithms. The applications, benefits, and risks of a variety of airway management modalities and airway challenges commonly occurring in the perioperative environment are discussed. Fundamentals of radiologic principles are introduced.

Prerequisites: 701
Co-requisites: 703. 750  

NAP 703 Bioscience for Nurse Anesthesia 3 Credits Summer Session Yr1

This course is designed to apply advanced principles of math, chemistry, and physics as it relates to nurse anesthesia practice and builds on foundational knowledge previously acquired in prerequisite coursework. Emphasis is placed on the application of these concepts as it relates to nurse anesthesia practice. Measurements and waveforms utilized in clinical patient management are reviewed. Specific technologies as applied to humans undergoing anesthesia care are discussed. APN practice care standards and provision of safe anesthesia is emphasized through explanation of physical laws. Basic organic chemistry is presented to acquire a working knowledge of organic and biochemistry in relationship to the impact of anesthetic agents on client metabolic pathways and anesthesia equipment use in clinical anesthesia practice. This course provides foundational knowledge of the inorganic, organic, and biochemistry of drugs utilized in clinical practice.

Prerequisites: 701
Co-requisites: 702, 750

NAP 704 Advanced Physiology & Pathophysiology for Nurse Anesthesia 5 Credits Fall Yr2

This course is designed to develop theoretical and clinical competencies in the anesthetic care of patients with complex disease states across the lifespan. This course builds on the knowledge gained about basic and advanced anesthetic principles and pathophysiological disease concepts discussed in prerequisite coursework to determine evidenced-based anesthetic care modalities.  This course provides the nurse anesthesia student, as an advanced practice nurse, with a description and analysis of cardiac and pulmonary anatomy, physiology and function and is taught in an integrated process as the cardiopulmonary system exists in its natural physiological state. Analysis of abnormal conduction and rhythms, with correlation to cardiovascular pathophysiology and patient risk is explored.  Students develop the ability to plan and implement anesthesia care for a variety of patients with cardiovascular pathophysiology and appropriate anesthetic management for specific cardiopulmonary procedures and patient risk factors. Other systems presented in this course are hepatobiliary and renal pathologies and surgical procedures. This course facilitates the application and reinforcement of didactic learning and incorporation of the role of the CRNA, as an APN, as applied to patient populations requiring increasingly complex anesthetic interventions.

Prerequisites: 702, 703, 750 
Co-requisite: 705, 751

NAP 705 Nurse Anesthesia Pharmacology 3 Credits Fall Yr2

This course provides the scientific principles and advanced pharmacotherapeutic knowledge necessary to plan, implement, and safely manage anesthesia-related pharmacologic interventions across the lifespan. This course builds on foundational knowledge previously acquired in general pharmacology, Basic Principles of Nurse Anesthesia, and Bioscience for Nurse Anesthesia The primary focus will be on those topics which are an integral part of modern anesthesia practice. These include pharmacodynamics, pharmacokinetics, pharmacotherapeutics, pharmacogenetics, pharmacy and toxicology. An overview of commonly administered anesthesia drugs and adjuncts is undertaken and associated with anesthesia modalities.

Prerequisites: 702, 703, 750
Co-requisite: 704, 751

NAP 706 Advanced Principles of Nurse Anesthesia 5 Credits Spring Yr2

This course is the first course for advanced principles of nurse anesthesia series.  This course will introduce the advanced principles that are related to nurse anesthesia practice. 

Emphasis is placed on learning and applying foundational skills, principles, and theories to the perioperative anesthetic management of patients across the lifespan. This course presents the student with a comprehensive background specific to obstetrical, pediatric, and geriatric populations, emphasizing comparative anatomy and physiology, and the implications for anesthetic planning and management.  The anesthetic management of common procedures for these specialized populations is examined with a focus on assessment, planning, decision-making, and regional anesthetic alternatives.

Prerequisites: 704, 705, 751 
Co-requisite: 752

NAP 707 Anesthetic Management for Special Procedures I, 2 credits Summer Yr2

This course is designed to develop theoretical and clinical competencies in the anesthetic care of patients with complex disease states across the lifespan. This course builds on the knowledge gained about basic and advanced anesthetic principles and pathophysiological disease concepts discussed in prerequisite coursework to determine evidenced-based anesthetic care modalities. This course addresses physiology of the neuro-endocrine system. Emphasis is placed on the integration of neuro-hormonal control of physiological homeostasis and metabolic regulation. Students analyze appropriate anesthetic management for specific neuro-endocrine or endocrine pathologies and surgical procedures and patient risk factors.  The neurological basis for perceiving and interpreting pain impulses is discussed. Anesthetic management of acute and chronic pain is explored. This course facilitates the application and reinforcement of didactic learning and incorporation of the role of the CRNA, as an APN, as applied to patient populations requiring increasingly complex anesthetic interventions.

Prerequisites: 706, 752
Co-requisite: 753

NAP 708 Anesthetic Management for Special Procedures II, 2 credits Fall Yr3

This course is designed to develop theoretical and clinical competencies in the anesthetic care of a continuum of patients undergoing complex surgical procedures and builds on the basic concepts and theory gained from prerequisite coursework. This course reviews various populations of patients with high risk of presenting airway management challenges. The student, after mastering basic airway management, is now presented with populations requiring advanced knowledge, psychomotor skills, and clinical judgment. Emphasis is given to airway management and managing potential/actual common problems and mechanical ventilator management. Anesthetic management of traumatic injury and burns is presented as it relates to anesthetic management and patient risk. Other systems presented in this course include immune, ophthalmic, otopharyngologic [EENT] and musculoskeletal with a focus on system dysfunction as related to all phases of anesthesia planning, management and intervention. Related procedures such as plastic/reconstructive surgeries and patient management in remote site settings is discussed.

Prerequisites: 707, 753
Co-requisite: 754

NAP 709 Professional Aspects of Nurse Anesthesia Practice 1 credit Spring Yr3

This course prepares nurse anesthesia students for the professional role they will assume as Certified Registered Nurse Anesthetists (CRNAs).  Emphasis is placed on learning the importance of a commitment to life-long learning, maintenance of health, DEI, and well-being will be emphasized. Legal issues and regulatory controls; scope of practice, standards of care, advanced practice status; certification, malpractice, credentialing, and acquisition of clinical privilege will be explored. Students will develop a clear understanding of the potential impact of multiple healthcare organizations in the nurse anesthesia practice. And appreciation for the role of the American Association of Nurse Anesthesiologists (AANA) and Pennsylvania Association of Nurse Anesthesiologists (PANA) in preserving practice rights and promoting safe and cost-effective anesthesia care. In addition, students will also learn the importance of financial planning and the business of anesthesia in relation to Nurse Anesthesia Practice.

Prerequisites: 708, 754
Co-requisite: 710, 755

NAP 710 Crisis Resource Management 1 Credit Spring Yr3

This advanced course prepares the student to respond to critical events during peri-anesthesia care. Rare occurrence events are presented in high fidelity simulated experiences in anesthesia and operating room settings. Utilization of crew resource management, positive deviance, and effective communication techniques will be stressed. The effect of critical situations on the psychological and physical wellbeing of healthcare providers will be explored. Students will be prepared to assume leadership roles in promoting quality and safe delivery of anesthesia with interprofessional collaboration. This course will solidify the advanced clinical skills as well as hone the non-technical skill of leadership, situational awareness, anticipation of the next step, clear closed loop communication, workload distribution, and resource utilization as it pertains to allocation of attention to importance tasks during anesthesia Crisis Management.  The essence of this course is to ensure optimal patient outcomes through teamwork approach. This course will include lectures, discussion, review of case studies, and participation in simulated anesthesia crisis scenarios followed by structured debriefing.

Prerequisites: 708, 754
Co-requisites: 709, 755

NAP 711 Senior Seminar 3 credits Summer Yr3

This course further builds on the foundations learned in all the prerequisite courses as mapped out by the NBCRNA Examination Content Outline. Students will review previously learned anatomy, physiology, pathophysiology, and pharmacology of the basic sciences.  Students will also apply the laws of chemistry, biochemistry, and physics to anesthesia, in addition to discussing equipment, instrumentation and technology.  The Basic Principles of Nurse Anesthesia are applied for preoperative assessment, fluid/blood replacement, positioning, interpretation of data, airway management, local/regional anesthetics, monitored anesthesia care/conscious sedation and patient management into the care of subspecialty patients and patients with complex co-existing diseases. Advanced anesthesia principles are applied to the obstetrics, cardiac, pediatric, geriatric and neuro patients. The pharmacology and anesthesia management of these subspecialty populations and patients with various disease states, such as kidney, musculoskeletal, and endocrine disorders will be reviewed.  The seminar content will be reinforced with student engagement and active learning. 

Prerequisites: 710, 709, 755
Co-requisite: 756

NAP 750 Introduction to Clinical Practicum 2 credits

This course is the companion course to the Basic Principles in Nurse Anesthesia. Perioperative considerations are explored including patient classification and workstation & equipment/machine preparation, OR set up and basic fluid/blood management. Nurse anesthesia students examine surgical positioning of patients in relation to surgical requirements, physiologic challenges, and neurovascular and musculoskeletal risk. Basic airway management is also taught.  Clinical objectives are reflective of didactic material presented within the course to prepare the student for clinical practicums in a variety of healthcare settings.

Prerequisites: 701
Co-requisite: 702, 703

NAP 751 Clinical Practicum I, 2 Credits

This first clinical practicum course is designed to develop clinical competencies of nurse anesthesia students by applying evidence-based knowledge and acquired skills in a supervised practicum. Students spend 2 days/ week in the perioperative environmentunder clinical faculty/preceptor guidance, students will plan, implement, and manage basic anesthesia-related concerns of patients across the continuum of care- from preoperative assessment to post-operative evaluation.Introduction to special populations, geriatrics, pediatrics, and obstetrics commences. Clinical objectives are reflective of didactic material presented within the semester to prepare the student to progress from the dependent novice role in the clinical setting to an independent practitioner, in the role of the Advanced Practice Nurse (APN).

Prerequisites: 750 
Co-requisite: 704, 705

NAP 752 Clinical Practicum II, 3 Credits

This second clinical practicum course is designed to develop clinical competencies of nurse anesthesia students by applying evidence-based knowledge and acquired basic/advanced skills in a supervised practicum. The student, with the assistance of the preceptor, will learn to plan, implement, and manage anesthesia-related concerns of patients across the continuum of care, from preoperative assessment to post-operative evaluation. Safety, monitoring modalities and daily anesthesia plans will be emphasized. Students begin the on-call experience during this course and continue to build airway management skills and central axial regional anesthesia techniques. Clinical objectives are reflective of didactic material presented during the semester to prepare the student to progress from the dependent novice role in the clinical setting to an independent practitioner, in the role of a certified registered nurse anesthetist (CRNA).

Prerequisites: 751
Co-requisite: 706

NAP 753 Clinical Practicum III, 4 Credits

This third clinical practicum course is designed for the nurse anesthesia student to refine required clinical competencies and gain further experience with evidence-based clinical decision-making and acquired skills in a supervised practicum. The students with input from the preceptor will plan, implement, and manage anesthesia-related concerns of patients across the continuum of care- from preoperative assessment to post-operative evaluation. Clinical objectives are reflective of didactic material presented within the semester to prepare the student to progress from the assisted novice role in the clinical setting to an independent practitioner, in the role of a certified registered nurse anesthetist (CRNA).

Prerequisites: 752
Co-requisite: 707

NAP 754 Clinical Practicum IV 4 Credits

This is the fourth clinical practicum course designed for the nurse anesthesia student to refine required clinical competencies and gain further experience with evidence-based clinical decision-making and acquired skills in a supervised practicum. Students with guidance from the preceptor will plan, implement, and manage anesthesia-related concerns of patients across the continuum of care- from preoperative assessment to post-operative evaluation. Clinical objectives are reflective of didactic material presented within the semester to prepare the student to progress from the novice role in the clinical setting to an independent practitioner, in the role a certified registered nurse anesthetist (CRNA).

Prerequisites: 753
Co-requisite: 708

NAP 755 Clinical Practicum V, 4 Credits

This is the fifth clinical practicum course designed for the nurse anesthesia student to refine required clinical competencies and gain further experience with evidence-based clinical decision-making and acquired skills in a supervised practicum. In this course the nurse anesthesia student will focus on the entire spectrum of nurse anesthesia practice, including pain management, outpatient surgery, emergency/trauma, and remote site practice settings. The upper-level student is presented with populations requiring advanced knowledge, skills and clinical judgment as applied to patient populations requiring complex anesthetic interventions. This course facilitates the application and reinforcement of didactic learning and integration of the role of the CRNA, as an APN, in a variety of anesthetic modalities and techniques.

Prerequisites: 754
Co-requisites: 709, 710

NAP 756 Clinical Practicum VI, 3 Credits

This is the sixth clinical practicum course designed for the nurse anesthesia student to refine required clinical competencies and gain further experience with evidence-based clinical decision-making and acquired skills in a supervised practicum. In this course students will focus on the entire spectrum of nurse anesthesia practice. The upper-level student is presented with populations requiring advanced knowledge, skills and clinical judgment as applied to patient populations requiring complex anesthetic interventions. This course facilitates the application and reinforcement of didactic learning and integration of the role of the CRNA, as an APN, in a variety of anesthetic modalities and techniques.

Prerequisites: 755
Co-requisites: 711

Doctor of Nursing Practice Core Courses

DNP/NAP 801 Methods for Scholarly Inquiry 3 credits

This course provides an emphasis on a scholarly approach to problem solving based on critical appraisal, synthesis, and application of research evidence.  Foundational principles in research methodologies are detailed to provide a systematic structure for the purpose of obtaining and evaluating evidence for potential implementation in clinical practice environments. Topics include evidence-based practice, quantitative and qualitative research methods, the use of mixed-methods, human subjects’ considerations, and ethical issues in scholarly inquiry. Finally, dissemination of clinical practice scholarship will be discussed as a critical element of DNP practice. 

Pre-requisites: None.
Co-requisites: None.

DNP/NAP 802 Biostatistics for Evidence-based Practice 3 credits

This course focuses on the understanding of biostatistics for application to nursing and evidence-based practice. Emphasis is placed on the interpretation of and appraisal of data analyses for the selection and use of best evidence for making practical conclusions about empirical data.

Pre-requisites: None. Co-requisites: None.

DNP/NAP 803 Theories of Leadership & Organization 3 credits

This course focuses on the analysis of contemporary organizational theories as they apply to complex healthcare systems. Application of theory to organizational analysis and decision making is emphasized. Concepts of effective leadership include systems thinking, organizational culture, communication, resource utilization, ethics, and change theories necessary for leading cost-effective quality and safety improvements within healthcare organizations in an inter-professional environment.

Pre-requisites: None. Co-requisites: None.

DNP/NAP 804 Health Policy, Economics, & Finance 3 credits

This course provides students with an overview of the US health care policy, including analysis of the political, institutional, cultural, and economic environments in which policy is formed. It also addresses how policy is created and focuses on select current issues in health policy. Students will be prepared to discuss the complexities of health policy development and implementation, historical evolution, and themes in the U.S. healthcare system. Emphasis will be placed on health care costs and financing, public health, health care quality, and Medicare and long-term care. Global, national, state, and local systems of financing health care will be compared.

Pre-requisites: None. Co-requisites: None.

DNP/NAP 805 Foundation for Transformation: Translating Evidence into Practice 3 credits

The science of dissemination and implementation (D&I) seeks to address the gap between evidence and practice by exploring how to ensure that evidence-based innovations are effectively delivered within clinical and community practice. Dissemination science is the study of how evidence-based innovations can best be communicated to potential adopters while implementation science is the study of what happens after adoption occurs, particularly in organizational settings. In this course, students will explore D&I theories/frameworks, methodologies, ethical issues, and organizational factors associated with moving evidence-based innovations into practice across different healthcare settings.

Pre-requisites: None. Co-requisites: None.

DNP/NAP 806 Evaluation Methods for Safety & Quality Improvement 3 credits

This course provides students with an overview and application of principles and methods for (a) assessing safety and quality in health care environments, and (b) systematically evaluating the processes and outcomes of interventions to manage safety and quality in these environments. Topics include the conceptualization, planning, and ex-ante or before the event analysis of evaluation studies; principles to assure integrity of evaluation research studies; assessment of processes and measurement of outcomes; evaluation methodologies (randomized field experiments; quasi-experimental designs; survey methods; performance measurement; process analysis; benchmarking; hierarchical and integrated methods). Included also are specific methods to assess effects and efficiency (cost-benefit, cost-efficiency). The course concludes with specialized communication methods including score cards and benchmark reports.

Pre-requisites: None. Co-requisites: None.

DNP/NAP 850 DNP Project I (4 credits) 1 didactic credit, 3 practicum credits

This is the first of two sequential DNP practicum courses. This course combines practicum experiences with scholarly activities to provide in-depth learning.  The practicum focuses on comprehensive and systematic assessment of healthcare problems in complex situations. It gives students an opportunity for meaningful engagement with experts from nursing as well as other disciplines. The DNP practicum provides the DNP student with an individually designed clinical or leadership experience to meet professional leadership or clinical goals. In consultation with the student’s DNP Project Advisor and DNP Project Committee students will (1) identify a set of objectives for their DNP Practicum, (2) identify and explain the problem of study, (3) develop a proposal for their DNP project. Students are expected to complete 168 hours of clinical experience. These hours may include direct clinical and/or practice experiences that provide students with opportunities to apply, integrate, and synthesize the DNP Essentials.

Pre-requisites:  DNP 801, DNP 802, DNP 803, DNP 804, DNP 805, DNP 806. Co-requisites: None.

DNP/NAP 851 DNP Project II (4 credits) 1 didactic credit, 3 practicum credits

This is the second of the two leadership practicum courses for the DNP. In this course students continue to engage in and integrate both practicum experiences and scholarly activities to provide in-depth learning for doctoral students. Under the direction and guidance of the student’s DNP Project Advisor and DNP Project Committee, students will continue to develop, implement, and evaluate their DNP project. Students are expected to complete 168 hours of clinical experience. These hours may include direct clinical and/or practice experiences that provide students with opportunities to apply, integrate, and synthesize the DNP Essentials.

Pre-requisites: DNP 850. Co-requisites: None.

DNP/NAP 852 DNP Project III2 credits

Working with the DNP Project Advisor and DNP Project Committee, the DNP student will make steady progress toward completion of the DNP scholarly project and of the DNP degree. The scholarly project will demonstrate a thorough understanding of the application and evaluation of evidence to improve health outcomes. All projects must focus on a change that impacts health outcomes, have a systems or population focus, demonstrate implementation in an appropriate area of practice, include an evaluation of innovation and/or outcomes and include a sustainability plan.

Pre-requisites: DNP 851. Co-requisites: None.

DNP/NAP 853 DNP Project IV– Maintenance of Candidacy (if needed)

This course is a continuation of NUR 852 DNP Project. Working with the DNP Project Advisor and the DNP Project Committee, the DNP student will make steady progress toward completion of the DNP scholarly project and of the DNP degree. The scholarly project will demonstrate a thorough understanding of the application and evaluation of evidence to improve health outcomes. All projects must focus on a change that impacts health outcomes, have a systems or population focus, demonstrate implementation in an appropriate area of practice, include an evaluation of innovation and/or outcomes and include a sustainability plan.

Pre-requisites: DNP 852. Co-requisites: None.

Dietetic Internship Courses

NTR 560 66 Advanced Foundation in Dietetics 0 credits

This course provides students enrolled in the Dietetic Internship with access to requisite resources and assignments intended to build foundation knowledge and skills needed for entry into graduate-level coursework and supervised practice in dietetics.

NTR 572 66 Clinical Nutrition 3 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of clinical nutrition. Via case studies, group discussions, and presentations, interns will apply advanced knowledge of medical nutrition therapy and will practice all steps of the Nutrition Care Process for various disease states. The course relies on a combination of online coursework as well as live virtual workshops.

NTR 572 70 Clinical Nutrition Supervised Practice 0 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of clinical nutrition. This course relies primarily on field experience as well as evidence-based research, with a strong emphasis on affective learning, preceptor feedback, and critical self-reflection.

NTR 573 66 Food Service Management 3 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of food service management. Via case studies, group discussions, and presentations, interns will apply advanced knowledge of food service management in relation to concepts including management skills, scheduling, budgeting, sustainability practices, quality assessment, and the systems approach. This course relies on a combination of online coursework as well as live virtual discussions.

NTR 573 70 Food Service Management Supervised Practice 0 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of food service management. This course relies primarily on field experience as well as evidence-based research, with a strong emphasis on affective learning, preceptor feedback, and critical self-reflection.

NTR 574 66 Community Nutrition 3 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of community nutrition. Via case studies, group discussions, and presentations, interns will apply advanced knowledge of community dietetics in relation to counseling strategies, ethics, cultural sensitivity and health literacy, public health, public policy, and global nutrition and will practice utilizing various models of behavior change in working with clients. This course relies on a combination of online coursework with live virtual workshops.

NTR 574 70 Community Nutrition Supervised Practice 0 credits

This course provides a comprehensive overview of dietetics principles and their application in the area of community nutrition. This course relies primarily on field experience as well as evidence-based research, with a strong emphasis on affective learning, preceptor feedback, and critical self-reflection.

NTR 575 66 Advanced Community Nutrition 3 credits

This course provides a comprehensive overview of dietetics principles and their intensive application in the area of community nutrition. Via case studies, group discussions, and presentations, interns will apply advanced knowledge of community dietetics in relation to community needs assessments, grant-writing for community health organizations, and linking clients to appropriate community resources. This course relies on a combination of online coursework with live virtual workshops.

NTR 575 70 Advanced Community Nutrition Supervised Practice 0 credits

This course provides a comprehensive analysis of dietetics principles and their application in the area of community nutrition. This course relies primarily on field experience as well as evidence-based research, with a strong emphasis on affective learning, preceptor feedback, and critical self-reflection.

NTR 580 66 Nutrition Management in Diabetes 3 credits

This course provides a comprehensive overview of dietetics principle and in-depth application in the area of diabetes mellitus in the community.  This course relies on field work experiences in which evidence-based practice guidelines and research are applied to groups and individuals using effective communication and presentation skills to elicit lifestyle changes to improve health and well-being of the population met. 

NTR 580 70 Nutrition Management in Diabetes Supervised Practice 0 credits

This course provides a comprehensive analysis of the principles of diabetes management and their intensive application in the area of community nutrition. This course relies on field experience as well as evidence-based research, with a strong emphasis on group and individual counseling utilizing effective communication and learning strategies, application of preceptor feedback, and critical self-reflection.

Graduate Education Courses

REA 503 Reading: Past, Present, and Future 3 credits

This course is designed to guide the student-practitioner in an examination of issues that are based on foundational models of reading and current issues and questions in literacy education. Multiple perspectives based on published qualitative and quantitative research are examined. Students will be expected to demonstrate a critical analysis of the important theoretical models. Scientific evidence-based reading research by the International Literacy Association and the National Reading Panel will be the basis for many discussions. Hot topics and current trends in reading research will be addressed. Classroom-based assignments will focus on the extent to which academic perspectives, public opinions, and educational policies are congruent or incongruent with the students’ own professional knowledge base. This course is designed to meet the five standards indicated by the International Literacy Association: foundational knowledge; instructional strategies and curriculum materials; assessment; diagnosis and evaluation; creating a literate environment; and professional development.

REA 505 Word Study and Vocabulary Development 3 credits

This course explores the acquisition of word knowledge for students in grades Pre-K-12. Course content combines theory with practice as educators learn to use hands-on techniques to design tasks for developmental needs in phonemic awareness, alphabetic principle, phonics, word family instruction, spelling patterns, and word study in Pre-K through Grade 4. This course investigates phonemic, morphemic, semantic, syntactic, and pragmatic systems of language. Furthermore, vocabulary development is investigated in Grades 4-12, including direct instruction of vocabulary and explores numerous strategies to enhance vocabulary growth. This course is designed to meet the five standards indicated by the International Literacy Association: foundational knowledge; instructional strategies and curriculum materials; assessment; diagnosis and evaluation; creating a literate environment; and professional development.        

REA 506 Literacy Coaching 3 credits

This course focuses on the reading professional and his/her ability to improve instruction through focused work with regular classroom teachers. Methods and plans for providing professional development and support will be addressed. Literacy Coaches must share an integrated body of research about how students become successful readers, writers, and communicators. Course content will include the essential components of recent reports and legislation that impact instruction and Literacy Coaching. Educators will learn how to communicate effectively with colleagues at the building and administrative levels to share information about current initiatives in the field of English Language Arts instruction.

REA 507 Reading Clinic Practicum: Early and Elementary Experience 3 credits

This course will emphasize the importance of developing appropriate and practical techniques that will meet the needs of students in the elementary grades (K-6) with specific reading difficulties. Students are required to log a minimum of 50 hours. Students will develop a sense of integrity, ethical behavior, and professional conduct as stated in the Pennsylvania Code of Professional Practice and Conduct for Educators and other important regulations. This course is designed to meet the five standards indicated by the International Literacy Association: foundational knowledge; instructional strategies and curriculum materials; assessment; diagnosis and evaluation; creating a literate environment; and professional development.

REA 508 Reading Clinic Practicum: Middle and High School Experience 3 credits

This course will emphasize the importance of developing appropriate and practical techniques that will meet the needs of students in the 7 -12^th grade levels. Students are required to log a minimum of 50 hours. Students will develop a sense of integrity, ethical behavior, and professional conduct as stated in the Pennsylvania Code of Professional Practice and Conduct for Educators and other important regulations. This course is designed to meet the five standards indicated by the International Literacy Association: foundational knowledge; instructional strategies and curriculum materials; assessment; diagnosis and evaluation; creating a literate environment; and professional development.

SPE 510 Intensive Reading, Writing, and Mathematics 3 credits

Students will be provided an overview of research-based practices that offer intensive reading, writing, and math interventions designed for students who do not respond to the core curriculum. This course includes a review of the Response to Intervention (RtI) framework, diagnostic assessment methods, progress monitoring, and research-based instructional strategies that support reading, writing, and math standards. This course will also examine the effective practices based on the Science of Reading (SoR) research and will review the neuropsychological causes of dyslexia, dysgraphia, and math disabilities and effective supporting interventions. In addition, the course will address principals and standards of reading and math instruction as identified by the National Reading Panel and the National Council of Teachers of Mathematics (NCTM), respectively.

SPE 515 Pervasive Developmental Disorders 3 credits

This course will explore the communication, social, and relationship issues faced by individuals with autism spectrum disorders (ASD) and investigate the best practices and programs for increasing academic achievement for students on the spectrum. This course will discuss issues of identification, placement, and evidence-based approaches and instructional strategies found effective for students with ASD. This course includes the major theoretical perspectives of applied behavior analysis, developmental and social-relational approaches, and the theoretical approach of research-based strategies such as TEACCH and other strategies that demonstrate strong evidence-based findings.

SPE 520 Evidence-Based Approaches 3 credits

This course focuses on the use of PA Academic Core Standards and Anchors, and information from formative, summative, and local assessments to design instruction for students with specific learning disabilities (SLD). This course will explore the diagnostic process and specific evidence, and research-based instructional strategies to support all learners, including the SLD learner. Students will apply assessment data to lesson planning, re-teaching, and unit planning.

SPE 541 The Exceptional Child: Special Education Process: PreK-Transition 3 credits

This course gives the prospective teacher a functional understanding of the diverse types of exceptional children and the legal responsibilities of teachers, school districts, and charter schools regarding exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course is aligned with the Pennsylvania Framework for Special Education, PreK – 12^th grade, Program Guidelines, PA Department of Education (PDE). This course will address the student learning outcomes (SLOs) for the Cedar Crest College Education Department Graduate Program.

SPE 544 Adaptations, Modifications, and Assistive Technology 3 credits

Today’s educational world is inclusive and diverse. This course will introduce educators to the range of expectations required to accommodate special education and Section 504-qualifying students. Historical and legal aspects of special education will be reviewed including the evaluation and individual educational plan process. Research-based practices to support students with high- and low-incidence disabilities will be explored through journal reviews. Students will design and modify lesson plans and prepare a research review in an area of interest linked to this course.

SPE 547 Evidence-Based Approaches for Students with Emotional Disorders 3 credits

Intrinsic to a well-run classroom is a classroom based on the theoretical constructs of a positive behavior support plan. This course focuses on school-wide, classroom, and individual behavioral approaches appropriate for the regular and special education environments. Functional behavioral assessment methods and the development of individual behavioral plans are focal points in this course.

SPE 548 Low-Incidence Disabilities 3 credits

This course focuses on evidence-based effective instruction for low incidence disabilities. Students will be provided with an overview of classification, learning characteristics, and research-based techniques relevant to the education of students with moderate to severe disabilities. An emphasis will be on examining assessments, planning instruction, and implementing curriculum for students with significant cognitive delays and multiple disabilities. Students will learn peer-reviewed, research-based practices to support students with low-incidence disabilities.

SPE 550 Subject Area Content Access 3 credits

This course will address the skills, knowledge, and competencies necessary to meet the needs of students with disabilities in the content area classroom. Students will explore the current theory and practice of working with students with learning, emotional, and behavioral disorders in the Least Restrictive Environment (LRE). Students will learn to plan effectively for accommodations and/or modifications which may be necessary to implement effective instructional practices needed to make content accessible to students with learning disabilities.

SPE 575 Student Teaching in Special Education 3 credits

SPE 575 is the capstone experience for the candidate seeking the special education certificate. The student spends 14 weeks working under the mentorship of a special education professional. The college supervisor will observe the candidate weekly and conference with the candidate and mentor teacher with the goal of fostering the development of knowledge, skills, and values taught within the Special Education Program.

Occupational Therapy Doctorate Courses

OTD 500 Foundations of Occupational Therapy (3 credits, lecture)

Students will be introduced to the occupational history and the philosophical underpinnings and tenets associated with the profession.  Occupation and non-occupation-based theories, models, and frames of reference often associated with occupational therapy will be presented.  The relationship between occupational science and occupational therapy will be explored.

OTD 506 Research I: Scholarship & Evidence-Based Practice (2 credits, lecture)

This introductory course focuses on quantitative and qualitative research methodologies and how to locate, select, analyze, and critique scholarly studies to support evidence-based practice in occupational therapy. The course explores ethical decision-making in research and the IRB process.

OTD 512 Anatomy, Movement, & Occupational Performance (4 credits, 2 lecture, 2 lab)

Students will explore anatomical structures, systems, functions, and the principles of biomechanics as and their relation to occupational performance, process, and practice.  Students will acquire the skills necessary to understand how physical and pathological dysfunction and environmental factors impact a client’s occupational choices and participation.  The course is comprised of both lecture classes and laboratory experiences.

OTD 518 Occupational Behavior & Clinical Reasoning (2 credits, 1 lecture, 1 lab)

Students will be introduced to the Occupational Therapy Practice Framework (OTPF), which provides a foundation for the occupational therapy process.  Activity analysis, clinical reasoning, and observation skills will be introduced and developed through experiential teaching and learning methods.

OTD 524 Leadership Development & Social Change (2 credits, 1 lecture, 1 lab)

Students will be introduced to and will analyze various leadership theories and models.  Students will explore the concepts of personal and group leadership within the context of improving the community through social change.  Occupational therapists’ role in setting public policy and participating in community, national, and international professional associations will be illuminated and considered.  Students will contemplate ways in which leadership and social change can be used as a framework to guide their doctoral capstone experience.

OTD 530 Group Dynamics & Contexts (2 credits, 1 lecture, 1 lab)

Students will be provided with a foundation in group leadership models and theories, therapeutic communication skills, team-building approaches, conflict resolution, and therapeutic use of self, which will enable them to utilize groups as a therapeutic medium.  Group dynamics, such as formation, process, development, and structure, will be introduced in the course using experiential teaching methods.  Diverse cultures and contexts, and their influence on group dynamics will be considered throughout the course.

Research II: Scholarly Project (Students choose one research path) 

After being exposed to qualitative and quantitative approaches in the previous semester, students will choose a research path to complete their research project.

OTD 550 Qualitative Research & Occupational Performance (2 credits, lecture)

This qualitative research course focuses on how to read, understand, and evaluate qualitative research as part of evidence-based practice in occupational therapy. Students will be led through the process of selecting a topic, developing research questions, and distinguishing how the type of question determines the qualitative research design. Students will learn components of qualitative research, including understanding, critiquing, and evaluating qualitative research and relevant literature, data collection, coding and analysis, and rigor in qualitative research.  The students will work in small groups to design, complete, and present a qualitative research project that has relevance to the occupational therapy profession to expert reviewers.

ODT 556 Quantitative Research & Occupational Performance (2 credits, lecture)

This quantitative research course focuses on how to read, understand, and evaluate quantitative research as part of evidence-based practice in occupational therapy. Students will develop the skills necessary to understand psychometric concepts and apply collection, data analysis, and necessary statistical procedures to a research question.  Students will work in small groups to design, complete, and present quantitative research, which has relevance to the occupational therapy profession to expert reviewers. 

OTD 562 Children & Adolescents Development, Occupations, & Performance (4 credits, lecture)

In this course, students will examine the functional implications of pediatric conditions, physical, cognitive, and psychological development, and environmental, social, and political context on the occupations and occupational performance of children, adolescents, and their families.  Emphasis is placed on working with diverse populations, the family unit, and interprofessional practice in school and rehabilitative settings. This course has a lab component to provide students with the opportunity to apply acquired knowledge, develop clinical reasoning skills, and enhance communication skills in various practice settings.  

OTD 568 Children & Adolescents Evaluation & Skills Lab (4 credits, 2 lecture, 2 lab)

This lab focuses on occupational therapy evaluation, intervention planning, and outcomes related to habilitation and rehabilitation requiring skilled occupational services.  This lab component requires students to apply knowledge and concepts acquired in OTD 562 and prerequisite courses to experiential learning scenarios for pediatric clients and their families in natural and simulated contexts.  Students will practice clinical reasoning skills, therapeutic use of self, intervention planning, and measuring therapeutic outcomes in a rehabilitation context to promote participation in daily occupations.

OTD 574 Level I Fieldwork: Children & Adolescents (1 credit)

Traditional clinical settings and faculty-led teaching experiences will be used to re-enforce the principles and clinical reasoning skills acquired in the child and adolescent-based didactic courses. Directed observation and experiential teaching methods will allow the students to apply, practice, and further develop professional behaviors, communication skills, and general practice skills to support child-based populations and their families in various practice settings.

OTD 580 Functional Neuroscience & Occupational Performance (3 credits, lecture)

This course will instruct students in recognizing and understanding the relevance of neuroanatomical structures and functions of the nervous system and how impairments of this system impact clients and their occupational performance.  Evidence-based neurorehabilitation models, motor control approaches, and acquired conceptual knowledge will be applied to the occupational therapy process.

OTD 586 Doctoral Capstone Milestone: Introduction & Exploration (1 credit, lecture)

The purpose of the doctoral milestone courses is to provide students with the opportunity to organize the progress of the capstone project into manageable interim targets set in a logical sequence.  Assignments designed to support milestones are housed within the courses. Students will be introduced to the components and responsibilities associated with the Doctoral Capstone.  The course instructor will provide guided support as students explore opportunities for their capstone experience and capstone project.

OTD 600 Adult Development, Occupations, & Performance (4 credits, lecture)  

In this course, students will examine the functional implications of adult conditions, physical, cognitive, and psychological development, and environmental, social, and political context on the occupations and occupational performance of adults.  Emphasis is placed on working with diverse populations, vocation, and interprofessional practice in rehabilitative settings. This course has a lab component to provide students with the opportunity to apply acquired knowledge, develop clinical reasoning skills, and enhance communication skills in various practice settings.

OTD  606 Adult Evaluation & Skills Lab (4 credits, 2 lecture, 2 lab)

This lab focuses on occupational therapy evaluation, intervention planning, and outcomes related to habilitation and rehabilitation requiring skilled occupational services.  This lab component requires students to apply knowledge and concepts acquired in OTD 600 and other prerequisite courses to experiential case studies and learning scenarios for adult populations.  This lab will incorporate natural and simulated environments.  Students will practice clinical reasoning skills, therapeutic use of self, intervention planning, and measuring therapeutic outcomes in a rehabilitation context to promote participation in daily occupations.

OTD 612 Level I Fieldwork: Adults (1 credit, lecture)

Traditional clinical settings and faculty-led teaching experiences will be used to re-enforce the principles and clinical reasoning skills acquired in the adult-based didactic courses. Directed observation and experiential teaching methods will allow the students to apply, practice, and further develop professional behaviors, communication skills, and general practice skills to support adult-based populations in various contexts.

OTD 618 Psychosocial Approach to Occupations (3 credits, 2 lecture, 1 lab)

In this course, psychosocial aspects are applied to human functioning and occupational performance.  Common psychosocial disorders, assessments, interventions, and community-based programming are addressed.  Students will evaluate and plan intervention strategies for adults living with psychosocial impairments.  The role of occupational therapists working with adults experiencing mental health issues in diverse community-based and inpatient settings is considered.

OTD 624 Level I Fieldwork: Psychosocial (1 credit)

Traditional clinical settings and faculty-led teaching experiences will be used to re-enforce the principles and clinical reasoning skills acquired in the psychosocial didactic course. Directed observation and experiential teaching methods will allow the students to apply, practice, and further develop professional behaviors, communication skills, and general practice skills to support diverse adult populations experiencing mental health challenges.

OTD 630 Special Topics in Occupational Therapy (2 credits, lecture)

Using the pillars of the American Occupational Therapy Association’s Vision 2025 as a framework, students will explore special topics and emerging practice areas where occupational therapists can impact the delivery of occupational therapy services. Students will identify emerging practice areas and describe occupational therapists’ roles and contributions to these clients.   

OTD 636 Doctoral Capstone Milestone: Proposal (1 credit, lecture)

Students will draft a capstone proposal for their capstone experience, which provides a comprehensive experience in advanced clinical practice, scholarship, administration, advocacy, leadership, program and policy development, education, or theory development.  Students will draft individualized learning objectives, and a plan for supervision, in collaboration with the OTD faculty advisor.  The capstone project will be completed during the program’s final semester.

OTD 650 Older Adult Development, Occupations, & Performance (4 credits, lecture)

In this course, students will examine the functional implications of older-adult conditions, physical, cognitive, and psychological development, and environmental, social, and political context on older adults’ occupations and occupational performance.  Emphasis is placed on working with diverse older adult populations, aging’s effect on occupations, vocation, retirement, leisure, caregivers, death and dying, and interprofessional practice in rehabilitative settings. This course has a lab component to allow students to apply acquired knowledge, develop clinical reasoning skills, and enhance communication skills in various practice settings. 

OTD 656 Older Adult Evaluation & Skills Lab (4 credits, 2 lecture, 2 lab) 

This lab focuses on occupational therapy evaluation, intervention planning, and outcomes related to clients’ habilitation and rehabilitation requiring skilled occupational services.  This lab component requires students to apply knowledge and concepts acquired in OTD 650 and other prerequisite courses to experiential case studies and learning scenarios for older adult populations.  This lab will incorporate natural and simulated environments.  Students will practice clinical reasoning skills, therapeutic use of self, evaluation, intervention planning, and measuring therapeutic outcomes in a rehabilitation context to promote participation in daily occupations.

OTD 662 Level I Fieldwork: Older Adult (1 credit, lecture)

Traditional clinical settings and faculty-led teaching experiences will be used to re-enforce the principles and clinical reasoning skills acquired in the older adult-based didactic courses. Directed observation and experiential teaching methods will allow students to apply, practice, and further develop professional behaviors, communication skills, and general practice skills to support older adult-based populations in various contexts.

OTD 668 Practitioner as Educator (3 credits, lecture) 

In this course, students examine the role a practitioner may assume as an educator in clinical and academic settings.  Theoretical principles and models of teaching and learning will be utilized to develop skills in formulating instructional design plans for adult learners.  Students will analyze and apply teaching and learning theories and innovative teaching methods in preparation for work in an academic setting.

OTD 674 Research III: Systematic Review (3 credits, lecture) 

This course is the third in a series of research-based classes. This course will guide students through a systematic review of the literature that applies to their capstone experience. Students will understand the roles of systematic reviews in healthcare, formulate a clear question for a systematic review, and demonstrate the essential steps of conducting a systematic review.  Using the systematic review, students will complete a draft literature review to show evidence and support for the capstone experience and capstone project.

OTD 680 Doctoral Capstone Milestone: Partnership (1 credit, lecture)

Students will work collaboratively with OTD faculty advisors to locate sites and populations to support their capstone experience.  Students will secure community partner mentors who have expertise in the students’ area or population of interest.

OTD 700 Fieldwork Level IIA (8 credits, experiential)

Level IIA Fieldwork is a twelve-week learning practicum, which takes place under the direct supervision of an occupational therapist in various medical, community, school, and emerging practice settings. The fieldwork experience is designed to advance skills acquired in didactic courses and labs.  Fieldwork promotes evaluation and intervention planning, develops problem-solving abilities, enhances clinical reasoning skills and reflective practice, facilitates professionalism, ethical decision-making, and therapeutic use of self.  The fieldwork experience is supported by the Academic Fieldwork Coordinator and the Fieldwork Educators. First of two, Level II fieldwork experiences.

OTD 706 Management in Healthcare I (1 online seminar)

Students will learn and apply basic management principles to the supervision and development of personnel in various service delivery systems, including non-traditional settings.

OTD 701 Fieldwork Level IIB (8 credits, experiential)

Level IIB Fieldwork is a twelve-week learning practicum, which takes place under the direct supervision of an occupational therapist in various medical, community, school, and emerging practice settings. The fieldwork experience is designed to advance skills acquired in didactic courses and labs.  Fieldwork promotes evaluation and intervention planning, develops problem-solving abilities, enhances clinical reasoning skills and reflective practice, facilitates professionalism, ethical decision-making, and therapeutic use of self.  The fieldwork experience is supported by the Academic Fieldwork Coordinator and the Fieldwork Educators. Second of two Level II fieldwork experiences.

OTD 707 Management in Healthcare II (1 online seminar) 

Students will develop and demonstrate the skills needed to develop, manage, and administer occupational therapy services in various practice settings.  Students will create a business plan and develop a marketing strategy for effective service delivery.

OTD 800 Integration of Learning in Occupational Therapy (3 credits, lecture)

This course is strategically placed in the curriculum after students have completed their foundation and core competency courses and their Level II Fieldwork placements.  The course provides students with the opportunity to integrate knowledge, theory, and fieldwork experience to prepare for practice as an occupational therapist.  Students are encouraged to take a reflective approach as they consider the core competencies necessary for entry-level practice and prepare for a higher level of understanding in the advanced occupational therapy courses. Students will reflect on client interactions and utilize knowledge gained from their fieldwork experiences to complete course assignments.

OTD 806 Advanced Leadership & Advocacy in Occupational Therapy (3 credits, lecture)

Course content will emphasize advanced leadership concepts and advocacy strategies.  Students will expand on the generalist knowledge acquired in OTD 524 to advocate for occupational therapy and services delivery to address societal needs and population health. Students will critically analyze and apply concepts from the Social Change Model of Leadership Development to their capstone experience and a capstone project.  

OTD 812 Capstone Preparation I (3 credits, lecture)

Students will finalize their literature review.  With guidance from OTD faculty advisors and community partner mentors, students will complete their learning objectives, the Memorandum of Understanding, and all additional documentation required for their capstone experience.  Students will develop a needs assessment and evaluation plan to support their capstone project.  If applicable, students will complete an IRB for research-focused capstone projects.

OTD 850 Health and Well-Being (3 credits, lecture)

This course develops occupational therapists with an advanced understanding of how health and well-being impact occupational engagement and examines how occupation and lifestyle impact health, well-being, participation, and disease prevention and dysfunction in individuals, groups, and populations.  This course will develop the skills and competencies necessary to make data-driven decisions to improve individual, community, and global public health outcomes. Models of health promotion will be discussed and applied to demonstrate how social determinates impact population health and welfare.

OTD 856 Occupational Justice (3 credits, lecture)

This course provides students an opportunity to explore the correlation between various contexts (sociocultural, socioeconomic, education, community, and political), diversity, occupational justice, and health and well-being at multiple ecological levels. The course design allows for examination and application of knowledge regarding personal culture and its impact on practice and diverse clients’ culture and its influence on their health beliefs, practices, and occupations.   The course will include in-depth discussions of social justice theories, public policy, cultural effectiveness, and how marginalization and stigmatization impact healthcare access. Students will examine and critique occupational therapy’s role in relation to social, economic, and environmental justice.  Power, policies, and other dynamics will be reviewed to determine how oppression is sustained at the individual and institutional levels.

OTD 862   Capstone Preparation II (3 credits, lecture)

Students will finalize their capstone proposal, which provides in-depth experience in either advanced clinical practice, scholarship, administration, advocacy, leadership, program and policy development, education, or theory development.

OTD 900 Doctoral Capstone Experience (9 credits, off-site)

This experiential course allows students to enhance their skills in advanced clinical practice, scholarship, administration, leadership, advocacy, program and policy development, education, or theory development. The Doctoral Capstone Experience will last 14 weeks and may occur in a traditional or emerging practice area.  Students will be expected to meet their learning objectives and perform at a level beyond an entry-level occupational therapist.

OTD 906 Doctoral Capstone Dissemination (1 credit, lecture)

Students will disseminate results from their capstone project in a scholarly paper and an oral capstone presentation.