All Courses

All Courses

Accounting

ACC 618: Advanced Taxation

3 Credit Hour(s)

This course focuses on the basic principles of federal income taxation of corporations, partnerships, trusts, gifts, and estates. It reinforces the use of tax research tools, and provides an overview of administrative and procedural aspects of tax practice. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade. Prerequisites: Acceptance into the 5-year B.S./M.S. program and completion of ACC 318.
Session: Spring
Year: All Years (GR)

ACC 618: Advanced Taxation

3 Credit Hour(s)

This course focuses on the basic principles of federal income taxation of corporations, partnerships, trusts, gifts, and estates. It reinforces the use of tax research tools, and provides an overview of administrative and procedural aspects of tax practice. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade. Prerequisites: Acceptance into the 5-year B.S./M.S. program and completion of ACC 318.
Session: Spring
Year: All Years (GR)

ACC 620: Advanced Auditing

3 Credit Hour(s)

An advanced study of auditing standards, principles, theory, and practice. Current trends in auditing and assurance services will be emphasized. The class offers an in-depth examination of auditor legal liability, ethics, audit procedures, statistical sampling, and audit research using electronic databases and the Internet. The class will also be focused on the Information Technology Audit function, the use of technology in audits, auditing through computer systems and auditing around computer systems. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade . Prerequisites: ACC 420 and acceptance into the 5-year B.S./M.S. program.
Session: Fall
Year: All Years (GR)

ACC 620: Advanced Auditing

3 Credit Hour(s)

An advanced study of auditing standards, principles, theory, and practice. Current trends in auditing and assurance services will be emphasized. The class offers an in-depth examination of auditor legal liability, ethics, audit procedures, statistical sampling, and audit research using electronic databases and the Internet. The class will also be focused on the Information Technology Audit function, the use of technology in audits, auditing through computer systems and auditing around computer systems. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade . Prerequisites: ACC 420 and acceptance into the 5-year B.S./M.S. program.
Session: Fall
Year: All Years (GR)

ACC 630: Global Financial Reporting and Statement Analysis

3 Credit Hour(s)

This course presents a five step framework for effective financial statement analysis. It begins with an understanding of the industry economic characteristics and current conditions of the firm's businesses and the particular strategies the firm selects to compete in each of these businesses. It then assesses how well the firm's financial statements reflect the economic effects of the firm's decisions and actions. With the use of financial statement ratios and other analytical tools, it assesses the profitability and risk of the firm in the recent past and, by incorporating information about expected changes, forecasts expected profitability and risk. Finally, the analyst values the firm using various valuation tools and models. The framework will be applied to both domestic and international companies. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade. Prerequisite: Acceptance into the 5-year B.S./M.S. program.
Session: Summer
Year: All Years (GR)

ACC 630: Global Financial Reporting and Statement Analysis

3 Credit Hour(s)

This course presents a five step framework for effective financial statement analysis. It begins with an understanding of the industry economic characteristics and current conditions of the firm's businesses and the particular strategies the firm selects to compete in each of these businesses. It then assesses how well the firm's financial statements reflect the economic effects of the firm's decisions and actions. With the use of financial statement ratios and other analytical tools, it assesses the profitability and risk of the firm in the recent past and, by incorporating information about expected changes, forecasts expected profitability and risk. Finally, the analyst values the firm using various valuation tools and models. The framework will be applied to both domestic and international companies. Accounting Majors must earn a minimum of a "C" grade. If they do not earn the required final grade, they will be allowed to repeat the course only once to earn the minimum grade. Prerequisite: Acceptance into the 5-year B.S./M.S. program.
Session: Summer
Year: All Years (GR)

ACC 650: Directed Research in Accounting

3 Credit Hour(s)

This course is the capstone course for the 150-hour accounting program. The student, under the guidance of a mentor, will prepare a research study in the field of accounting. The topic of the study must be approved by the graduate committee and defended in a public forum when complete. Details of the process will be provided to the student by their faculty mentor. Prerequisite: Permission of Instructor.
Session: As Needed
Year: All Years (GR)

ACC 650: Directed Research in Accounting

3 Credit Hour(s)

This course is the capstone course for the 150-hour accounting program. The student, under the guidance of a mentor, will prepare a research study in the field of accounting. The topic of the study must be approved by the graduate committee and defended in a public forum when complete. Details of the process will be provided to the student by their faculty mentor. Prerequisite: Permission of Instructor.
Session: As Needed
Year: All Years (GR)

Arts Administration

ARTA 501: Arts Administration Overview

3 Credit Hour(s)

This course provides an overview of most aspects of not-for-profit arts administration through site visits to leading professional organizations (theatre, galleries, etc) in Buffalo. Students will also gain hands-on experience in gallery administration, curating, public relations and marketing. Prerequisite: Graduate Status.
Session: As Needed
Year: As Needed (GR)

ARTA 535: Professional Seminar in Arts Administration: Visiting Lecturer Series

3 Credit Hour(s)

This course will utilize the expertise of area arts professionals who will interact with students over the course of one five week session. This format allows for in-depth discussions about a particular arts environment, and will allow student to see first-hand how area professionals approach planning, research, and problem solving. Prerequisites: Graduate Status and ARTA-501 or Permission of Instructor.
Session: As Needed
Year: As Needed (GR)

ARTA 550: Practicum Seminar in Arts Administration and Management

3 Credit Hour(s)

Students participating in this seminar will intern at one of Buffalo's leading arts organizations, where they will gain experience by working on a special project or by assisting a key arts manager or executive. Prerequisites: Graduate Status and ARTA-535 or Permission of Instructor. (GR)

ARTA 640: Arts Administration Thesis Project

3 Credit Hour(s)

A semi-independent study that entails research conducted under the supervision of a faculty member, and that builds directly on an internship or administrative assistantship with a participating not-for-profit cultural organization, this course will be geared towards the development, completion, and acceptance (by the participating cultural organization) of a fully realized project, proposal, or portfolio. Examples of completed projects might include (but are not limited to) strategic plans, project grants or funding proposals, marketing, fundraising, subscription or audience development plans, arts-in-education programs, print campaigns, audio or video guides for patrons, websites, etc. Prerequisites: Graduate Status and ARTA-535 or Permission of Instructor.
Session: As Needed
Year: As Needed (GR)

ARTA 650: Capstone in Arts Administration

3 Credit Hour(s)

This course seeks to synthesize the content of previous Arts Administration and Leadership courses and prepare students for public presentation of their research. Prerequisites: Graduate Status and ARTA-535 or Permission of Instructor.
Session: As Needed
Year: As Needed (GR)

Athletic Training

ATH 500: Introduction to Emergency Athletic Care

3 Credit Hour(s)

This lecture/lab course will present the roles and responsibilities of the Athletic Trainer and Sports Medicine Team and the basic principles in the prevention, recognition, and care of acute, traumatic and exertional athletic injuries/illnesses. Topics will include: risk management, blood-borne pathogen training, life-threatening conditions, CPR/AED certification, head and spine injury management (stabilization and equipment removal), musculoskeletal injury, selected taping/wrapping techniques, environmental considerations, and sudden medical illnesses. Students will be expected to recognize unsafe environments and develop critical thinking strategies to act appropriately during athletic emergencies. Students will also demonstrate emergency care skill consistent with National Athletic Trainers' Association position statements. Prerequisite: Admission into the Athletic Training Program. Students must pass ATH 509/L with a C or better in order to progress to ATH 500.
Session: Summer
Year: All Years (GR)

ATH 500L: Intro to Emergency Athletic Care Lab

0 Credit Hour(s)

This lecture/lab course will present the roles and responsibilities of the Athletic Trainer and Sports Medicine Team and the basic principles in the prevention, recognition, and care of acute, traumatic and exertional athletic injuries/illnesses. Topics will include: risk management, blood-borne pathogen training, life-threatening conditions, CPR/AED certification, head and spine injury management (stabilization and equipment removal), musculoskeletal injury, selected taping/wrapping techniques, environmental considerations, and sudden medical illnesses. Students will be expected to recognize unsafe environments and develop critical thinking strategies to act appropriately during athletic emergencies. Students will also demonstrate emergency care skill consistent with National Athletic Trainers' Association position statements. Prerequisite: Admission into the Athletic Training Program.
Session: Summer
Year: All Years (GR)

ATH 501: Foundations of Athletic Training

2 Credit Hour(s)

This lecture/lab course is designed to prepare students to critically evaluate the association between physical activity and musculoskeletal injury and use clinical decision-making skills to appropriately apply a variety of supportive and protective devices for the head, torso, upper and lower extremity. Students will develop the necessary skills to appropriately choose and properly fit protective athletic equipment (e.g. helmet and shoulder pads) and properly apply preventative taping, wrapping, splinting, bracing and orthoses. Prerequisite: Admission into the Athletic Training Program and ATH 500 and ATH 500L.
Session: Fall
Year: All Years (GR)

ATH 501L: Foundations/Athletic Training Lab

0 Credit Hour(s)

This lecture/lab course is designed to prepare students to critically evaluate the association between physical activity and musculoskeletal injury and use clinical decision-making skills to appropriately apply a variety of supportive and protective devices for the head, torso, upper and lower extremity. Students will develop the necessary skills to appropriately choose and properly fit protective athletic equipment (e.g. helmet and shoulder pads) and properly apply preventative taping, wrapping, splinting, bracing and orthoses. Prerequisite: Admission into the Athletic Training Program and complete ATH 500 and ATH 500L.
Session: Fall
Year: All Years (GR)

ATH 502: Foundations of Athletic Training II

2 Credit Hour(s)

This course addresses a variety of topics to further develop the students' understanding of the scope of the Athletic Trainer's duties and the complexities involved in the daily operations of an Athletic Training facility. A combination of lecture, case studies and reflection of clinical educational experiences will allow for insightful peer engaged discussions. Topics will include: legal practice, professional ethics, cross-cultural awareness, inter-professional relationships, facility principles, budgeting process, integrated injury management, imaging, rehabilitation phases, psychosocial/emotional response to injury, and injury documentation and the use of electronic medical records. Prerequisite: Admission into the Athletic Training Program and ATH 501 AND ATH-501L.
Session: Spring
Year: All Years (GR)

ATH 509: Gross Anatomy

6 Credit Hour(s)

This lecture/lab course is designed to focus on the detailed structure and function of the human neuromusculoskeletal system. The relationships of normal and abnormal embryological and developmental processes to gross anatomical structure and to movement and function across the life span will be presented. Lecture and laboratory sessions will include human cadaver dissection and prosections, models, and clinically oriented peer presentations and problem solving experiences. Specific anatomical content will be presented on a regional basis, and will include the back, head, neck, shoulder girdle, upper extremity, and thorax. Laboratory sessions will allow students to acquire a three-dimensional macroscopic appreciation of anatomical structure through human cadaver dissection guided by iPad video demonstrations. Prerequisite: Admission into the Athletic Training Program.
Session: Summer
Year: All Years (GR)

ATH 509L: Gross Anatomy Lab

0 Credit Hour(s)

This lecture/lab course is designed to focus on the detailed structure and function of the human neuromusculoskeletal system. The relationships of normal and abnormal embryological and developmental processes to gross anatomical structure and to movement and function across the life span will be presented. Lecture and laboratory sessions will include human cadaver dissection and prosections, models, and clinically oriented peer presentations and problem solving experiences. Specific anatomical content will be presented on a regional basis, and will include the back, head, neck, shoulder girdle, upper extremity, and thorax. Laboratory sessions will allow students to acquire a three-dimensional macroscopic appreciation of anatomical structure through human cadaver dissection guided by iPad video demonstrations. Prerequisite: Admission into the Athletic Training Program. Students must pass ATH 509/L with a C or better in order to progress to ATH 500.
Session: Summer
Year: All Years (GR)

ATH 510: Pathology and Clinical Examination I

4 Credit Hour(s)

This lecture/lab course is the first in the sequence of two courses designed to give the athletic training student the necessary information to identify specific injuries and illnesses associated with the neck, upper back, low back, lower extremities, reproductive organs, and abdominal region. Topics include mechanism of injury/etiology, pathology, tests and measures, and referred pain patterns of the low back and lower extremities. Students will acquire basic knowledge and skills regarding palpation, range of motion, manual muscle testing, neurological and special tests. Students will develop clinical decision making skills through the integration of evidence-based medicine. Prerequisite: Admission into the Athletic Training Program and ATH 509 and ATH 509L.
Session: Fall
Year: All Years (GR)

ATH 510L: Pathology and Clinical Examination Lab I

0 Credit Hour(s)

This lecture/lab course is the second in the sequence of two courses designed to give the athletic training student the necessary information to identify specific injuries and illnesses associated with the head and upper extremities. Topics include mechanism of injury/etiology, pathology, tests and measures, and referred pain patterns of the head, neck, upper back, and upper extremities. Students will acquire basic knowledge and skills regarding palpation, range of motion, posture analysis, gait analysis, manual muscle testing, neurological and special tests. Students will develop clinical decision making skills through the integration of evidence-based medicine. Prerequisite: Admission into the Athletic Training Program and ATH 509 and ATH 509L and ATH 510 and ATH 510L.
Session: Fall
Year: All Years (GR)

ATH 511: Pathology and Clinical Examination II

4 Credit Hour(s)

This lecture/lab course is the second in the sequence of two courses designed to give the athletic training student the necessary information to identify specific injuries and illnesses associated with the head, neck, upper back, and upper extremities. Topics include mechanism of injury/etiology, pathology, tests and measures, and referred pain patterns of the head, neck, upper back, and upper extremities. Students will acquire basic knowledge and skills regarding palpation, range of motion, posture analysis, manual muscle testing, neurological and special tests. Students will develop clinical decision making skills through the integration of evidence-based medicine. Prerequisite: Admission into the Athletic Training Program and ATH 509 and ATH 509L and ATH 510 and ATH 510L.
Session: Spring
Year: All Years (GR)

ATH 511L: Pathology and Clinical Examination II Lab

0 Credit Hour(s)

This lecture/lab course is the second in the sequence of two courses designed to give the athletic training student the necessary information to identify specific injuries and illnesses associated with the head, neck, upper back, and upper extremities. Topics include mechanism of injury/etiology, pathology, tests and measures, and referred pain patterns of the head, neck, upper back, and upper extremities. Students will acquire basic knowledge and skills regarding palpation, range of motion, posture analysis, manual muscle testing, neurological and special tests. Students will develop clinical decision making skills through the integration of evidence-based medicine. Prerequisite: Admission into the Athletic Training Program and ATH 509 and ATH 509L and ATH 510 and ATH 510L.
Session: Spring
Year: All Years (GR)

ATH 512: Neuroscience

2 Credit Hour(s)

In this course, students will examine the structure and function of the central and peripheral nervous systems through a combination of lecture, discussion of case studies and examination of cadaveric brain specimens. Students will use the neurologic examination as a systematic framework for organizing their understanding of the functional anatomy of the nervous system. We will consider the following topics: development of the central nervous system; voluntary movement and postural control; sensory pathways; motor pathways; neurodegenerative disease and trauma. Students will develop basic familiarity with electrodiagnostic tests (i.e., nerve conduction velocity, EMG). Prerequisite: Admission into the Athletic Training Program.
Session: Spring
Year: All Years (GR)

ATH 515: Current Concepts in Musculoskeletal Fitness Assessment & Training

3 Credit Hour(s)

This lecture/lab course is designed to prepare the future athletic trainer to critically evaluate patient/client physical fitness, nutritional habits, and body composition to appropriately design fitness prescription for maintaining a healthy lifestyle and prevent chronic disease. Students will develop skills in performing measurements of body composition, posture, flexibility, muscular strength, power, speed, agility, and endurance. These skills will be enhanced when learning how to develop and adjust fitness routines based on patient/client specificity. Students will also learn nutritional principles relative to strength training and in recognition of disordered eating. Prerequisite: Admission into the Athletic Training Program. Direct Entry MSAT students only.
Session: Summer
Year: All Years (GR)

ATH 515L: Current Concepts in Musculoskeletal Fitness Assessment & Training Lzb

0 Credit Hour(s)

Lab practice and co-requisite for ATH 515.Direct Entry MSAT students only.
Session: Summer
Year: All Years (GR)

ATH 520: Therapeutic Agents

4 Credit Hour(s)

This lecture/lab course is designed to prepare the future athletic trainer to critically select, provide rationale for, and skillfully apply therapeutic agents including massage, cold, superficial heat, infrared, hydrotherapy, short wave diathermy, ultrasound, iontophoresis, traction, and electrotherapy for inducing muscle contractions, reducing pain, enhancing wound healing, and curbing edema formation. Indications and contraindications relative to the selection and use of each modality are emphasized. Theory, principles, and methods of direct interventions will be discussed in lecture; associated psychomotor skills will be practiced and evaluated in lab. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 520L: Therapeutic Agents Lab

0 Credit Hour(s)

This lecture/lab course is designed to prepare the future athletic trainer to critically select, provide rationale for, and skillfully apply therapeutic agents including massage, cold, superficial heat, infrared, hydrotherapy, short wave diathermy, ultrasound, iontophoresis, traction, and electrotherapy for inducing muscle contractions, reducing pain, enhancing wound healing, and curbing edema formation. Indications and contraindications relative to the selection and use of each modality are emphasized. Theory, principles, and methods of direct interventions will be discussed in lecture; associated psychomotor skills will be practiced and evaluated in lab. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 521: Pharmacology in Sports Medicine

2 Credit Hour(s)

This course focuses on the pharmacokinetics and pharmacodynamics of drugs commonly encountered in the practice of athletic training. Topics include patient education, federal, state, and local regulations for proper storage and dispensing, and poison control protocols. Prerequisite: Admission into the Athletic Training Program.
Session: Spring
Year: All Years (GR)

ATH 522: General Medical Conditions

3 Credit Hour(s)

This course is designed to prepare the future athletic trainer to recognize the signs and symptoms of diseases and illnesses of the body systems and to know when to refer to other medical professions. Topics include etiology, pathology, assessment, and risks associated with common diseases, impairments, and physical disabilities. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 523: Therapeutic Intervention

4 Credit Hour(s)

This lecture/lab course is designed to enhance the student's assessment skills and to provide a foundation of appropriate exercise principles and rehabilitation techniques specific to athletic participation and the physically active. Topics will include planning, implementing, and evaluating the efficacy of therapeutic exercise and rehabilitation programs. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 523L: Therapeutic Intervention Laboratory

0 Credit Hour(s)

This lecture/lab course is designed to enhance the student's assessment skills and to provide a foundation of appropriate exercise principles and rehabilitation techniques specific to athletic participation and the physically active. Topics will include planning, implementing, and evaluating the efficacy of therapeutic exercise and rehabilitation programs. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 524: Sports Nutrition

2 Credit Hour(s)

This course discusses the physiological processes of digestion, absorption, and assimilation of food, fluids, nutritional supplements, herbs, and ergogenic aids specific to the energy needs for sports participation and the physically active. Topics include weight loss/gain, body composition, performance, illness, injury, and eating disorders. Prerequisite: Admission into the Athletic Training Program.
Session: Fall
Year: All Years (GR)

ATH 525: Organization and Administration in Athletic Training

3 Credit Hour(s)

This course focuses on management, administration, leadership, and professional responsibilities associated with providing health care in an athletic training room, health care facility, and related venues that provide health care to athletes and others involved in physical activities. Topics include athletic training room design, budget, organization and administration of pre-participation physical exams, components of a medical record, regulations, insurance, personnel management, athletic training practice acts and registration, professional responsibility, continuing education, governing bodies, scope of practice, community awareness, and preparation for the Board of Certification (BOC) exam. Prerequisite: Admission into the Athletic Training Program.
Session: Spring
Year: All Years (GR)

ATH 530: Psychosocial Aspects in Athletic Training

3 Credit Hour(s)

Psychosocial Aspects in Athletic Training (3) This course addresses a variety of integrated psychosocial topics involving the patient, the health care professional, and response to injury. Topics include motivation, self confidence, personality traits, emotional response to injury, interpersonal and cross-cultural communication. Prerequisite: Admission into the Athletic Training Program.
Session: Spring
Year: All Years (GR)

ATH 580: Research Methods

3 Credit Hour(s)

Fulfills core competency: Information Literacy; Writing Intensive. Meets Research and Presentation requirements. This course will explore the variety in research design and statistics commonly used in clinical research, further developing student analytical skills needed to support professional evidence-based practice in athletic training. Students will evaluate the merit and relevance of published research to the practice of athletic training from the perspective of experimental methodology and design. Students will select a topic of interest related to athletic training, conduct a review of the literature, define a research question, and prepare and present a report to their peers. Students will complete Collaborative Institutional Training Initiative (CITI training). Prerequisite: Admission into the Athletic Training Program.
Session: Spring
Year: All Years (GR)

ATH 581: Research Seminar I

1 Credit Hour(s)

This course is a continuation of ATH 580 and the first of a sequence of two research seminar courses. Students will refine their literature review to develop and write the introduction and methods sections of their athletic training research project. Students will present their proposals to their peers. This is directed study under the supervision of faculty research mentor. Additionally, students will learn how to efficiently and effectively use the IBM SPSS Software. Prerequisite: Admission into the Athletic Training Program and ATH 580.
Session: Fall
Year: All Years (GR)

ATH 582: Research Seminar II

2 Credit Hour(s)

This is the second in the sequence of two research seminar courses. Students will collect data, perform data analysis, and write the results, and discussion sections for their athletic training research projects. Students will revise and refine their final research project, develop a presentation, and present their findings. This is directed study under the supervision of a faculty research mentor. Additionally, students will demonstrate evidence based medicine through problem based learning scenarios in class. Prerequisite: Admission into the Athletic Training Program and ATH 581.
Session: Spring
Year: All Years (GR)

ATH 590: Athletic Training: Practical Application I

3 Credit Hour(s)

This course is the first of four required athletic training clinical education courses. Athletic training students will be evaluated on clinical integration proficiency of knowledge, skills, and abilities including: general health and fitness assessment; environmental conditions assessment; and recognition of emergencies and acute injury care. Additionally students will be expected to build upon their acquired knowledge to actively engage in facilitated integration of skills and abilities covered in the curriculum. Students will be assigned to clinical education experiences under the direct supervision of a preceptor. Students will explore evidence-based practice and reflect upon their clinical experiences to facilitate critical thinking and clinical decision making skills development. Students must complete a minimum 200 and a maximum of 500 clinical hours. Prerequisite: Admission into the Athletic Training Education Program and ATH 500 and 500L.
Session: Fall
Year: All Years (GR)

ATH 592: Athletic Training: Practical Application II

3 Credit Hour(s)

This course is the second of four required athletic training clinical education courses. Athletic training students will be evaluated on clinical integration proficiency of knowledge, skills, and abilities including: taping, wrapping, bracing, protective equipment fitting; clinical assessment, diagnosis and therapeutic intervention of the lower extremity and spine; and professional communication and documentation strategies. Additionally students will be expected to build upon their acquired knowledge to actively engage in facilitated integration of skills and abilities covered in the curriculum. Students will be assigned to clinical education experiences under the direct supervision of a preceptor. Students will explore evidence-based practice and reflect upon their clinical experiences to facilitate critical thinking and clinical decision making skills development. Students must complete a minimum of 200 and a maximum of 500 clinical hours. Prerequisite: Admission into the Athletic Training Education Program and ATH 590.
Session: Spring
Year: All Years (GR)

ATH 593: Athletic Training: Practical Application III

3 Credit Hour(s)

This course is the third of four required athletic training clinical education courses. Athletic training students will be evaluated on clinical integration proficiency of knowledge, skills, and abilities including: clinical assessment, diagnosis and therapeutic intervention of the upper extremity, lower extremity, head, neck, thorax, spine, and patients with common illnesses; psychosocial motivational strategies; recognition and referral of mental health disorders; and professional communication and documentation strategies. Additionally students will be expected to build upon their acquired knowledge to actively engage in facilitated integration of skills and abilities covered in the curriculum. Students will be assigned to clinical education experiences under the direct supervision of a preceptor. Students will explore evidence-based practice and reflect upon their clinical experiences to facilitate critical thinking and clinical decision making skills development. Students must complete minimum of 200 and a maximum of 500 clinical hours. Prerequisite: Admission into the Athletic Training Education Program and ATH 592.
Session: Fall
Year: All Years (GR)

ATH 594: Athletic Training: Practical Application IV

3 Credit Hour(s)

This course is the fourth of four required athletic training clinical education courses. Athletic training students will be evaluated on clinical integration proficiency of knowledge, skills and abilities including: comprehensive therapeutic intervention, clinical examination and diagnosis of musculoskeletal injury and common illnesses and conditions; psychosocial strategies (recognition, management and referral); and professional communication and documentation strategies. Additionally students will be expected to build upon their acquired knowledge to actively engage in facilitated integration of skills and abilities previously covered in the curriculum. Students will be assigned to clinical education experiences under the direct supervision of a preceptor. Students will explore evidence-based practice and reflect upon their clinical experiences to facilitate critical thinking and clinical decision making skills development. Students must complete minimum of 200 and a maximum of 500 clinical hours. Prerequisite: Admission into the Athletic Training Education Program, ATH 593.
Session: Spring
Year: All Years (GR)

ATH 595: Athlectic Training: Optional Summer Practical Application

0 Credit Hour(s)

This course is an optional athletic training clinical education course reserved for students who will be completing a summer athletic training educational experience. Students will be expected to build upon their acquired knowledge to actively engage in facilitated integration of skills and abilities previously covered in the curriculum. Students will be assigned to clinical education experiences under the direct supervision of a preceptor. Students will explore evidence-based practice and reflect upon their clinical experiences to facilitate critical thinking and clinical decision making skills development. Students must complete a minimum of 50 and a maximum of 500 clinical hours.
Session: Summer
Year: All Years (GR)

Biology

BIO 541: Neurobiology I

4 Credit Hour(s)

An integrated study of neuroanatomy and neurophysiology. Topics include surface anatomy and blood supply of the brain, meninges, sensory receptors and the electrical properties of neuronal membranes. Prerequisites: BIO 340 and professional phase status in Physical Therapy, or by permission of Natural Science Dept. Chair. Lecture, 3 hours; Laboratory, 2 hours.
Session: Spring
Year: All Years (GR)

BIO 541L: Neurobiology I Lab

0 Credit Hour(s)

Laboratory techniques for Neurobiology I. Corequisite: BIO 541.
Session: Spring
Year: All Years (GR)

BIO 542: Neurobiology II

4 Credit Hour(s)

A continuation of the study of neuroanatomy and neurophysiology. Topics include neuroanatomical pathways, motor control systems, and physiology of synapses. Prerequisite: BIO 541. Lecture, 3 hours; Laboratory 2 hours.
Session: Fall
Year: All Years (GR)

BIO 542L: Neurobiology II Lab

0 Credit Hour(s)

Laboratory techniques for Neurobiology II. Corequisite: BIO 542.
Session: Fall
Year: All Years (GR)

Cytotechnology

CYT 507: Cytology of the Female Genital Tract- Squamous

2 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose benign through malignant squamous cell lesions in the female genital tract. A multitude of benign cervical cytologic changes will be addressed including identification of infectious agents. Human papillomavirus and its impact on cervical cytology will serve as a primary focus of this course. The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 509: Cytology of the Female Genital Tract- Glandular and Other

2 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose benign through malignant glandular cell lesions in female genital tract. A multitude of endocervical and endometrial cytologic changes will be addressed. Other areas of interest addressed in this course include vulvar, ovarian, fallopian tube and uterine changes. The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 510: Introduction to Cytology, Cytopreparation

1 Credit Hour(s)

This course serves as an introductory course to the realm of cytology. Areas of interest include laboratory safety, the profession of cytotechnology, and cytopreparation. Specifies to cytology will also be introduced, including fixatives, anatomy, and histology. The papanicolaou stain will concept of Pap smear to microscopic slide will be taught. Lastly, microscopic screening will be introduced by understanding the light microscope. All focus of this course will be on gynecologic specimens. The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 605: Cytology of Body Cavity Fluids and Cerebrospinal Fluied

1 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose infectious, benign and malignant lesions of body cavity fluids (BCF) and cerebrospinal fluid (CSF) and to triage those specimens that are atypical, suspicious or malignant to IHC, flow cytometry and molecular testing. The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 607: Cytology of the Respiratory Tract

3 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose infectious, benign and malignant lesions of the respiratory tract and to triage those specimens that are malignant to immunohistochemistry (IHC), flow cytometry and molecular testing. The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 609: Cytology of the Urinary Tract

1 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose infectious, benign and malignant lesions of the urinary tract and to triage those specimens that are abnormal to the appropriate adjuctive testing (FISH, IHC, Flow cytometry). The course is offered off-site at Roswell Park Cancer Institute.
Session: Fall
Year: All Years (GR)

CYT 610: Cytology Laboratory Management

1 Credit Hour(s)

This course is designed to introduce students to the fundamentals of cytology laboratory management. This course develops the cytotechnology students' ability to prepare and assist in the basic laboratory management techniques as applies to cytology. The course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 612: Cytology of the Gastrointestinal Tract

2 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose infectious, benign and malignant lesions of the gastrointestinal tract and to triage those specimens that are abnormal to the appropriate adjunctive testing (IHC and Flow cytometry). This course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 614: Fine Needle Aspiration Cytology I: Collection Method, Breast, Thyroid, Lymph Node

3 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to report and diagnose infectious, benign and malignant lesions of the gastrointestinal tract and to triage those specimens that are abnormal to the appropriate adjunctive testing (IHC and Flow cytometry). This course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 615: Oncology for Scientists I

2 Credit Hour(s)

Defines the cancer cell morphologically, as well as molecularly, covering topics such as the cell cycle, cancer-associated genes, regulation of cancer cell expression, cancer genetics, carcinogenesis, metastasis, apoptosis, and laboratory research techniques.
Session: Fall
Year: All Years (GR)

CYT 616: Oncology for Scientists II

2 Credit Hour(s)

Builds upon the theoretical basis of the previous semester, covering the immune system, hormones, chemotherapy and drug development. A large part of the semester deals with the clinical and pathological description of various organ systems presented by Institute medical staff. Ancillary lectures on cancer epidemiology, prevention, statistics, bioinformatics, and clinical treatment (chemotherapy, diagnostic imaging, radiation therapy, photodynamic therapy) are also presented. The students will also have the opportunity to meet with patients and their treating physicians. (Spring)
Session: Spring
Year: All Years (GR)

CYT 618: Fine Needle Aspiration Cytology Ii: Salivary, Bone and Soft Tissue, Pancreas, Liver, Kidney, Adrenal, Metatases

3 Credit Hour(s)

This course is designed to provide students with an introduction to fine needle aspiration cytology as well as the knowledge base needed to report and diagnose infectious, benign and malignant lesions of the salivary gland, bone and soft tissue, pancreas, liver, kidney, and adrenal glands. Metastatic tumors will be covered in full detail. Students will be able to triage those specimens that are abnormal to the appropriate adjunctive testing (FISH, IHC, Flow Cytometry). This course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 620: Immunohistochemistry

1 Credit Hour(s)

This course is designed to introduce students to the fundamentals of immunohistochemical staining (IHC) and the use of IHC with cytrologic specimens. This course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 641: Cytology Clinical Practicum I

1 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to engage in health related work based learning experience. This will enable the student to apply specialized occupational theory, skills and concepts. Direct supervision is provided by the clinical professional. The clinical rotations provide students with experience in local area clinical laboratories so that the student may demonstrate competency in each clinical student which will be a combination of on-site and off-site rotations.
Session: Fall
Year: All Years (GR)

CYT 642: Cytology Clinical Practicum II

2 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to engage in a health-related work-based learning experience. This will enable the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional. The clinical rotations provide students with the experience in local area clinical laboratories so that the student may demonstrate competency in each clinical area determined by the established objectives. A clinical schedule will be provided to each student which will be a combination of on-site and off-site rotations.
Session: Spring
Year: All Years (GR)

CYT 643: Cytology Clinical Practicum III

3 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to engage in a health-related work-based learning experience. This will enable the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional. The clinical rotations provide students with the experience in local area clinical laboratories so that the student may demonstrate competency in each clinical area determined by the established objectives. A clinical schedule will be provided to each student which will be a combination of on-site and off-site rotations.
Session: Summer
Year: All Years (GR)

CYT 650: Cytology Research and Professional Development I

1 Credit Hour(s)

The Cytotechnology program culminates with completion of the research component of the program. The research project will be completed over multiple terms (one credit per term for a total of 3 credits). Students will demonstrate the ability to critically evaluate published professional literature and explain the basic principles of the scientific method. Students will perform a cytology related project for presentation and potential publication of their research findings. O
Session: Fall
Year: All Years (GR)

CYT 652: Cytology Research and Professional Development II

1 Credit Hour(s)

This course is designed to provide students with the knowledge base needed to conduct and complete an advanced research/thesis project involving a study of interest in the cytopathology laboratory. This course is offered off-site at Roswell Park Cancer Institute.
Session: Spring
Year: All Years (GR)

CYT 653: Cytology Research and Professional Development III

1 Credit Hour(s)

This course is designed to provide student with the knowledge base needed to conduct and complete an advanced reseach/thesis project involving a study of interest in the cytopathology laboratory. This course is offered off-site at Roswell Park Cancer Institute.
Session: Summer
Year: All Years (GR)

Dietetic Internship

DI 501: Clinical Field Experience I

0 Credit Hour(s)

This rotation will emphasize the development of the dietitian as a clinician. Focus will be placed on functioning in the role of the Registered Dietitian including, but not limited to, the use of clinical nutrition assessment and evaluation strategies, pursuing continuous quality improvement in dietetics, and functioning as a collaborative member of the health care team. (GR)

DI 502: Clinical Field Experience II

0 Credit Hour(s)

This rotation will emphasize the development of the dietitian as a clinician. Focus will be placed on functioning in the role of the Registered Dietitian including, but not limited to, the use of clinical nutrition assessment and evaluation strategies, pursuing continuous quality improvement in dietetics, and functioning as a collaborative member of the health care team. (GR)

DI 503: Professionalization Seminar I Experience

0 Credit Hour(s)

This seminar will focus on a review of didactic information in preparation for the Registered Dietitian examination, as well as other professional development topics. (GR)

DI 504: Professionalization Seminar II

0 Credit Hour(s)

This seminar will focus on a review of didactic information in preparation for the Registered Dietitian examination, as well as other professional development topics. (GR)

Early Childhood Special Education

ECSE 504: The Reading Process for Students with Disabilities

3 Credit Hour(s)

This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. Prerequisite: SED 502. Field Experience Required. Offered Summer.
Session: Fall and Spring and Summer (GR)

ECSE 505: Classroom and Behavior Management for Students with Disabilities

3 Credit Hour(s)

The competencies, knowledge and skills necessary to conduct effective behavior management programs for the benefit of students with disabilities in a variety of special education settings and inclusive programs will be emphasized. The course will also examine the principles of applied behavior analysis, cognitive behavior modification, and other approaches used in assisting students with special needs to monitor and manage their own behavior. Field Experience Required. Offered Spring.
Session: Spring (GR)

ECSE 516: Introduction to Special Education, Educational Policies, Community Education, and Working with Families

3 Credit Hour(s)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation. The course will also provide an advance understanding of the historical, philosophical and sociological practices in education, an analysis of the social structure of the community and suggestions on how to involve community members and families in the education of children. Focus will also be given to collaboration with family members as a part of the educational team. Field Experience Required.
Session: Fall and Spring (GR)

ECSE 517: Instructional Methods and Strategies for Effective Classroom Management for Learners with Special Needs

3 Credit Hour(s)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required. Offered Fall and Spring.
Session: Fall and Spring (GR)

ECSE 521: Language/Communication Development And Intervention for the Young Child

3 Credit Hour(s)

This course will focus on the language and communication development of young children. Attention will focus on teaching students to design learning environments for infants and preschoolers that will enable, accommodate, and enhance the unique receptive and expressive modes of communication of children with special needs. Field Experience Required.
Session: Fall and Spring (GR)

ECSE 522: Infant Development and Intervention with Assistive Technology

3 Credit Hour(s)

This course will prepare students to understand and appreciate the complex developmental issues and comprehensive interdisciplinary service needs of infants who are disabled or are at risk for a disability, and their families. From an educational perspective, it is impossible to view the needs and goals for the young child apart from those of the family. Early intervention (EI) services are now found throughout the United States, and recent research on brain development highlights the unique characteristics and needs of infants and the critical role of their caregivers in fostering optimal growth and development. The transactional model of EI emphasizes the importance of the continual and progressive interactions between the infant and the environment. Current research on the use of assistive technology in facilitating the infant's interactions with the environment will also be explored and incorporated into class discussions and assignments. Field Experience Required.
Session: Fall and Spring (GR)

ECSE 524: Transdisciplinary Intervention and Family Involvement

3 Credit Hour(s)

With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminologies of the discipline with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Students will receive instruction from a parent of a child with a disability and a team of professionals who will model transdisciplinary service delivery and instruct students in a cross-disciplinary model of intervention. Field Experience Required.
Session: Fall and Spring (GR)

ECSE 535: Reading Diagnosis and Instruction

3 Credit Hour(s)

This course provides for advance skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. The primary purpose of this course is to assist in the development of a competent classroom teacher who can successfully assess and design instructional plans for problem readers. In this course, the participants will develop competence in assessing and evaluating readers. They will explore and critique various informal and formal assessments. They will also have the opportunity to implement assessments, and analyze and interpret results, determine an instructional focus based on the data gathered, and address materials and methods that can be used with atypical readers. Field Experience Required. Offered Spring.
Session: As Needed (GR)

ECSE 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs

3 Credit Hour(s)

This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including a recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview with significant caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Field Experience Required. Offered Fall and Spring.
Session: Fall and Spring (GR)

ECSE 570: Student Teaching and Seminar in Early Childhood Special Education (B-Gr2)

3 Credit Hour(s)

One professional laboratory experience covers observation of special education classroom situation with gradual increasing responsibility through participation under supervision. Individual student teachers are guided by periodic seminars with the ECSE 570 college supervisor.
Session: Fall and Spring (GR)

ECSE 600: Research Methods in Special Education

3 Credit Hour(s)

The course will emphasize direct investigation, methods, procedures, and reviews of research in special education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of findings based on sound methodological procedures. Prerequisites: SED 502, 503, 506.
Session: Fall and Spring (GR)

ECSE 610: Seminar in Early Childhood Specia/Action Education/Action Research

3 Credit Hour(s)

This course will provide an opportunity for students to investigate and research the literature in their respective specializations and integrate this with knowledge of best practices, current trends and controversial issues. The course is designed to promote an interdisciplinary perspective by insuring that students within different specializations comprise each seminar group.
Session: Fall and Spring and Summer (GR)

ECSE 696: Comprehensive Examination

0 Credit Hour(s)

Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)

Education

EDU 518: Teaching to the Standards

3 Credit Hour(s)

This course is intended to provide an advance level of training to students regarding the use of the Common Core learning standards and how specifically children with disabilities will meet these seven standards. The course will also examine methods of instruction, evaluation and content related to assisting the learner. Students will also participate in a PEER review process using Academy of Learning protocol.
Session: As Needed (GR)

Finance

FIN 601: Global Monetary System and Capital Markets

3 Credit Hour(s)

This course is devoted to in-depth discussion and practical application of business finance as practiced in a borderless world. The major topics covered include the international monetary system, the balance of payments, foreign exchange, the management of foreign exchange risk, the role of banks in international finance, and a discussion and analysis of the non-bank financial institutions and international financial markets that represent an inventory of financial resources for the global company.
Session: Fall
Year: As Needed (GR)

FIN 601: Global Monetary System and Capital Markets

3 Credit Hour(s)

This course is devoted to in-depth discussion and practical application of business finance as practiced in a borderless world. The major topics covered include the international monetary system, the balance of payments, foreign exchange, the management of foreign exchange risk, the role of banks in international finance, and a discussion and analysis of the non-bank financial institutions and international financial markets that represent an inventory of financial resources for the global company.
Session: Fall
Year: As Needed (GR)

Health Science

HSC 515: Legal and Ethical Implications for Caregivers of Indiciduals With Disabilities

1 Credit Hour(s)

This course is an introductory course designed to expand knowledge and sensitivity about the legal and ethical issues surrounding care for individuals with developmental disabilities and their families. The purpose of this course is to improve health care provider students' understanding of the fundamentals related to the legal needs affecting individuals with developmental disabilities and their families. Accessing benefits, services and resources for individuals with developmental disabilities and their caregivers will be explored as a basis for further development in clinical and professional practice. Prerequisite or Corequisite: NUR 505/L or PAS 517/L or equivalent.
Session: Intersession
Year: All Years (GR)

HSC 530: Caring for Children With Developmental Disabilities

1 Credit Hour(s)

This course is one in a series designed to educate health care provider students about caring for individuals with developmental disabilities. The purpose of this course is to introduce students to the fundamentals of assessing, supporting and intervening with children and families affected by developmental disabilities. Application of knowledge will be explored in classroom and external learning portions of the class which will include clinic and home visit experiences with children and families affected by developmental disabilities. Prerequisite or Corequisite: Acceptance in the PHEPD Certificate program or permission from the instructor.
Session: Fall and Spring
Year: All Years (GR)

HSC 532: Caring for Adults With Developmental Disabilities

1 Credit Hour(s)

This course is one in a series designed to educate health care provider students about caring for individuals with developmental disabilities. The purpose of this course is to introduce students to the fundamentals of assessing, supporting and intervening with adults with developmental disabilities. Application of knowledge will be explored in classroom and external learning portions of the class which will include clinic and home visit experiences. Prerequisite or Corequisite: Acceptance in the PHEPD Certificate program or permission from the instructor.
Session: Fall and Spring
Year: All Years (GR)

HSC 560: Community Care for Individuals with Developmental Disabilities

3 Credit Hour(s)

This course is one in a series designed to educate health care provider students about caring for individuals with developmental disabilities. The purpose of this course is further explore the role of the health care provider as a leader in planning, implementing and evaluating patient and family-centered care for individual with developmental disabilities. Emphasis is placed on developing collaborative relationships in the community setting. The course includes a didactic component and structured external learning experiences. Prerequisite: HSC 515 and HSC 530 or HSC 532.
Session: Summer
Year: All Years (GR)

Leadership

LEAF 500: Organizational Leadership and Self Development

3 Credit Hour(s)

Drawing on material from various social science disciplines, this integrative course focuses on the research and models of leadership relevant to defining and achieving collective goals in a variety of organizational settings.Students explore the relationship between personality style and effective behaviors of the socially responsible leader. This course follows the historical development of leadership theory and examines multiple leadership models with their associated strengths and criticisms. Personal assessments are used to promote a broad understanding of leadership in an ethical context. Topics include personality theory, leadership style, including transactional leadership, path goal, contingency and trait approach theories, transformational leadership, leader-member exchange, holistic, servant, and social change models. Also covered are theories of group development, motivation, power, authority, disclosure and feedback. Approaches include diagnostic instruments for self and others, role-plays, case studies, writing projects to establish a personal mission statement, use of a reflective "leadership log" and formulating strategies for balancing work and personal goals. The Leadership Portfolio is introduced. Prerequisite: Majors only or permission of instructor.
Session: Spring
Year: Odd Years (GR)

LEAF 501: Critical Thinking, Creative Problem Solving, and Decision Making: Methods of Organization Research

3 Credit Hour(s)

The main goal of this course is to provide students with balanced, differentiated thinking skills and facilitation tools necessary for effective problem solving and decision-making. The course is based on the Osborn-Parnes model of creative problem solving and decision-making, originating in Buffalo, which unites a firm understanding of various problem solving methodologies with deliberate creative and critical thinking skills. The course includes the study of the inquiry process appropriate to investigation of organizational climate and group behavior.Topics include divergent, convergent and systems thinking, facilitation, collecting and processing information, clarifying core issues, weighing multiple potential solutions, and developing and implementing an action plan. The organizational processes and skills practiced include identifying complex challenges, data collection, ideation, forecasting, decision-making under uncertainty, and communicating or implementing results. Teaching methods include lecture,experiential activities, case studies, and projects. Also, "scientific" ways of knowing will be contrasted with more intuitively based decision-making processes, demonstrating the importance of both in making ethical and personal leadership decisions. During this course, students will be encouraged to apply methodologies to their own experiences, and will engage in facilitation projects designed to allow them to use various methods to aid in the discovery of their own leadership decision-making processes. Prerequisite: Majors only.
Session: Intersession
Year: All Years (GR)

LEAF 502: Leadership and Organizational Ethics, Values and Social Environment

3 Credit Hour(s)

Effective leadership encompasses the ability to understand, rationalize and apply ethical principles in the decision making process. This course focuses on the influence that sound moral reasoning has in achieving appropriate parameters of conduct that benefits the individual, the institution as well as the larger community. Class lectures are forged around a participatory process wherein each student is required to present an in depth analysis of ethical issues common in everyday activities. Through the use of selective material and reading, core ethical dilemmas are explored for the purpose of assisting the student in recognizing the pervasiveness of ethics in our quest for effective leadership. Prerequisite: Majors only.
Session: Fall and Summer (GR)

LEAF 513: Developing Leadership Skills: One-on- One Leadership, Conflict Management, and Team Building

3 Credit Hour(s)

This course explores challenges and opportunities for effective leadership at three levels - the individual (both self and those being engaged in one-on-one interactions), the group or team, and the organization or system as a whole. Topics include systems thinking, coaching and feedback, the use and application of standardized assessment tools (including a 360 degree instrument), organizational theory, conflict management, emotional intelligence, leadership styles and team development. The emphasis throughout the course is on the practical application of leadership theories and models; participants are encouraged and supported in making connections with their real worlds of work, past, present and future. Significant in-class time of the course is used as a learning laboratory to explore various concepts around the self and team leadership. This includes collaboratively setting up a self-directing team and delivering a product to a defined customer. The context for the exploration of leadership at the three levels in LEAF 513 reflects the inherent complexity of organizations and organizational life, and the critical role of the leader in the organization's achievement of results and long-term sustainability. Learning methodologies include personal reflection and sharing of experiences, action learning, a written paper and presentation, completion of leadership/learning log and extensive reading and dialogue. Prerequisite: Majors only.
Session: Spring and Summer
Year: All Years (GR)

LEAF 514: Leadership and Community: Empowerment, Collaboration, and Dialogue

3 Credit Hour(s)

Students experience a leadership immersion in an organizational setting. Through this experience they gain an appreciation for and an understanding of the leadership processes of empowerment, collaboration, strategy, and dialogue; this occurs in an organizational context providing students the experience of understanding the internal and external forces that create change and transform organizations, communities, and systems. Emphasis is given to understanding the processes of leadership focusing on individual and group development, social capital, strategy, organizational mission, vision, and values, structures of collaboration, problem solving and dialogue. For this course, the student will work individually to become knowledgeable about an agency, business, or community group (identified below as practice setting). The student will apply action research methods to become knowledgeable about the practice setting. By spending time with various leaders within the practice setting, the student will become increasingly sensitive to the culture of the practice setting. Collaborating with their organizational host the student will identify a goal/problem within the practice setting and develop a mini-project. Drawing on foundational theories relating to organizational behavior, leadership style, decision-making, and problem solving, the student will become familiar with the communication and decision making mechanisms already in place at the practice setting to develop and or enhance the organization's competitive advantage. The remainder of the course will be spent on activating appropriate resources to meet mutually agreed upon goals. Upon completion of this course, students will be well prepared based on "best practices" and theoretical leadership foundation knowledge acquired in the program to undertake leadership roles/positions in various organizations, agencies, communities, businesses/international corporations, or Non-Governmental Organizations. Prerequisite: Majors only.
Session: Fall and Summer
Year: All Years (GR)

LEAF 515: The Business of Leadership: Financial, Organizational and Cultural

3 Credit Hour(s)

This course examines financial administrative tools and leadership techniques as they apply to a variety of organizations. Financial accounting and financial reporting concepts are introduced as important analysis and planning tools. The course covers the basic financial statements including the balance sheet, income statement, cash flow statement and notes to financial statements. Analytical procedures, budgeting cost concepts and ratio analysis are also examined to evaluate profitability, liquidity and solvency of organizations. An additional component of the course addresses the changing nature of the market place and explores the implications and ramifications for leadership. Cultural considerations are woven through the managerial topics of planning and organizing for domestic and global organizations. This course includes common business processes and skills, such as innovative problem solving, negotiation, and effective presentations. Teaching methods include role-plays, discussions, case studies, readings statistical analysis and financial modeling. Prerequisites: Majors only.
Session: Fall and Spring
Year: All Years (GR)

LEAF 525: Leadership in Higher Education

3 Credit Hour(s)

This course offers a critical examination of leadership within the context of 21st century higher education, with a focus on trends, issues, challenges, and competencies influencing the effective practice of leadership in local, regional and U.S. colleges and universities. Beginning with a brief history and the theoretical foundations of higher education in the United States, the course further explores leadership models and approaches, as well as content in a variety of topic areas related to the leadership and management of higher education institutions including: organizational administration and governance; finance; strategic planning; community and government relations; student affairs; and ethics and diversity. The course is presented in seminar format and involves a variety of written, Web-enhanced (Blackboard), oral assignments, and classroom activities. These include individual and group work, presentations, discussions, lecture, and guest speakers. For the final project, students develop a leadership plan for the effective administration and management of a college/ university division or department. Prerequisite: Majors only.
Session: Spring
Year: All Years (GR)

LEAF 526: Leadership in Business

3 Credit Hour(s)

This course focuses on synthesizing the study of ethical and creative leadership into the context of business organizations. The course encourages examination of the leadership demands specific to the business environment as well as personal application of these concepts. Common business process and skills studied are financial statement analysis, segment analysis, strategic business units, balance scorecard, budgeting, enterprise resource planning and acquisition analysis. Demonstrated application of these approaches will be assessed through a strategic business and leadership plan. Special attention is given to the legal and ethical context in the practice of interviewing, selecting, training, promoting, and terminating employees. Teaching methods include lecture, computer assignments, case studies, research and projects illuminating the different and often-conflicting factors involved in incorporating financial data in visionary decision-making. Prerequisite: Majors only.
Session: Summer (GR)

LEAF 527: Leadership in Non-Profit Organizations and Community-Based Change

3 Credit Hour(s)

This course expands on the student's understanding of Leadership Theory by applying the theories within the context of Not-for-Profit (NFP) organizations. Students have the opportunity to learn about the unique aspects of leadership within the NFP sector through "Guest Speakers" from the sector. The course engages students in the exploration of complex system issues such as the role and impact of the Non-Profit Board of Directors, budgetary constraints and the impact of governmental regulation and funding guidelines. Students are challenged to study these complex issues within the context of the over-arching responsibility of the non-profit leader to deliver on the organizational mission while maintaining fiscal viability and sustainability. The course also explores the theory and practice of community-based change. Within this exploration, students consider the level of community engagement necessary for a successful change strategy, the decision-making processes that ensure buy-in and engagement and the strategies to ensure that the different priorities of various stakeholders are considered in the final decision. Teaching methods include: lecture; guest speaker presentations; case studies; interviews with non-profit leaders and small group projects. Prerequisites: Majors only.
Session: Spring
Year: All Years (GR)

LEAF 528: Leadership in Health Care Organizations

3 Credit Hour(s)

This course focuses on the integration of new knowledge, professional leadership practices, critical thinking and experiential reflection to promote an understanding of the role of leadership in healthcare environments. This course also focuses on the integration of course content from preceding LEAF classes. It promotes discussions of leadership challenges in healthcare and the implementation of evidence-based approaches to developing leadership capacity. The course explores leadership theories, and competencies that promote authentic behavior at all leadership levels. Emphasis is placed on the unique, complex systems within healthcare and those forces (both internal and external) that impact the decisions of healthcare leaders. The course examines healthy work environments, labor/management relationships, risk management practices, budgetary analysis, regulatory influences and diversity in the workplace. The course is designed for students preparing to assume the role and duties of a leader, manager, supervisor, officer or governing board member of a healthcare organization. Teaching methods include lecture, computer-based assignments, case studies, discourse on current events, special projects and presentations. Prerequisite: Majors only.
Session: Spring
Year: All Years (GR)

LEAF 529: Transformational Leadership and Organizational Change

3 Credit Hour(s)

This course examines, in both theoretical and practical terms, the process of organizational change and the critical role that effective self leadership plays in successfully orchestrating organizational change and in delivering the results required for long-term sustainability. Change is examined at three levels - from the perspective of the individual leader, the impact of change on groups as well as on the organization. Topics include the organization as a system, patterns of relationships in a hierarchical organization, how individuals create reality through personal frames of reference, Appreciative Inquiry, resistance to change, change as transition, transformational leadership, the change leader's habits and tactics, and change as a structured process. Throughout the course the participants are encouraged to translate the course content to their work experience, both past and future, and to bring their work experience to the course. Learning methodologies include personal reflection and sharing of experiences, case studies, a written project and presentation, completion of leadership/learning log and extensive reading and dialogue. Prerequisite: Majors only.
Session: Summer (GR)

LEAF 530: Modeling, Branding and Marketing Your Leadership

3 Credit Hour(s)

This course focuses on the individual as a leader and helps build understanding of the value the individual leader brings to his/her professional and personal arenas including how the leader is perceived by stakeholders and customers. Students examine the key elements of positioning, branding and marketing as well as the economic and motivational drivers in markets. Students refine their vision and mission statements and explore their uniqueness as leaders. They determine the market position of themselves as leaders and how their value proposition supports effective leadership and can serve as a leadership tool. Students develop their individual leadership brands and models and use the principles and practices of marketing to develop their individual leadership marketing plan. Learning methodologies include action learning, case and article analysis, personal reflection, and presentation. Prerequisite: Majors only.
Session: Fall and Summer
Year: All Years (GR)

LEAF 540: Research Project/Thesis in Executive Leadership and Change I

3 Credit Hour(s)

This course is the first of two courses that focus on research. This course prefaces LEAF 541. In this course, students develop a project or thesis through independent study that entails research conducted under the supervision of a faculty member in an area of mutual interest to the student and the faculty member. Student assignments incorporate the collecting and processing of information, statistical inference, risk analysis, qualitative methodologies, and information technology. The course affords an opportunity to study a specific organizational problem or to institute an organizational change. In the second course, LEAF 541, students will design a new project or complete their thesis. Both courses afford students an opportunity to study and approach a specific organizational problem or to institute an organizational change. Both courses are offered in seminar fashion with an opportunity to explore projects/thesis topics, and to examine practical and timely leadership issues. Prerequisite: Majors only.
Session: Fall and Summer
Year: All Years (GR)

LEAF 541: Research Project/Thesis in Executive Leadership and Change II

3 Credit Hour(s)

The second section of the research project/thesis consists of completing the thesis or identifying an independent project that entails research and leadership conducted under the supervision of a faculty member in an area of mutual interest to the student and the faculty member. Research support includes collecting and processing information, statistical inference, risk analysis, and information technology. The course affords an opportunity to study and approach a specific organizational problem or to institute an organizational change. While it is expected that LEAF 541 will be completed within the term of enrollment, the course automatically extends one semester to allow completion of the project/thesis. Prerequisite: LEAF 540.
Session: Spring and Summer
Year: All Years (GR)

LEAF 545: Research Guidance

1 Credit Hour(s)

This research guidance course is intended for students finishing their research projects or thesis. Guidance will be provided in the final writing and analysis of student's research activity. This course may be taken up to three times for credit. Prerequisites: Prior enrollment in LEAF 540 and LEAF 541.
Session: As Needed
Year: As Needed (GR)

LEAF 560: Capstone Course in Leadership

3 Credit Hour(s)

This is the concluding integrative course of the leadership program. There are three important components of this capstone experience. First is the finalization and testing of each student's personalized model for their on-going leadership. Secondly, peer evaluation and discussion of the thesis or research projects under the direction of the seminar leader takes place. Finally, students present their leadership portfolio reflecting on their development and growth as a leader of change. The course helps individuals develop a renewed sense of self and learn how to foster the development of self-confidence and leadership competence. Individuals assess their core values and finalize a strategic personal leadership plan including a vision and mission statement, to be included in their leadership portfolio. The course helps participants focus attention on their individual creative potential, the creative potential within their colleagues and how human creative potential extends into organizations. Students gain an appreciation for and understanding of different strategies and tools that help foster creative potential in others. Teaching methods include student presentation and simulations. As part of the second part of the course, students will be exposed to the concepts of leadership development, personal growth, leading with soul, managing stress and self-management, working effectively with people, organizational and personal change. Prerequisite: Majors only.
Session: Fall
Year: All Years (GR)

LEAF 597: Independent Study in Executive Leadership Studies

1-6 Credit Hour(s)

This independent study entails research conducted under the supervision of a faculty member in an area of mutual interest to the student and faculty member. The course affords an opportunity to study a specific organizational problem or area of interest. Prerequisite: Majors only.
Session: As Needed
Year: As Needed (GR)

Management

MGT 501: The Global Competitive Framework

3 Credit Hour(s)

Success in the global marketplace depends first upon understanding international economic and business developments, and then applying this knowledge to the process of gaining a global competitive advantage. This course examines the evolving competitive characteristics of the global economy, including the new World Trade Organization (WTO) rules, technological development, the globalization of business activities, the advent of specific regional trading blocs, the rise of newly industrializing nations as major competitors in selected industries, and the various ways industries develop and sustain international competitiveness. Students examine these issues by exploring the effects on business decision making of key economic and business concerns in the United States, the European Union, the Centrally Planned Economies, and Japan and the Pacific Basin region (including China).
Session: Spring
Year: All Years (GR)

MGT 501: The Global Competitive Framework

3 Credit Hour(s)

Success in the global marketplace depends first upon understanding international economic and business developments, and then applying this knowledge to the process of gaining a global competitive advantage. This course examines the evolving competitive characteristics of the global economy, including the new World Trade Organization (WTO) rules, technological development, the globalization of business activities, the advent of specific regional trading blocs, the rise of newly industrializing nations as major competitors in selected industries, and the various ways industries develop and sustain international competitiveness. Students examine these issues by exploring the effects on business decision making of key economic and business concerns in the United States, the European Union, the Centrally Planned Economies, and Japan and the Pacific Basin region (including China).
Session: Spring
Year: All Years (GR)

MGT 502: Ethics for Professionals in a Multicultural World

3 Credit Hour(s)

As business becomes increasingly internationalized and a global economy further develops, ethical issues that affect business in the international arena have also become of increasing importance. This course specifically addresses the following moral and ethical issues: employment practices and policies, consumer protection, environmental protection, political payments and involvement, and basic human rights and fundamental freedoms. Case study analysis, videos and guest speakers will provide the student with an increased understanding and sensitivity to these issues.
Session: Fall (GR)

MGT 502: Ethics for Professionals in a Multicultural World

3 Credit Hour(s)

As business becomes increasingly internationalized and a global economy further develops, ethical issues that affect business in the international arena have also become of increasing importance. This course specifically addresses the following moral and ethical issues: employment practices and policies, consumer protection, environmental protection, political payments and involvement, and basic human rights and fundamental freedoms. Case study analysis, videos and guest speakers will provide the student with an increased understanding and sensitivity to these issues.
Session: Fall (GR)

MGT 503: Comparative Management

3 Credit Hour(s)

This course serves as an introduction to the field of international organizational behavior and management. It presents the material from a global rather than from a North American or Western European perspective. It views culture not only as important for understanding other societies and managing organizations, but as a major cause of much behavior in organizations, specifically addressing how technology, strategy, size and goals of an organization relate to culture. Finally, it attempts to improve a student's interpersonal behavior concerning the cultural variations found in international organizations.
Session: Fall
Year: All Years (GR)

MGT 503: Comparative Management

3 Credit Hour(s)

This course serves as an introduction to the field of international organizational behavior and management. It presents the material from a global rather than from a North American or Western European perspective. It views culture not only as important for understanding other societies and managing organizations, but as a major cause of much behavior in organizations, specifically addressing how technology, strategy, size and goals of an organization relate to culture. Finally, it attempts to improve a student's interpersonal behavior concerning the cultural variations found in international organizations.
Session: Fall
Year: All Years (GR)

MGT 504: Operational and Technology Issues in Global Business

3 Credit Hour(s)

This course instructs students on how manufacturing and service operations can support a global strategy. Course topics will include supply chain network design and management from incoming raw materials to final product delivery. Capacity planning, inventory, outsourcing, information technology, sustainability, risk management and recent trends will be discussed.
Session: Fall
Year: All Years (GR)

MGT 504: Operational and Technology Issues in Global Business

3 Credit Hour(s)

This course instructs students on how manufacturing and service operations can support a global strategy. Course topics will include supply chain network design and management from incoming raw materials to final product delivery. Capacity planning, inventory, outsourcing, information technology, sustainability, risk management and recent trends will be discussed.
Session: Fall
Year: All Years (GR)

MGT 650: Directed Research

3 Credit Hour(s)

This course is the last course taken by the student in the MS - International Business program. All other course work must be complete. The student will be assigned a faculty mentor by the director of the program based upon the specific area of study the student wishes to undertake. In close consultation with the faculty mentor, the student will develop a thesis in the form of a case study, a management consulting report, or a theoretical research study. The work generated in this course needs to be approved by graduate program faculty at various stages. The student will be provided more detail on this process by the faculty mentor.
Session: As Needed
Year: All Years (GR)

MGT 650: Directed Research

3 Credit Hour(s)

This course is the last course taken by the student in the MS - International Business program. All other course work must be complete. The student will be assigned a faculty mentor by the director of the program based upon the specific area of study the student wishes to undertake. In close consultation with the faculty mentor, the student will develop a thesis in the form of a case study, a management consulting report, or a theoretical research study. The work generated in this course needs to be approved by graduate program faculty at various stages. The student will be provided more detail on this process by the faculty mentor.
Session: As Needed
Year: All Years (GR)

Marketing

MKT 507: Strategic Planning for the International Market

3 Credit Hour(s)

This course lays out the competitive orientation and strategies for initial entry, market expansion, and integration of international marketing operations. The course reviews current market opportunities and competitive conditions at the global, regional, and national levels. The student learns how to successfully participate in both emerging markets and regional economic blocs such as APEC, ASEAN, EU, EFTA, NAFTA, MERCOSUR. Participants use case study analysis to develop their skills in analyzing and formulating international marketing initiatives.
Session: As Needed
Year: All Years (GR)

MKT 507: Strategic Planning for the International Market

3 Credit Hour(s)

This course lays out the competitive orientation and strategies for initial entry, market expansion, and integration of international marketing operations. The course reviews current market opportunities and competitive conditions at the global, regional, and national levels. The student learns how to successfully participate in both emerging markets and regional economic blocs such as APEC, ASEAN, EU, EFTA, NAFTA, MERCOSUR. Participants use case study analysis to develop their skills in analyzing and formulating international marketing initiatives.
Session: As Needed
Year: All Years (GR)

MKT 611: Regional Business in Latin American Countries

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 611: Regional Business in Latin American Countries

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 612: Regional Business in Canada

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 612: Regional Business in Canada

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 613: Regional Business in the Pacific Rim

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 613: Regional Business in the Pacific Rim

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed
Year: As Needed (GR)

MKT 614: Regional Business in the European Union

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed (GR)

MKT 614: Regional Business in the European Union

3 Credit Hour(s)

These courses (MKT 611, MKT 612, MKT 613, MKT 614) are designed to concentrate on the issues and needs of a specific geographic region in relation to the student's own involvement in global business. Each course is devoted to discussing various topics relevant to a specific geographic business. Each course is devoted to discussing various topics relevant to a specific geographic region, including trade and business environments, political stability, and case analysis of selected business ventures in the region. In addition to coursework, participants produce an independent research project designed to be applied in some facet of their current or future work in a specific region. Students are encouraged to look at global business issues in new and innovative ways.
Session: As Needed (GR)

Nursing

NUR 501: Nursing Informatics&HlthcrTech

1 Credit Hour(s)

Nursing informatics focuses on the use of patient care and other technologies to deliver and enhance nursing care. The use of communication technologies in the integration and coordination of care will be explored while using data management to analyze and improve outcomes of care. Information technology systems, such as decision support systems, are essential to gathering evidence to improve practice, as well as enhance cost effectiveness and patient safety through application of evidence based practice, outcomes research and electronic health records. Application of core scientific and ethical principles including standards for the use of health and information technologies will be explored.
Session: Spring and Summer
Year: All Years (GR)

NUR 504: Strategies and Theories in Education

3 Credit Hour(s)

This course focuses on the development and implementation of effective communication skills and strategies in the teaching/learning process to foster the development of the nurse educator as a leader within the nursing profession. The course explores contextual environments, advances in technology, diversity in learner backgrounds and experiences, and covers both traditional and innovative pedagogies in nursing education. Emphasis is placed on building collegial relationships, critical thinking, reflective thinking, and communication skills through evidenced based practice. This course is offered in a web-enhanced format. This course requires a three-hour classroom lecture session. Prerequisite or Co-requisites: None.
Session: Fall
Year: All Years (GR)

NUR 505: Advanced Health Assessment For the Adult-Gerontology Primary Care Nurse Practitioner

4 Credit Hour(s)

This course is designed to provide the adult-gerontology primary care nurse practitioner student with the knowledge and skills necessary to perform a comprehensive health and physical assessment on clients from young adulthood through senescence. This course is designed to build on knowledge of anatomy, physiology, pathophysiology and health assessment skills previously attained in undergraduate nurse education. Emphasis is placed on diagnostic reasoning skills needed for clinical reasoning in the advanced practice nursing role. Prerequisite: Acceptance into the Adult-Gerontology Primary Care Nurse Practitioner program. This course must be taken in the semester immediately preceding NUR 561/L. Prerequisites or Co-requisites: NUR 509 , completed no more than five years prior to registering for Advanced Health Assessment for the Adult-Gerontology Primary Care Nurse Practitioner. Students will be required to purchase special examination equipment by the onset of the semester in which this course is taken. Lecture 3 hours/week. Course also includes 2 hour lab session per week (1 credit).
Session: Fall
Year: All Years (GR)

NUR 505L: Advanced Health Assessment for the Adult-Gerontology Primary Care Nurse Practitioner

0 Credit Hour(s)

This course is designed to provide the adult-gerontology primary care nurse practitioner student with the knowledge and skills necessary to perform a comprehensive health and physical assessment on clients from young adulthood through senescence. This course is designed to build on knowledge of anatomy, physiology, pathophysiology and health assessment skills previously attained in undergraduate nurse education. Emphasis is placed on diagnostic reasoning skills needed for clinical reasoning in the advanced practice nursing role. Prerequisite: Acceptance into the Adult-Gerontology Primary Care Nurse Practitioner program. This course must be taken in the semester immediately preceding NUR 561/L. Prerequisites or Co-requisites: NUR 509, completed no more than five years prior to registering for Advanced Health Assessment for the Adult-Gerontology Primary Care Nurse Practitioner. Students will be required to purchase special examination equipment by the onset of the semester in which this course is taken. This course satisfies the 2 lab hours per week for the NUR 505 course.
Session: Fall
Year: All Years (GR)

NUR 509: Advanced Physiology/Pathophysiology for The Adult-Gerontology Primary Care Nurse Practitioner

3 Credit Hour(s)

This course examines concepts and theories related to disorders of physiological processes, which result in health alterations and disease in the adult and geriatric patient in a primary care setting. Fundamental concepts from cellular to clinical manifestations of altered health and disease are presented. Critical thinking/reasoning, evidence based research and problem-based learning are implemented to support the application of theoretical knowledge about physiology and altered physiology (pathophysiology) to actual adult and geriatric patient situations in the primary care setting.
Session: Fall and Spring
Year: All Years (GR)

NUR 511: Conceptual Basis for Advanced Practice Nursing

2 Credit Hour(s)

This course explores topics essential to conceptualizing advanced nursing practice. Evolution, advancement and regulation of nursing practice are explored. Emphasis is placed on developing a high level of professionalism, including effective communication, leadership competencies, political advocacy and advanced use of knowledge, in nursing. The importance of understanding evidence based practice, the health care delivery system and factors affecting advanced nursing practice are addressed. This course is offered on campus in a web-enhanced format.
Session: Fall and Spring
Year: All Years (GR)

NUR 512: Theoretical Basis of Advanced Nursing Practice

3 Credit Hour(s)

This course focuses on the theoretical basis of advanced nursing practice. The origins and evolution of nursing knowledge, application of nursing theory, and evidence-based practice are explored. Students' personal philosophies of nursing are appraised, frameworks from nursing and other disciplines are analyzed, and select conceptual knowledge important to advanced nursing practice is examined with an emphasis on synthesizing knowledge for use in practice and research. Topics essential to conceptualizing advanced nursing practice, including developing a high level of professionalism, communication skills, advocacy effectiveness, policy awareness, and advanced use of knowledge in and for nursing and health care, are addressed.
Session: Fall and Summer
Year: All Years (GR)

NUR 513: Issues in Advanced Practice Nursing

2 Credit Hour(s)

This course is designed to familiarize students with contemporary issues pertaining to advanced nursing practice. Issues related to economics, ethics, culture and global perspectives of advanced nursing care, quality improvement, system change strategies, and models of care delivery and coordination will be explored. This course will prepare students to practice as leaders in an advanced nursing role. Prerequisite: Acceptance into Daemen Nursing Department, Graduate Division. This course is offered on campus and in a web-enhanced format.
Session: Spring and Summer
Year: All Years (GR)

NUR 515: Theoretical Perspectives in Advanced Practice Nursing

2 Credit Hour(s)

This course explores theoretical frameworks as the foundation for advanced nursing practice. The origins and structure of nursing knowledge are identified and examined and selected theories/conceptual models of nursing and other disciplines are analyzed. The relationship among theory, research and practice is explored. Emphasis is placed on applying theoretical perspectives in advanced nursing practice. This course is offered on campus and in a web-enhanced format.
Session: Fall and Summer
Year: All Years (GR)

NUR 516: Advanced Pharmacology:for the Adult- Gerontology Primary Care Nurse Practitioner

3 Credit Hour(s)

This course fulfills the pharmacology requirement for the graduate adult-gerontology nurse practitioner program. It provides a foundation for the understanding of pharmacological principles that will assist the adult-gerontology nurse practitioner in prescribing medications. An introduction to general principles of pharmacology that are essential for an understanding of individual drug actions will be presented. Special considerations of physiological changes with the geriatric client will be addressed in respect to prescribing of medications. Information about selected medications will be presented in a manner that is relevant to the needs of the adult-gerontology nurse practitioner who cares for patients in a variety of clinical settings. Discussion and class content regarding these medications will focus on drug actions, therapeutic usage, side effects, drug interactions, physiologic implications and monitoring in adult and geriatric patients. Ethical and legal principles related to safe prescription writing will be detailed.
Session: Fall and Spring
Year: All Years (GR)

NUR 517: Pharmacology for the Adult-Gerontology Primary Care Nurse Practitioner

1 Credit Hour(s)

This course provides a foundation for the understanding of pharmacological principles that will assist the adult gerontology nurse practitioner in prescribing medications. An introduction to general principles of pharmacology that are essential for an understanding of individual drug actions will be presented. Special considerations of physiological changes with the geriatric client will be addressed in respect to prescribing of medications. Select groups of medications will be explored focusing on drug actions, therapeutic usage, side effects, drug interactions, and monitoring in adult and geriatric clients. Ethical and legal principles related to safe prescription writing will be detailed. This course is a companion course to NUR 519, and together with NUR 519, fulfills the pharmacology requirement for the graduate adult-gerontology nurse practitioner program. This course includes 15 instructional hours, incorporating face-to-face and online learning.
Session: Fall
Year: All Years (GR)

NUR 519: Selected Topics in Pharmacology for the Adult-Gerontology Primary Care Nurse Practitioner

2 Credit Hour(s)

This course focuses on selected categories of medications that are commonly used in primary care management of adult and geriatric clients. Information about select medications will be presented in a manner that is relevant to the needs of the adult health nurse practitioner who cares for patients in a variety of clinical settings. Discussion and class content regarding these medications will focus on drug actions, therapeutic usage, side effects, drug interactions, physiologic implications and monitoring in adult and geriatric clients. This course is a companion course to NUR 517, and together with NUR 517, fulfills the pharmacology requirement for the graduate adult-gerontology nurse practitioner program. This course includes 30 instructional hours, incorporating face-to-face and online learning. Lecture: 2 hours.
Session: Spring
Year: All Years (GR)

NUR 561: Adult-Gerontology Primary Care Practice I

6 Credit Hour(s)

The first clinical practicum focuses on the role of the nurse practitioner in providing basic primary care for adult clients from young adulthood through senescence. Students apply concepts, theories, and skills from core and prerequisite courses along with a functional, life span orientation. Emphasis is placed on comprehensive assessment of the health status of adult clients, health promotion and disease prevention, and differential diagnosis and treatment of common acute and chronic illnesses. Supervised clinical experiences emphasize clinical decision-making and implementation of evidence-based practice, integrating clinical assessment, management skills, and client teaching. This course involves four hours of in-class course delivery and 20 hours of clinical practice weekly for a total of 250 clock hours for the semester. Additional clinical seminars/laboratories are scheduled during the semester to allow for skills review and discussion of clinical issues. Students are individually supervised in the clinical setting by either a physician or a nurse practitioner preceptor. Ongoing interaction between Daemen College faculty and clinical preceptors is maintained throughout the semester. Prerequisites:NUR 505 (in the semester immediately preceding NUR 561),NUR 509 and NUR 517. Co-requisite: NUR-561L Pre or co-requisite NUR-516/NUR 519.
Session: Spring
Year: All Years (GR)

NUR 561L: Adult-Gerontology Primary Care Practice Practice I Lab

0 Credit Hour(s)

Laboratory techniques in Adult Primary Health Care. Co-requisite: NUR-561. 250 Clock hours of clinical practice.
Session: Spring
Year: All Years (GR)

NUR 562: Adult-Gerontology Primary Care Practice Practice II

6 Credit Hour(s)

This second clinical practicum focuses on the role of the nurse practitioner in providing care for adult clients with complex health problems from young adulthood through senescence. Students apply concepts and theories from the core courses along with a functional life-span orientation toward research and nursing practice. Emphasis is placed on comprehensive assessment of the health status of adult clients with multiple and complex problems, case management, health promotion, preventative health care, differential diagnosis, and application of appropriate management protocols. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates advanced assessment and management skills and client teaching. This practicum involves four hours of in-class course delivery and 20 hours of clinical practice weekly for a total of 250 clock hours for the semester. Clinical seminars are scheduled throughout the semester to discuss clinical issues. Ongoing interaction between Daemen College faculty and clinical preceptors is maintained throughout the semester. Prerequisite: NUR 561; co-requisite: NUR-562L.
Session: Fall
Year: All Years (GR)

NUR 562L: Adult-Gerontology Primary Care Practice Practice II Lab

0 Credit Hour(s)

Laboratory techniques in Adult Primary Health Care. Required prerequisite: NUR 561 and NUR 561L; Co-requisite: NUR-562. 250 clock hours of clinical practice.
Session: Fall
Year: All Years (GR)

NUR 600: Curriculum Design and Implementation

3 Credit Hour(s)

This course focuses on the development, implementation, and evaluation of nursing curricula. Emphasis is placed on designing nursing curricula based on evidence based education and practice, program outcomes, institutional philosophy and mission, societal and healthcare trends and needs, and community and clinical partnerships. The course explores educational principles, change theories and strategies, and philosophical and theoretical frameworks in curricula development. Methods for analyzing curricula and formulation of evaluation strategies and curricular revisions will also be investigated. This course is offered in a web-enhanced format. This course requires a three-hour classroom lecture session. Prerequisite: NUR 504: Strategies and Theories in Education, or permission from the course instructor.
Session: Fall
Year: All Years (GR)

NUR 602: Qualitative Research

2 Credit Hour(s)

This course addresses the process of the inductive mode of research. The history, methods, and outcomes of qualitative research are examined in detail. A number of qualitative research methodologies including phenomenology, grounded theory, ethnography and action research are differentiated. Criteria for maintaining rigor in qualitative research are analyzed. The application of informatics to qualitative research is explored. An emphasis is placed on synthesizing qualitative research as a basis for practice. Lecture: two hours per week.
Session: Fall and Spring
Year: All Years (GR)

NUR 603: Quantitative Nursing Research

2 Credit Hour(s)

This course addresses the deductive mode of research. Steps in the design, implementation and analysis of various quantitative methods will be explored. Criteria for establishing reliability and validity and quantitative research will be appraised. Quantitative methods as applied to informatics, trends in healthcare, and the relationship between quality and safety in practice will be discussed. Data management and statistical analysis will be reviewed Emphasis will be placed on synthesizing research as a basis for practice.
Session: Fall and Spring
Year: All Years (GR)

NUR 604: Thesis

1-6 Credit Hour(s)

The thesis option provides the student with an opportunity to consider a theoretical question in relation to advanced practice nursing and to attempt to answer this question through the research process. The thesis is geared towards the development of a research proposal and the implementation of a pilot study that addresses an issue related to the student's graduate nursing program. For the thesis option, the student is expected to identify a research question, choose a theoretical framework or a conceptual model, select an appropriate methodology, collect, analyze, and discuss data. Students registering for Thesis for the first time are required to successfully complete NUR604S Thesis Introductory Seminar (1 credit; web-enhanced format). Prior to enrollment in NUR 604. At least two (2) members should be on each thesis committee, with the committee chairperson being a doctorate-prepared full-time faculty member from the Nursing Department. After a successful thesis defense, an electronic PDF copy of the thesis must be submitted to the Nursing Department and will be stored electronically via the library. Note: Students must take a total of 4 thesis credits, including the 1 credit thesis seminar. Credits may be distributed over several terms. The final thesis credit should be taken in the semester that the student defends. A student who has registered for the 4th credit of thesis/project (including the 1 credit earned in NUR604S) and who does not complete the thesis/project in that semester will receive a grade of Incomplete. In such a case, the student will have one additional semester to complete the thesis/project and the grade of "Incomplete" will be changed to Pass Complete. In the event that the student does not complete the thesis/project in the additional semester, the grade of Incomplete will revert to a grade of F. The student will then need to register for one additional credit hour of 604 in order to complete the thesis requirement.
Session: Fall and Spring and Summer
Year: All Years (GR)

NUR 604S: Thesis Intro Seminar

1 Credit Hour(s)

This introductory seminar is designed to introduce the graduate student to the thesis/project process. The course addresses the similarities and differences between the thesis and project options. Ethical issues in research, the human subjects research approval process, and the application of research to practice are explored. Throughout the course, students work to focus and develop a topic that is related to their program of study. By the end of the course, the student is encouraged to choose a particular topical area he/she wishes to focus on as he/she moves forward with the thesis or project. Students registering for a thesis or project credit for the first time are required to take the introductory seminar. After they have successfully completed the introductory seminar, students will continue their work on the thesis or project by working directly with their thesis chair and thesis committee The thesis option provides the student with an opportunity to consider a theoretical question that relates to their graduate program of study and to attempt to answer this question through the research process. For the thesis option, the student is expected to identify a research question, choose a theoretical framework or a conceptual model, select an appropriate methodology, collect, analyze, and discuss data. The project option is a demonstration of expertise in a field of interest related to the graduate student?s program of study, which serves to either contribute new knowledge to the field or to apply advanced knowledge in a creative manner. Students who are practice oriented, with the goal of developing advanced skills and knowledge, may choose to complete a project. The project method will vary depending on the subject matter chosen. Some examples of appropriate projects include: development of a health teaching module, use of media to promote health teaching, application of existing research to a particular clinical setting, and evaluation of existing health services.
Session: Fall and Spring and Summer
Year: All Years (GR)

NUR 606: Applied Statistics for Evidence-Based Practice

3 Credit Hour(s)

This is the first of two courses designed to give the DNP student practical experience in applying statistical findings to the patient, family, populations, clinical unit, systems, and community levels. This course is intended to strengthen skills which are requisite to critically interpreting and analyzing quantitative nursing and health related research data. Emphasis is placed on the understanding of statistical concepts rather than computation. This course is offered in a web-enhanced format.
Session: Spring
Year: As Needed (GR)

NUR 608: Practice Theories

2 Credit Hour(s)

Cross-listed as HSC 308.This interprofessional course will provide health care providers with the tools to deliver understandable patient and family education. We will explore the concepts of health literacy and communication for healthcare professionals. We will explore the role of literacy in patient and family education, preparing healthcare professionals to use the best communication tools to assess health literacy and readability. We will also examine how to evaluate health literacy using tools designed for their ability to measure plain and understandable information, transfer information and communicate high risk and care transitions. Students will explore health literacy through the eyes of their discipline, and will develop an appreciation for the advantages to participating in an interprofessional team focused on the improvement of patient and family education. Web-based format.
Session: Summer
Year: As Needed (GR)

NUR 610: Organizational Theory and Health Care Management

2 Credit Hour(s)

This course focuses on organizational theory, organizational behavior, and health care systems management. The course emphasizes organizational and systems principles, theories, and models that guide leadership in quality healthcare improvement and critical systems thinking. The course also emphasizes methods that promote health care systems management and effective interprofessional team leadership. Students will be asked to analyze a particular healthcare organization and related organizational theories. This course will include 2 hours of lecture weekly.
Session: Spring
Year: As Needed (GR)

NUR 612: Environmental and Genetic Influences on Health

2 Credit Hour(s)

This course focuses on environmental and genetic influences and determinants of health for individuals, populations, and communities. This course works within a paradigm that considers genomics to be the interaction of genetics, environment, and the influence of psychosocial, behavioral, and cultural factors. It thus assists the DNP student to holistically integrate genetic, genomics, environmental, epidemiological and scientific underpinnings and concepts in the interpretation of clinical findings and in planning and evaluation of clinical management. This course is offered in a web-enhanced format.
Session: As Needed (GR)

NUR 614: Ethical Issues in Advanced Nursing Practice

2 Credit Hour(s)

This course examines the ethical and philosophical foundations that have shaped the development of the current healthcare system. Course discussions will include critical analyses of the legal, regulatory and ethical issues that impact DNP practice. Case studies and narratives will be used to examine how ethics can guide the DNP's decision making in clinical practice and research situations. Class discussions will also focus on ethical dilemmas that may be encountered in the current healthcare environment. This course is offered in a Web-enhanced format.
Session: Fall
Year: As Needed (GR)

NUR 616: Leadership Development

2 Credit Hour(s)

This course is designed to explore leadership through an examination of research leading to the development of leadership study and decision-making models, in order to understand that leadership, in practice, is an on-going process requiring self, situational, motivation and follower analysis. Through this lens, students will learn to analyze leadership challenges and their application to the DNP role. Inter- and intra-professional collaboration models including team leadership will be discussed. By providing a background of leadership and change theories stressing self awareness and personal leadership, critical and reflective thinking, an understanding of the role of organizational culture in shaping leadership styles, and interpersonal skill to achieve relational leadership and systems competence, students will better understand leadership actions which foster positive institutional and organizational change. An emphasis on analysis and experiential learning via assignments and involvement in projects will link course content to real challenges in the system. This course is offered in a web-enhanced format.
Session: Fall
Year: As Needed (GR)

NUR 618: Informatics and Related Technology For Advanced Practice

1 Credit Hour(s)

Informatics for advanced practice focuses on developing proficiency in the utilization of information systems to implement initiatives for quality improvement that supports practice and administrative decision-making. Emphasis is also placed on presenting standards and principles for selecting and evaluating practice and consumer information systems. Related ethical, regulatory, and legal issues will be included. This course is offered in a web-enhanced format.
Session: Summer
Year: As Needed (GR)

NUR 620: Nursing Education Practicum

3-5 Credit Hour(s)

The course emphasizes development of the nurse educator as leader in the practice environment. Focus is placed on functioning in the role of nurse educator and applying the core competencies of nursing faculty which include: facilitation of learning, facilitation of learner development and socialization, use of assessment and evaluation strategies, functioning as a change agent and leader, pursuing continuous quality improvement in the nurse educator role, and functioning within the educational environment. The course includes seminar discussions and nursing education practice: 150 clock hours. Prerequisites: NUR 504: Strategies and Theories in Education, NUR 528: Assessment and Evaluation in Nursing Education, or permission from the course instructor. Note: Post MS certificate students will register for 3 credits and complete 90 hours of nursing education practice.
Session: Fall and Spring
Year: All Years (GR)

NUR 621: Scholarly Writing in Health Care

2 Credit Hour(s)

The course prepares the DNP student to synthesize knowledge through engagement in professional writing scholarship. Advanced instruction focuses on several forms of expository writing common in the health professions while emphasizing effective communication between the writer and different audiences. Emphasis is placed on cultivating critical thinking skills to prepare exemplars of scholarly writing. This course is offered in a web-enhanced format.
Session: As Needed (GR)

NUR 623: Research for Evidence-Based Practice

3 Credit Hour(s)

This is the second of two courses designed to give the DNP student practical experience in applying statistical findings to the patient, family, populations, clinical unit, systems, and community levels. It builds on those skills developed in NUR 606 Applied Statistics, by integrating principles of evidence-based practice and policy. Integration and translation of research to risk assessment, screening, diagnosis, treatment, and health care outcomes is the central focus of this course. Further, consideration of qualitative and other evidence for clinical practice is appraised. Prerequisite: NUR 606. This course is offered in a web-enhanced format.
Session: Fall
Year: As Needed (GR)

NUR 625: Public Policy and Health Care Financing

3 Credit Hour(s)

This course provides an overview of public policy decisions that impact the organization, financing and delivery of health care within the United States Health Care System. The impact of global health issues on public policy and health status will also be discussed. The course will include critical analyses of the social, cultural, financial and political issues that impact the delivery of health care by the DNP. The course will cover basic health care reimbursement mechanisms and will provide students with the skills necessary for navigating within the current health care financing system to promote optimal patient outcomes. This course is offered in a web-enhanced format.
Session: Summer
Year: As Needed (GR)

NUR 627: Clinical Theories

2 Credit Hour(s)

This course is designed to present the content and application of theories that have implications for the independent clinical practice of the DNP as part of the interdisciplinary venue of care. These theories have application to the clinical area, with implication for health behaviors and outcomes at the patient, family, population, clinical unit, systems and community levels. Methods to evaluate current established theories that guide DNP practice will be examined. Models for utilization of theories in DNP practice will be presented. Exemplars of how health-related theories apply to the clinical setting and various patient populations will be explored and critiqued. Technological applications will be incorporated to theory implementation. This course is offered in a web-enhanced format.
Session: Summer
Year: As Needed (GR)

NUR 702: Clinical Internship

1-8 Credit Hour(s)

This course is designed to prepare DNP students to demonstrate practice expertise, specialized knowledge, and expanded responsibility and accountability in the holistic care and management of diverse individuals and families through immersion in clinical settings. Emphasis is placed on appraisal of the practice context to document practice trends, identify potential systematic changes, and formulate improvements in care for patient populations in the systems within their practice. Additionally, the DNP student will develop competence in practice at the aggregate/systems/organizational level. Clinical experiences will be designed to provide the student with the opportunity to work in depth with clinical experts in selected specialty areas. This course will include selected seminar activities and scheduled meetings with course intructor(s) and clinical preceptors. Students are required to complete 500 post-Master's supervised clinical hours by the completion of the program. Pre-/Co-requisites: NUR 606, NUR 608, NUR 610, NUR 621, NUR 623, NUR 627, or permission of the Graduate Program Director. This course is offered in a web-enhanced format.
Session: Fall and Spring
Year: All Years (GR)

NUR 704: Scholarly Project

1-4 Credit Hour(s)

This course is designed to afford the DNP student the opportunity to demonstrate mastery of an advanced specialty in nursing practice. Focus is on the development of a tangible and deliverable academic product that is derived from the practice immersion. The product of the DNP project in the course links scholarly experiences and evidence based health care to the improvement of practice and/or patient outcomes. This course will include selected seminar activities and scheduled meetings with project advisor(s) throughout each semester in which the student is enrolled. Pre-/Co-requisites: NUR 606, NUR 608, NUR 610, NUR 621, NUR 623, NUR 627. This course is offered in a web-enhanced format.
Session: Fall and Spring
Year: All Years (GR)

Physician Assistant Studies

PAS 510: Advanced Human Anatomy I

2 Credit Hour(s)

Functional and applied human anatomy presented on a systemic basis. The course is divided into sections - general anatomical concepts, thorax, abdomen, perineum, and pelvis. This advanced course will go beyond basic anatomical concepts and emphasize in both lecture and laboratory sessions the functional anatomical relationship to pathological conditions commonly encountered in the primary care setting. The relationship between embryology and the study of pediatrics will be taught. Laboratory sessions will be organized using models and prosection cadavers. Small group interactions will be used to demonstrate problem-solving abilities related to clinical findings and physical examination. Prerequisites: Three year program acceptance; Corequisites:PAS 510L, 511, 513, 514, 516, 516L, 535.
Session: Fall
Year: All Years (GR)

PAS 510L: Advanced Human Anatomy Laboratory

0 Credit Hour(s)

Laboratory techniques for Advanced Human Anatomy I. Corequisite: PAS 510.
Session: Fall
Year: All Years (GR)

PAS 511: Clinical Microbiology/Immunology

3 Credit Hour(s)

This course focuses on the anatomy, physiology, and relationships of bacteria, fungi, protozoa, viruses, and rickettsiae and helminths. Included are the systemic diseases caused by these organisms, control of microorganisms, the host-parasite relationship, and the establishment of disease. The immune system and genetics will be discussed in detail including resistance to disease, immunity and serology, and immune disorders. Corequisites: PAS 510, 510L, 513, 514, 516, 516L, 535.
Session: Fall
Year: All Years (GR)

PAS 513: Clinical Laboratory Medicine

2 Credit Hour(s)

This course focuses on basic laboratory procedures and physiology used to investigate clinical problems encountered in the primary care setting. In addition to office procedures, laboratory tests conducted in the hospital setting useful in making a diagnosis and evaluating treatment effectiveness will be emphasized. Tests relevant to hematology, chemistry, bacteriology, urinalysis, and immunology will be discussed. Students will be exposed to interpreting case studies and laboratory reports. Prerequisite: Three year program acceptance; Corequisites: PAS 510, 510L, 511, 513, 514, 516, 516L, 535.
Session: Fall
Year: All Years (GR)

PAS 514: Pathophysiology

3 Credit Hour(s)

General concepts of disease are covered including degeneration and necrosis, inflammation and repair, fluid and coagulation disturbances, and general aspects of neoplasia. Disease entities in each organ system are studied with regard to causation, evaluation, and morphology of pathological changes. Prerequisite: Three year program acceptance; Corequisites: PAS510, 510L, 511, 513, 516, 516L, 535.
Session: Fall
Year: All Years (GR)

PAS 515: Fundamentals of Clinical Medicine I

5 Credit Hour(s)

This course provides an introduction to the study of the disease process. Emphasis has been placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to medical problems encountered in the primary care setting. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each system are discussed. Topics to include problems of the respiratory tract, cardiology, hematology, endocrinology, nephrology, urology, and gastroenterology. The course will use both lecture and seminar formats. The student learns the general principles of diagnostic imaging. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 517 and 518.
Session: Spring
Year: All Years (GR)

PAS 516: Advanced Human Anatomy II

2 Credit Hour(s)

This course is a continuation of PAS 510, Advanced Human Anatomy. Functional and applied human anatomy presented on a systemic basis. The course is divided into sections: head and neck, back, extremities, and neuroanatomy. This advanced course will go beyond basic anatomical concepts and emphasize in both lecture and laboratory sessions the functional anatomical relationship to pathological conditions commonly encountered in the primary care setting. The relationship between embryology and the study of pediatrics will be taught. Laboratory sessions will be organized using models and prosection cadavers. Small group interactions will be used to demonstrate problem-solving abilities related to clinical findings and physical examination. Prerequisites: Three year program acceptance; Corequisites: PAS 510, 510L 511, 513, 514, 535.
Session: Fall
Year: All Years (GR)

PAS 516L: Advanced Human Anatomy II Lab

0 Credit Hour(s)

Laboratory techniques for Advanced Human Anatomy II. Corequisite: PAS 516.
Session: Fall
Year: All Years (GR)

PAS 517: Physical Diagnosis I

3 Credit Hour(s)

Physical Diagnosis I is the first module of a dual semester course. It is presented in the spring semester of the first year of the PA program and is complemented in the following fall semester by PAS 520 Physical Diagnosis II. PAS 517 is comprised of a 3 hour per week class lecture. The overall course objective is for the student to learn to perform and document a complete physical examination. Students will be expected to integrate the knowledge learned in anatomy, physiology, pathology, microbiology, and pharmacology relevant to some of the most common medical problems. Using appropriate medical terminology, students will demonstrate their ability to describe their clinical findings and assessments in both verbal and written formats. Students must keep in mind that clinical competency encompasses many factors including a solid fund of medical knowledge, proficiency in clinical skills, appropriate attitudes, behaviors and critical thinking skills in their approach to the patient's medical concerns. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 515, 517, 517L, 518
Session: Spring
Year: All Years (GR)

PAS 517L: Physical Diagnosis I Laboratory

1 Credit Hour(s)

Physical Diagnosis I Lab is a 2 hour per week lab which allows for students to learn, practice, and demonstrate the ability to perform an organ specific physical examination as well as a comprehensive head to toe physical examination by completion of the semester. Each week of the laboratory experience covers a different organ system's appropriate physical examination. Corequisite: PAS 517.
Session: Spring
Year: All Years (GR)

PAS 518: Pharmacology I

3 Credit Hour(s)

This course is designed in sequence with the topics presented in Fundamentals of Clinical Medicine I and focuses on practical pharmacotherapeutics. Mechanisms of drug action, therapeutic uses, specific effects and toxicity, effects on organ systems, contraindications and drug interactions will be presented. Emphasis is placed on the most commonly used categories of drugs. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 515, 517, 517L.
Session: Spring
Year: All Years (GR)

PAS 520: Physical Diagnosis II

2 Credit Hour(s)

This course is a 2 credit hour course (a continuation of Physical Diagnosis I) consisting of two hours of physical diagnosis lecture weekly. This course will provide opportunities for the student to apply the pertinent physical examination findings in response to focused historical data and specific patient complaints. The classroom lectures will prepare students to complete organ system specific and specialty specific cases in the laboratory setting. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 519, 520L, 521, 531, 536, 538/L.
Session: Fall
Year: All Years (GR)

PAS 520L: Physical Diagnosis II Laboratory

1 Credit Hour(s)

The physical diagnosis laboratory meets for 2 hours weekly. The psychomotor skills necessary for performance of the entire physical exam were obtained in Physical Diagnosis I Lab. In this semester students will be able to obtain a comprehensive and problem focused history, perform the appropriate physical examination, and document a patient encounter note for each organ system. Each student will also complete one lab on the female pelvic examination and one lab on the male genitourinary examination. Corequisite: PAS 520.
Session: Fall
Year: All Years (GR)

PAS 521: Pharmacology II

3 Credit Hour(s)

This course is a continuation of PAS 518, Pharmacology I and designed in sequence with Fundamentals of Clinical Medicine II. Prerequisite: Successful completion of PAS 510, 511, 513, 514, 515, 516, 517, 518. Corequisites: PAS 519, 520, 520L, 536, and 538.
Session: Fall
Year: All Years (GR)

PAS 522: The Cultural and Psychosocial Dynamics of Medicine

3 Credit Hour(s)

Topic areas will include clinical decision-making and problem solving, domestic violence, rape, death and dying, developmental and intellectual disabilities, sexuality issues, substance abuse, HIV and other special topics. A critical review of selected readings will be required for seminar discussions. Students are introduced to concepts in health psychology and behavioral medicine which identify the cultural and psychosocial factors contributing to health, physical and emotional well being. Defenses and adaptations are discussed as related to the types of patients the students will work with. Other psychological responses to acute and chronic illness, disability, and death and dying, are discussed as they relate to the patient and the medical practitioner. Students are introduced to the techniques of modeling and role-playing and are required to participate in the roles of health care practitioner, patient and family member. Emphasis is placed on establishing a relationship, and understanding the effects of culture and personality types. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 519, 520, 520L, 536, and 538
Session: Fall
Year: All Years (GR)

PAS 524: Clinical Pediatrics

2 Credit Hour(s)

This course is an introduction to the study of pediatric and adolescent medicine. It is designed to provide the PA student with a functional understanding of the pediatric exam, growth, development, and disease processes as they relate to the infant and child. Through integration of the basic and clinical sciences, the PA student will become acquainted with neonatology, as well as pediatric cardiology, hematology, nephrology, urology, orthopedics, infectious diseases, gastroenterology, surgery, and psychiatry. Practical application of pharmacological priniciples to case studies is required. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 525, 526, 527, 528, 529, and 531.
Session: Spring
Year: All Years (GR)

PAS 525: Clinical Problem Solving

3 Credit Hour(s)

This course encompasses general principles related to the management and care of patients with surgical conditions. Wound healing and surgical techniques, pre- and post-operative management are studied. Surgical diseases of the head and neck, gastrointestinal, endocrine, cardiovascular, pulmonary, and urogenital system are covered. Basic procedures will be presented, including basic suturing technique, wound care, casting, splinting, aseptic technique, gowning and gloving, and other procedures necessary to function in the surgical setting. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 524, 525, 527, 528, 529, and 531.
Session: Spring
Year: All Years (GR)

PAS 526: Surgery

3 Credit Hour(s)

This course encompasses general principles related to the management and care of patients with surgical conditions. Wound healing and surgical techniques, pre- and post-operative management are studied. Surgical diseases of the head and neck, gastrointestinal, endocrine, cardiovascular, pulmonary, and urogenital system are covered. Basic procedures will be presented, including basic suturing technique, wound care, casting, splinting, aseptic technique, gowning and gloving, and other procedures necessary to function in the surgical setting. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 524, 525, 527, 528, 529, and 531.
Session: Spring
Year: All Years (GR)

PAS 527: Geriatrics

2 Credit Hour(s)

This course deals with aging and long term care and continues building on the student's awareness of the social context in which health care is provided to the elderly and chronically ill. The course emphasizes the development of communication skills necessary to enhance the humanistic practice of geriatric medicine. Students are required to interview chronic and acute geriatric patients in nursing home and acute care hospital settings. Through required readings, lectures, field experience and group discussions, the students will learn the fundamentals of geriatric medicine and the multi-dimensional aspects of long term care. Prerequisites: Good academic standing in the PA Program. Corequisites: PAS 524, 525, 526, 528, 529, and 531.
Session: Spring
Year: All Years (GR)

PAS 528: Emergency Medicine

3 Credit Hour(s)

Initial, life-saving procedures on the critically ill and seriously injured are considered. Shock, trauma, burns, gastrointestinal, obstetrical, gynecologic, pulmonary, and cardiovascular emergencies are covered. Students are certified in advanced cardiac life support (ACLS). Students learn the principles of sterile technique and universal precautions. There are hands-on skill sessions. Prerequisites: Successful completion of Prerequisites: Good academic standing in the PA Program and BLS CPR certification; Corequisites: PAS 524, 525, 526, 527, 529, and 531.
Session: Spring
Year: All Years (GR)

PAS 529: Research Methodology

3 Credit Hour(s)

Fulfills core competency: Communication Skills; Critical Thinking; Writing Intensive; Research & Presentation requirement. Engaging in the process of clinical research design, students will develop skills that are necessary for reviewing objective data as a component of clinical practice. Students will identify a research question relevant to the practice of medicine and critically review the relevant clinical and scientific literature. Prerequisites: Good academic standing in the PA Program. CorequisiteS: PAS 524, 525, 526, 527, 528. and 531.
Session: Spring
Year: All Years (GR)

PAS 531: Preventive Medicine

2 Credit Hour(s)

This course has been designed to provide the PA student with a functional understanding of prevention strategies employed in the primary care setting. Emphasis has been placed on applying appropriate interventions and services that have been proven effective in preventing disease and improving the human condition as it relates to the quality of life and longevity. In addition, nutrition will be a major focus In this course. Students will review the epidemiological distribution of disease and its sociologic implications. Prerequisites: PAS 510, 510L, 511, 513, 514, 515, 516, 516L, 517, 517L, 518, 535; Corequisites: PAS 519, 520, 520L, 521, 536, 538, 538L.
Session: Spring (GR)

PAS 535: Medical Professional Issues I

1 Credit Hour(s)

Medical Professional Issues is a two course series offered to all Daemen College Physician Assistant students. Part I establishes an introductory level of knowledge about the US healthcare system and the history of the PA profession. Students must demonstrate minimum competency in medical terminology. Prerequisites: Three year program acceptance. Co-requisites: PS510/L, 511, 516/L, 513, 514, PHI 321.
Session: Fall
Year: All Years (GR)

PAS 536: Medical Professional Issues II

2 Credit Hour(s)

Medical Professional Issues is a two course series offered to all Daemen College Physician Assistant students. Part II serves as the primary venue to examine, at great depth and breadth, the professional issues delineated in the ARC-PA Standards. Together, the courses allow students to gain the knowledge and skills to abide by the laws and regulations that govern the PA profession and the practice of medicine. But, perhaps more importantly, students will be prepared to be effective participants and leaders in the profession. Prerequisites: Good academic standing in the PA Program. Co-requisites: PAS 519, 520/L, 521, 522, 538, and 538L.
Session: Fall
Year: All Years (GR)

PAS 538: Orthopedic Medicine

1 Credit Hour(s)

An introduction to the study of musculoskeletal injuries and disease processes. Emphasis has been placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to medical problems encountered in the musculoskeletal system. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each region are discussed. This course includes the Orthopedic Skills Laboratory which focuses on the understanding of musculoskeletal special testing and physical examination skills by region. Prerequisites: Good academic standing in the PA Program. Co-requisites: PAS 519, 520/L, 521,522, and 536.
Session: Fall
Year: All Years (GR)

PAS 538L: Orthopedic Medicine Lab

0 Credit Hour(s)

Laboratory portion of PAS 538. Co-requisites: 538.
Session: Fall
Year: All Years (GR)

PAS 601: Clerkship I

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 614.
Session: Summer
Year: All Years (GR)

PAS 602: Clerkship II

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 614.
Session: Summer
Year: All Years (GR)

PAS 603: Clerkship III

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 614.
Session: Summer
Year: All Years (GR)

PAS 604: Clerkship IV

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 615.
Session: Fall
Year: All Years (GR)

PAS 605: Clerkship V

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 615.
Session: Fall
Year: All Years (GR)

PAS 606: Clerkship VI

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 615.
Session: Fall
Year: All Years (GR)

PAS 607: Clerkship VII

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 615.
Session: Fall
Year: All Years (GR)

PAS 608: Clerkship VIII

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 616.
Session: Spring
Year: All Years (GR)

PAS 609: Clerkship IX

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 616.
Session: Spring
Year: All Years (GR)

PAS 610: Clerkship X

3 Credit Hour(s)

As part of a comprehensive and coordinated 40 week clinical schedule, each four (4) week full-time clerkship is designed to offer the PA student supervised clinical practice experiences in one or more of the following areas: family medicine, internal medicine, medical specialties, pediatric and adolescent medicine, prenatal care, gynecology, surgery, surgical specialties, emergency medicine, and psychiatry/behavioral medicine. Prerequisites: All 500 level PAS courses. Co-requisites: PAS 616.
Session: Spring
Year: All Years (GR)

PAS 612: Research I

1 Credit Hour(s)

Students utilize EBP (evidence-based practice) principles to write a clinical case study for their peers. EBP is a widely accepted approach used by many medical professionals to encourage sound decision-making and ensure positive outcomes. EBP incorporates observation, research, clinical opinion/analysis and patient perspective into each case. Benefits of implementing EBP into clinical practice include improved patient outcomes, improved patient compliance and a commitment that a provider is up to date with the most recent guidelines and recommendations. Completion of this course will require students to demonstrate competency in critical thinking, creative problem solving, professional writing, and information literacy. Corequisite: PAS 614
Session: Summer
Year: All Years (GR)

PAS 613: Research II

1 Credit Hour(s)

Students utilize EBP (evidence-based practice) to present a clinical case to their peers in a Grand Rounds format. EBP is a widely accepted approach used by many medical professionals to encourage sound decision-making and ensure positive outcomes. EBP incorporates observation, research, clinical opinion/analysis and patient perspective into each case. Benefits of implementing EBP into clinical practice include improved patient outcomes, improved patient compliance and a commitment that a provider is up to date with the most recent guidelines and recommendations. Completion of this course will require students to demonstrate competency in critical thinking, creative problem solving, communication and information literacy. Corequisite: PAS 616.
Session: Spring
Year: All Years (GR)

PAS 614: Clinical Seminar I

2 Credit Hour(s)

As a supplement to the experience and knowledge gained through the completion of supervised clinical practice experiences, students enrolled in the summer of the final year of the Daemen College PA Program transition from the classroom to the clinical phase and begin to prepare for the Physician Assistant National Certifying Examination (PANCE) through the use of computer tutorials, group "call back day," lectures, case presentations, and faculty evaluation/mentoring. Written examinations are offered monthly. Students must submit examples of written patient documentation, complete CME courses, and log clinical experiences. All students assigned to supervised clinical practice experiences will register for a two-credit seminar each semester.
Session: Summer
Year: All Years (GR)

PAS 615: Clinical Seminar II

2 Credit Hour(s)

As a supplement to the experience and knowledge gained through the completion of supervised clinical practice experiences, students enrolled in the fall of the final year of the Daemen College PA Program prepare for the program's summative examination and continue to prepare for the Physician Assistant National Certifying Examination (PANCE) through the use of computer tutorials, group "call back day," lectures, case presentations, and faculty evaluation/mentoring. Written examinations are offered monthly. Students must submit examples of written patient documentation, complete CME courses, and log clinical experiences. All students assigned to supervised clinical practic experiences will register for a two-credit seminar each semester.
Session: Fall
Year: All Years (GR)

PAS 616: Clinical Seminar III

2 Credit Hour(s)

As a supplement to the experience and knowledge gained through the completion of supervised clinical practice experiences, students enrolled in the spring semester of the final year of the Daemen College PA Program prepare for the transition to clinical practice and continue to prepare for the Physician Assistant National Certifying Examination (PANCE). The Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) is offered. Students must complete self-assessment projects and meet with the Director of Clinical Education for personalized reviews. Board review sessions are provided. Additionally, students continue to complete CME courses, submit examples of written patient documentation, and log clinical experiences. Finally, successful completion of the summative examination is required for program completion.
Session: Spring
Year: All Years (GR)

Public Health

PH 500: Epidemiology

3 Credit Hour(s)

This course will provide an introduction to the basic concepts of epidemiology. Concepts for both chronic and infectious disease epidemiology will be taught. Course content will include an overview of the history of epidemiology, disease etiology, outbreak investigation, disease surveillance, and screening. Epidemiological research design concepts will be taught and include experimental and non-experimental designs, attributable, absolute and relative risk, odds ratios, random and systematic error, bias and confounding. Discussions of current public health issues will be illustrated and presented by faculty and students. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 510: Psychosocial and Behavioral Foundations of Public Health

3 Credit Hour(s)

This course is designed to provide you with an overview of the role of social and behavioral sciences in understanding and addressing public health problems. We will examine the psychosocial, structural, and environmental factors that influence health and well-being, health behaviors, and how these factors inform public health policy and approaches. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 512: Public Health Nutrition

3 Credit Hour(s)

This course will examine the effects of nutrition at both the individual and community level. Lifespan nutrition, nutritional assessment and the relationship between diet and disease will be taught. Linkages between agriculture, food, nutrition and public health will be made. Nutrition focused health promotion programs will be designed and presented, nutrition policy influencers discussed and plant based nutrition covered as a special topic. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: Fall
Year: As Needed (GR)

PH 520: Research Methods in Health Promotion

3 Credit Hour(s)

Review and critical analysis of components of research design, including collection of data. Both quantitative and qualitative methodologies will be taught. Emphasis is on the health education professional as producer and consumer of research. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 530: Environmental Health

3 Credit Hour(s)

This course will provide an introduction to the public health function of environmental and community health. This course is intended to give students a basic understanding of how environmental factors impact the health of people and the community, and of the efforts made to prevent or minimize the effects of negative impacts. The emphasis of this course is to explore the relationship of people to their environment -- how the environment affects their physical well-being, and what they can do to protect and enhance their health, and to influence the quality of the environment. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 540: Public Health Biostatistics

3 Credit Hour(s)

This course focuses on the application of research methods for public health. Themes include the application of statistical methods using statistical software and the interpretation of the results. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 540L: Public Health Biostatistics Laboratory

2 Credit Hour(s)

Laboratory techniques for Public Health Biostatistics. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 550: Public Health Policy, Administration, and Management

3 Credit Hour(s)

This course examines public health care systems and policy with integration of concepts for administration and management. Specific areas of study will include finance, ethics/law, need/demand and quality/effectiveness. Policy issues will be utilized and include medical care and public health preparedness. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 560: Community Health Education

3 Credit Hour(s)

The purpose of this course is to provide an introduction and overview of the profession of health education. This course includes an overview of key terminology; historical, philosophical, theoretical, and research foundations; professional ethical issues; professional roles and responsibilities; and future directions. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 562: Assessment and Planning in Community Health Education

3 Credit Hour(s)

This course provides students with the knowledge and skills to assess health resources and needs, and to develop health education and promotion programs to meet specific needs in particular populations. The course further examines the program planning and development process, including both planning and program models, strategy/intervention selection, setting goals and objectives, and performing both primary and secondary needs assessments. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 564: Implementation and Evaluation in Community Health Education

3 Credit Hour(s)

Students will explore the methods and techniques used by health educators to deliver a health education and health promotion program in the community. This course will review health education theories, program designs, and program implementation. Emphasis will be placed on the methodology of the health education program including communication techniques, presentation channels and delivery, social marketing concepts, measuring outcomes and data collection. Students will design, implement and evaluate a health education program in the community. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 566: Communication, Advocacy and Consultation in Community Health Education

3 Credit Hour(s)

This course is designed to advance communication skills, explore advocacy and consultative roles within the context of community health education for the purposes of assessing and improving the health of communities. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 568: Advanced Epidemiology

3 Credit Hour(s)

This course presents epidemiology in greater depth and detail than an introductory course. The intent of this course is to provide advanced level training for public health students interested in pursuing careers in public health research and need additional expertise in advanced epidemiology. An additional aim is to explore advocacy roles within the context of public health epidemiology. Prerequisites: Admission to the MPH program or Permission by the Program Director and B- or better in PH 500.
Session: As Needed
Year: As Needed (GR)

PH 570: Advanced Biostatistics

3 Credit Hour(s)

This course presents advanced topics in biostatistics to provide advanced level training for public health students interested in pursuing careers in public health research and need additional expertise in advanced biostatistics. Topics will include formulating scientific questions in terms of a statistical model, multivariate logistic and linear regression modeling, measures of association, stratification, matched pairs, mixed-effects modeling, analysis of rates, and survival analysis using proportional hazards models. Coursework will include use of data analysis software to analyze data.Prerequisites: B- or better in PH 540 and PH 540L.
Session: As Needed
Year: As Needed (GR)

PH 572: Chronic Diseases, a Lifecourse Approach

3 Credit Hour(s)

This seminar course presents topics in chronic disease using a lifespan approach. Contemporary chronic health diseases across the life span, which are prevalent in both developed and developing countries, will be discussed including cardiovascular disease, obesity, cancer, stroke, Alzheimer's disease and others. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 574: Infectious Disease Epidemiology

3 Credit Hour(s)

This course covers concepts in the prevention and control of infectious disease. Pathogenesis, epidemiology, and control of infectious diseases affecting global health will be explored. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 577: Global Health and Comparative Global Public Health Systems

3 Credit Hour(s)

This course will help students better understand global health systems comparatively. It is a highly interactive graduate level course that examines the global lens of public health systems; - focusing on the differences and similarities between various public health systems. Students will examine health systems challenges that prevent delivery of optimal health care (especially in the developing world); and systematic approaches utilized to promote health equity nationally and globally. Case studies of various global health and healthcare systems will be examined and analyzed, in order to give students a better understanding of the uniqueness, as well as the similarities between global health systems. Students will also study in an engaging and interactive learning environment that will help promote and give students the opportunity to investigate individually or in group format for class projects and powerpoint presentations. Finally, this course will involve intensive readings, discussions of class readings, critique, critical thinking, problem solving, theoretical analyses, research, and possible solutions to the issues of global health systems.Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 579: Contemporary Issues in Community Health Education

3 Credit Hour(s)

Using examples from contemporary and emerging topics in public health, students are presented with strategies for effective community health education. This course will include discussions on contemporary health problems, the use of health education tools for treatment and prevention of health problems, and obstacles to health education. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 580: Reproductive and Perinatal Health

3 Credit Hour(s)

This course focuses on concepts associated with women's reproductive health, including sociodemographic, cultural, economic, environmental, and political determinants. Public health programs for improving reproductive health will include family planning and health during the reproductive years. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 581: Community-Based Participatory Research for Community Health

3 Credit Hour(s)

Community-based participatory research is an approach that combines evidence-based research strategies with collaborative community based strategies to bridge the gap between research and community health practice. Establishing effective societal behavioral change for improving community health is a primary outcome for measuring success of community-based participatory research. This approach recognizes that community partnerships are essential in the development, implementation, and evaluation of community health programs. Students will be exposed to definitions and principles for this approach. Through lectures, readings, and discussion they will also be exposed to various research designs, ranging from those that emanate from the community, community-academic partnerships, and academic research projects that depend on community participation. Students will also discuss implementation of such research and evaluation strategies. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 589: Grant Writing and Scholarship Dissemination in Community Health

3 Credit Hour(s)

Through lectures, readings, and discussion students will learn grant writing and reviewing skills and methods for disseminating scholarship outcomes in public health. As part of this course, students will identify potential funding agencies for public health interventions, develop a grant proposal and gain experience in understanding how to disseminate public health outcomes. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 591: Global Public Health Policy and Development

3 Credit Hour(s)

Through lectures, readings, and discussion, students will understand the factors influencing global health, and the interdependence between developed and developing countries in improving global health. Epidemiologic, nutrition, socioeconomic, and cultural factors that affect global health efforts will be discussed. Considerations when working in a developing country, including potential problems and barriers, will be reviewed. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 593: Professional Medical Writing

3 Credit Hour(s)

Public health professionals must be able to write clearly and effectively. This course prepares the student to synthesize knowledge through the engagement of professional medical writing and scholarship. Students will learn the fundamental skills of professional writing: clarity, accuracy, precision, and brevity. Advanced instruction focuses on several forms of expository writing common in the health professions while emphasizing effective communication between the writer and different audiences. Additionally, a capacity to critically analyze and to accurately evaluate research (information and evidence) is integral to the professional writer. Emphasis is placed on cultivating critical thinking skills to prepare exemplars of scholarly medical writing. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 595: Cultural Competency and Health Disparities in Public Health

3 Credit Hour(s)

The course will take a multi-disciplinary approach to examining differences in health status associated with race, ethnicity, education, income, disability, geographic location, gender, religion, and sexual orientation. We will examine the multiple pathways through which these differences are produced and reinforced, including discrimination, stigma, social network processes, culture, and health care experiences. The course will provide historical and theoretical perspectives concerning health inequities , provide a critical examination of empirical support for various explanatory pathways, and will explore approaches to studying and reducing health inequities. In addition, concepts of cultural competency will be examined, requiring exploration of personal identity, actions, beliefs, communications and values, alongside social, structural, and political factors which influence such personal attributes. Prerequisite: Admission to the MPH program or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 600: Practicum-Community Health Education

3 Credit Hour(s)

The Council on Education for Public Health (CEPH) requires that MPH students complete a "planned, supervised, and evaluated practice experience." Under the direction of a faculty advisor the student completes a practicum in their area of specialty track in order to apply and to further develop their academic skills. Each practicum requires a minimum of 240 hours of work at the practicum site. The final grade for the practicum will be determined together by the student's Practicum Site Mentor and the student's Faculty Advisor. A student whose performance is evaluated as Unsatisfactory will be required to repeat the practicum. Prerequisites: Completion of at least 9 graduate credits and permission of faculty instructor oabd a Community Partner.
Session: Summer
Year: All Years (GR)

PH 601: Practicum-Epidemiology

3 Credit Hour(s)

The Council on Education for Public Health (CEPH) requires that MPH students complete a "planned, supervised, and evaluated practice experience." Under the direction of a faculty advisor the student completes a practicum in their area of specialty track in order to apply and to further develop their academic skills. Each practicum requires a minimum of 240 hours of work at the practicum site. The final grade for the practicum will be determined together by the student's Practicum Site Mentor and the student's Faculty Advisor. A student whose performance is evaluated as Unsatisfactory will be required to repeat the practicum. Prerequisites: Completion of at least 9 graduate credits and permission of faculty instructor and a Community Partner.
Session: Summer
Year: All Years (GR)

PH 602: Practicum

3 Credit Hour(s)

The Council on Education for Public Health (CEPH) requires that MPH students complete a "planned, supervised, and evaluated practice experience." Under the direction of a faculty advisor the student completes a practicum in their area of specialty track in order to apply and to further develop their academic skills. Each practicum requires a minimum of 240 hours of work at the practicum site. The final grade for the practicum will be determined together by the student's Practicum Site Mentor and the student's Faculty Advisor. A student whose performance is evaluated as Unsatisfactory will be required to repeat the practicum. Prerequisites: Completion of at least 9 graduate credits and permission of faculty instructor and a Community Partner.
Session: Summer
Year: All Years (GR)

PH 610: Capstone Seminar

1 Credit Hour(s)

This seminar provides an opportunity for students to reflect on and discuss their practicum experience with other students. It also provides a supportive setting to help prepare students to identify and plan for their capstone project in their specialty track. Prerequisite: Admission to the MPH program, Successful completion of PH 600/601/602 or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 620: Capstone Project in Community Health

3 Credit Hour(s)

The capstone project is a culminating experience that provides the student the opportunity to synthesize, integrate, and apply their curricular knowledge to a significant public health problem in the student's area of specialty or interest. Students work with a community partner to complete a capstone project. The capstone project is comprised of both written and oral components. Students begin the development of the capstone project topic during the Capstone Seminar PH 610, typically completed the semester prior to the capstone project. Prerequisite: PH 610 or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 621: Capstone Project in Epidemiology

3 Credit Hour(s)

The capstone project is a culminating experience that provides students the opportunity to synthesize, integrate, and apply their curricular knowledge to a significant public health problem in the student's area of specialty or interest. Students work with a community partner to complete a capstone project. A one-student capstone project may be completed if the project does not lend itself to a team approach and with approval of the MPH Program Director. The capstone project is comprised of both written and oral components. Students begin the development of the capstone project topic during the Capstone Seminar PH 610, typically completed the semester prior to the capstone project. Prerequisite: PH 610 or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

PH 622: Capstone Project

3 Credit Hour(s)

The capstone project is a culminating experience that provides students the opportunity to synthesize, integrate, and apply their curricular knowledge to a significant public health problem in the student's area of specialty or interest. Students work with a community partner to complete a capstone project. A one-student capstone project may be completed if the project does not lend itself to a team approach and with approval of the MPH Program Director. The capstone project is comprised of both written and oral components. Students begin the development of the capstone project topic during the Capstone Seminar PH 610, typically completed the semester prior to the capstone project. Prerequisite: PH 610 or Permission by the Program Director.
Session: As Needed
Year: As Needed (GR)

Physical Therapy

PT 501: Applied Biostatistics

3 Credit Hour(s)

Students will develop an understanding of the principles and applications of parametric and nonparametric statistics, particularly with respect to applications in physical therapy. Topics will include: probability, scales of measurement, reliability and validity, sampling techniques, experimental design and hypothesis development (statistical inference), descriptive statistics, parametric and nonparametric tests of significance, correlation, and regression. Selection of appropriate statistical procedures will be presented with reference to principles of experimental design presented in PT 553 Introduction to Clinical Research Design. Students will use both calculators and computer software (SPSS, Excel) for analyzing data and developing graphic representations. Prerequisites: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 504: Clinical Functional Anatomy I

3 Credit Hour(s)

This course will build upon the fundamental embryology, histology, and gross anatomical structure acquired in General Anatomy (BIO 330). This course, the first of two clinically-oriented functional anatomy courses, will focus on the detailed structure and function of the human neuromusculoskeletal system. It will concentrate on the relationships of normal and abnormal embryological and developmental processes to gross anatomical structure, and the relationships of normal and abnormal anatomical structure to movement and function across the lifespan. Specific anatomical content will be presented on a regional basis and will include the back, head, neck, shoulder girdle, upper extremity, and thorax. Various teaching/learning methods will be used including lecture, laboratory, and demonstrations. Laboratory sessions will allow students to acquire a three-dimensional macroscopic appreciation of anatomical structure through human cadaver dissection guided by iPad video demonstrations, cadaver prosections, and study of models. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 504L: Clinical Functional Anatomy I Lab

0 Credit Hour(s)

Laboratory techniques for Clinical Functional Anatomy. Required corequisite: PT 504.
Session: Fall
Year: All Years (GR)

PT 505: Clinical Functional Anatomy II Lecture

2 Credit Hour(s)

This course will build upon the fundamental content acquired in General Anatomy (BIO 330) and Clinical Functional Anatomy I (PT504). This course is the second of two clinically oriented functional anatomy courses that will focus on the detailed structure and function of the human neuromusculoskeletal system, specifically the lower extremity and cavities. Lecture is one hour per week and lab sessions are two hours per week. Various teaching/learning methods will be used including lecture, laboratory, and demonstrations. Laboratory sessions will allow students to acquire a three-dimensional macroscopic appreciation of anatomical structure through human cadaver dissection guided by iPad video demonstrations, cadaver prosections, and study of models. Prerequisites: PT 504 and PT First Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 505L: Clinical Functional Anatomy II Laboratory

0 Credit Hour(s)

Laboratory techniques for Clinical Functional Anatomy II. Corequisite: PT 505.
Session: Spring
Year: All Years (GR)

PT 506: Kinesiology and Biomechanics I

3 Credit Hour(s)

This lecture/laboratory course will introduce and emphasize the principles of kinesiology, tissue mechanics and biomechanics of the cervical, temporomandibular, thoracic, and upper extremity joints and their related soft tissues. The clinical application of these principles will be reinforced through both static and dynamic analyses of regional human movement and posture. Kinetic and kinematic analysis of movement of these regions will be explored using such tools as dynamometry and video motion analysis. This course content will be synthesized with the foundations of anatomical structure and physiology presented in PT 504/L; Clinical Functional Anatomy I and PT 508/L; Physiology of Exercise. This integration of anatomical and physiological foundations will aid the learner in proper examination and evaluation of the quality, efficiency, and safety of upper quarter movement patterns and functional task performance. An emphasis will be placed on the analysis and discussion of the mechanical properties of tissues and their respective responses to stress shielding and stress application. Lectures will provide an in-depth study of the biomechanics of the cervical and thoracic spines, temporomandibular joint and upper extremities. The students will analyze forces affecting arthrokinematics and osteokinematics of these respective regions and relate those to whole body and regional mobility and stability by way of clinical application. Laboratories will promote development of skills in critical analysis and examination and evaluation of typical and atypical movement. The student will then develop skill in the application of both kinetic and kinematic biomechanical analysis and begin to foster consideration of biomechanical principles in the design of reliable and valid upper quarter examination procedures and efficacious intervention strategies and parameters. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 506L: Kinesiology and Biomechanics I Lab

0 Credit Hour(s)

Laboratory techniques for Kinesiology & Biomechanics I. Required corequisite: PT 506.
Session: Fall
Year: All Years (GR)

PT 507: Kinesiology & Biomechanics II Lecture

2 Credit Hour(s)

This lecture/laboratory course will focus on the principles of kinesiology, tissue mechanics and biomechanics as they relate to the lower extremity, pelvis, and lumbar spine. The clinical application of these principles will be reinforced through both static and dynamic analyses of regional human movement and posture. Kinetic and kinematic analysis of movement of these regions will be explored using such tools as electromyography (EMG), dynamometry, and video motion analysis. This course content will be synthesized with the foundations of anatomical structure, physiology and kinesiology presented in PT 504 & 505; Clinical Functional Anatomy I & II and PT 508; Physiology of Exercise; and PT 506 Kinesiology and Biomechanics I. This integration of anatomical, physiological, and kinesiological foundations will aid the learner in proper evaluation of the quality, efficiency, and safety of lower quarter movement patterns and functional task performance such as in-depth gait analysis. Lectures will provide an in-depth study of the biomechanics of the lumbar spine, pelvis, and lower extremities. The students will analyze forces affecting arthrokinematics and osteokinematics of these respective regions and relate those to whole body and regional mobility and stability by way of clinical application. Laboratories will promote further development of skills in critical analysis and evaluation of typical and atypical movement, the application of both kinetic and kinematic biomechanical analysis and begin to foster consideration of biomechanical principles in the design of reliable and valid lower quarter examination procedures and efficacious intervention strategies and parameters. Prerequisite: PT First Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 507L: Kinesiology and Biomechanics II Laboratory

0 Credit Hour(s)

Laboratory techniques for Kinesiology & Biomechanics II. Corequisite: PT 507.
Session: Spring
Year: All Years (GR)

PT 508: Physiology of Exercise

3 Credit Hour(s)

This foundational science course introduces and emphasizes the concepts and knowledge of the body's physiological response to exercise, overuse, and disuse. Lectures and laboratory experiences focus on the structural and physiological effects of exercise and establish a knowledge base for the future clinician to develop and critically assess neuromusculoskeletal exercise prescription and cardiopulmonary intervention programs. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 508L: Physiology of Exercise Lab

0 Credit Hour(s)

Laboratory techniques for Physiology of Exercise. Corequisite: PT 508.
Session: Fall
Year: All Years (GR)

PT 509: Principles and Applications of Physical Agents Lecture

4 Credit Hour(s)

This lecture/laboratory course will introduce and emphasize the physiologic effects of electromagnetic and acoustic energy on human tissue. The clinical application of these principles will be reinforced through laboratory practical experiences as well as clinical case studies. This course content will be synthesized with the foundations of anatomical structure and physiology presented in PT 504/L Clinical Functional Anatomy I, PT 505/L Clinical Functional Anatomy II, PT 514/L Musculoskeletal Rehabilitation I, and PT 515/L Musculoskeletal Rehabilitation II. This integration of anatomic and physiological foundations will aid the learner in decision making with regard to application of appropriate physical agents. An emphasis will be placed on the physiologic response of tissues to therapeutic modalities that emit electromagnetic and acoustic energy. Lectures will provide an in-depth study of the science of therapeutic modalities. Students will differentiate between the thermal, acoustic, mechanical, and electrical modalities commonly utilized in the clinic. Laboratories will promote development of psychomotor skills and demonstrate mastery in the safe application of therapeutic modalities. Students will develop consideration of the application of physical agents within treatment strategies that are based upon evidence in practice. Prerequisite: PT First Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 509L: Principles and Applications of Physical Agents Laboratory

0 Credit Hour(s)

Laboratory techniques for Principles and Applications of Physical Agents. Corequisite: PT 509.
Session: Spring
Year: All Years (GR)

PT 514: Musculoskeletal Rehabilitation I

5 Credit Hour(s)

This lecture/laboratory course is the first in a three part series, which will introduce the concepts of musculoskeletal examination, evaluation, and intervention strategies of the cervical spine, thoracic spine, upper extremities, and associated structures. This course will further promote development of knowledge in differentiating musculoskeletal dysfunctions/disorders in the regions noted. Students will further develop and synthesize the concepts of decision making and critical thinking in evidence based practice and professionalism with topics including communication, ethical behavior, professional organization, collaborative/team practice and scope of practice. Additionally, the use of the International Classification of Functioning, Disability and Health (ICF) will be used to describe a patient/client's impairments, activity and participation limitations. Treatment concepts and techniques will be presented and applied in a conceptual framework emphasizing functional restoration. Laboratories will promote development of skill in the application of examination and intervention techniques discussed in lecture. Techniques will be discussed and practiced in the context of clinical problems. Students will have the opportunity to critically evaluate examination findings via paper cases to build differential diagnosis and problem solving skills. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 514L: Musculoskeletal Rehabilitation I Lab

0 Credit Hour(s)

Laboratory techniques for Musculoskeletal Rehabilitation I. Corequisite: PT 514.
Session: Fall
Year: All Years (GR)

PT 515: Musculoskeletal Rehabilitation II Lecture

5 Credit Hour(s)

This lecture/laboratory course is the second in a three part series, which will further investigate concepts of musculoskeletal examination and evaluation and will promote development of knowledge in differentiating musculoskeletal dysfunctions/disorders of the ankle/foot, knee, hip, lumbar spine, pelvis, and their associated structures. Treatment philosophies and techniques (e.g. structure mobilization and stabilization) will be explored and applied in a conceptual framework emphasizing functional restoration. Additionally, the use of the International Classification of Functioning, Disability and Health (ICF) will be used to describe a patient/client's impairments, activity and participation limitations. Basic care procedures will be presented including wheelchair parts and propulsion, transfer training, gait training, and environmental assessment and modification. In addition, a specialty area of aquatic therapy will be explored. Laboratories will promote development of skill in the application of examination and intervention techniques discussed in lecture. Techniques will be presented and practiced in the context of clinical problems. Students will have the opportunity to critically evaluate examination findings via paper cases to build differential diagnosing and problem solving skills. Students will participate in clinical observations and patient demonstrations in Clinical Exposure to continue their hands-on experience with patients and to further develop patient-therapist and professional communication skills. Prerequisite: PT First Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 515L: Musculoskeletal Rehabilitation II Laboratory

0 Credit Hour(s)

Laboratory techniques for Musculoskeletal Rehabilitation II. Corequisite: PT 515.
Session: Spring
Year: All Years (GR)

PT 516: Clinical Problem Solving in Musculoskeletal Rehabilitation

2 Credit Hour(s)

This course is the third course in a three part series which will provide students an opportunity to further explore topics in musculoskeletal rehabilitation through a problem based learning format. This course will have distinct but related units to promote and enhance further proficiency in musculoskeletal rehabilitation patient/client management. The student will have an opportunity to engage in both the cognitive and psychomotor domains of learning for thrust and non-thrust manipulation of the spine and extremities. Discussion of manipulation theory and current best evidence will be explored. Laboratory will be utilized to present, practice, and refine technique in spinal and extremity thrust and non-thrust manipulation using a case based model approach. Paper cases will be analyzed to further enhance differential diagnosis skills. Examination, evaluation, diagnosis, prognosis, and intervention strategies will be explored using current best evidence. Students will present a patient case from their summer clinical internship (PT 577) to allow the student learner further opportunity to critically think and problem solve as it relates to a patient with musculoskeletal pathology. Ideally, the patient selection would allow for further inquiry into examination, evaluation, diagnosis, prognosis, and intervention. To allow for maturation in critical thinking, the selection might include a challenging patient to examine, evaluate and treat with questionable positive outcomes. Students will be given carefully constructed musculoskeletal case studies not presented in Musculoskeletal Rehabilitation I or II (PT 514/PT 515). Through these case studies, students will focus on knowledge and skills associated with examination and intervention in a higher order thinking manner. These cases will also highlight social/cultural/psychosocial issues, legal and ethical aspects of professional behavior, and integration of published literature into clinical practice. Prerequisite: PT Second Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 517: Clinical Medicine I

1-3 Credit Hour(s)

This course is the first in a three part clinical medicine series. It is designed to challenge the student to evaluate the knowledge of basic clinical presentations associated with musculoskeletal pathology as a foundation for direct patient care and research. Key topics characteristic of common orthopedic pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology; clinical signs and symptoms related to impairments, functional limitations, and disabilities; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to musculoskeletal pathology will be emphasized. Content presented will encompass pathologies observed across the lifespan. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall and Spring
Year: All Years (GR)

PT 521: Prosthetics and Orthotics

2 Credit Hour(s)

This lecture and laboratory based course is designed to increase the student's understanding of prosthetics and orthotics and the ability of the student to integrate use of these devices appropriately into clinical practice. Principles of prosthetic and orthotic design, function, and fabrication will be discussed. Clinical problem solving for prosthetic and orthotic prescription will be addressed based on examination findings and best evidence in order to optimize function for the patient/client. Pre-prosthetic as well as prosthetic training will be emphasized. Use of orthoses in management of individuals receiving physical therapy will be integrated with knowledge from previous courses in the musculoskeletal and neuromuscular areas of rehabilitation. Prerequisite: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 521L: Prosthetics and Orthotics Lab

0 Credit Hour(s)

Laboratory techniques for Prosthetics and Orthotics. Corequisite: PT 521.
Session: Spring
Year: All Years (GR)

PT 530: Psychosocial Aspects of Health and Disability

3 Credit Hour(s)

This course applies biopsychosocial models of health, illness, and disability, including psychosocial aspects of disability; social attitudes and perceptions; adjustment to and secondary effects of disability. This course will develop student competence in responding to individuals who are experiencing physical and psychiatric problems. This course is designed for Physical Therapy students to be taken in the professional phase of the curriculum. Students will have had exposure to patients with musculoskeletal and neurological disorders and will therefore be able to consider the issues addressed in the course in the context of specific illnesses and/or disabilities relating to these body systems. Through readings, guest speakers, video, and community experiences, and in class discussions, this course is intended to challenge your paradigm of how you have perceived both physical and psychiatric disability. Discussions on quality of life, self-help, and recovery are intended to help you develop and sustain your professional relationships with the individuals with whom you may assist in their recovery. As this course is intended to help you understand and respond with comfort to individuals who are experiencing physical and mental health problems, you will have the opportunity to discuss various psychosocial issues that you have experienced personally, in your clinical exposure courses, internships and/or other settings, and using case studies towards a better understanding of how you might more effectively communicate and manage various challenges in the clinical setting. Prerequisites: PSY 103; PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 532: Motor Control and Motor Learning

2 Credit Hour(s)

This course explores conceptual issues in motor control and motor learning that form an important theoretical foundation for the practice of evidence-based physical therapy. We will examine historical and contemporary theories of motor control, postural control, information processing and motor learning, as frameworks for understanding goal-directed, functional movement. We will also explore theories of motor control and postural control as explanatory models for changes in movement capabilities, as well as typical and atypical development across the lifespan. The postural control process will also be explored from the information processing perspective, focusing on peripheral (e.g. sensory and musculoskeletal) and central (e.g. reaction time, motor planning, attention, cognition, motivation, etc.) aspects of motor control. Environmental task demands will be analyzed from the perspectives of motor control, information processing, and motor learning. Potential functional constraints to the motor control and postural control systems will be explored using a systems model within the context of an ICF framework. Prerequisites: PT Second Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 539: Cardiopulmonary Rehabilitation

3 Credit Hour(s)

This lecture and laboratory course will address the diversified issues of clinical management of patient/client with primary and/or secondary cardiovascular and pulmonary dysfunction within the context of Physical Therapy. Topics will include practice setting specific management principles and therapeutic techniques to address primary and secondary impairments of the cardiovascular and pulmonary systems, as well as prevention of dysfunction in individuals across their lifespan. Topics to be discussed include Chronic Obstructive Lung Dysfunction, Restrictive Lung Dysfunction, Heart Failure, Cardiac Muscle Dysfunction, the post-surgical patient, the patient post-trauma, and the patient with cancer. Prerequisites: PT Third Year Fall professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 539L: Cardiopulmonary Rehabilitation Lab

0 Credit Hour(s)

Laboratory techniques for Cardiopulmonary Rehabilitation. Corequisite: PT 539.
Session: Spring
Year: All Years (GR)

PT 544: Neuromuscular Rehabilitation I Lecture

4 Credit Hour(s)

This course is the first in a three part series which will apply the conceptual framework of physical therapy management to patients/clients with neuromuscular rehabilitative needs. Operational theories of nervous system organization including systems theories, models of central nervous system reorganization, and recovery models will be introduced and emphasized. Enablement/Disablement models, the Guide to Physical Therapist Practice, Guidelines for Content in Physical Therapy Education, and other conceptual frameworks that aid the physical therapist in evidence-based clinical decision making and reasoning will be explored. This course will begin with an in-depth study of human development from the life span perspective, with an emphasis on development of human movement, postural control and their interrelationship to skill acquisition. Neuromuscular based pediatric movement disorders will be introduced and emphasized within the context of the elements of physical therapy practice and patient/client management. Developmental anatomy and biomechanics, functional neuro-anatomy, and physiology will be linked to discussions of disorders of posture and movement. Historical and contemporary theories of intervention including therapeutic handling will be presented. Medical management options including pharmacology and surgery will be discussed. Course content will include applications of assistive technology including adaptive and therapeutic equipment as it relates to the pediatric patient client population. Course content will reinforce the development of professional and ethical behaviors, the scope of physical therapy practice, collaborative practice models, therapeutic communication skills, and documentation. Laboratory sessions will promote the development of skill in the application of examination and intervention techniques discussed in lecture. Prerequisite: PT Second Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 544L: Neuromuscular Rehabilitation I Laboratory

0 Credit Hour(s)

Laboratory techniques for Neuromuscular Rehabilitation I. Corequisite: PT 544.
Session: Fall
Year: All Years (GR)

PT 545: Neuromuscular Rehabilitation II

4 Credit Hour(s)

This course is the second in a three part series which will apply the conceptual framework of physical therapy management to patients/clients with neuromuscular rehabilitative needs. This course will use the conceptual models/frameworks and reinforce foundational principles and theories presented in PT 544/L. This course will continue the study of human development, from the life span perspective, with an emphasis on age related changes of postural control and movement and their interrelationship to functional capabilities. Adult onset neuromuscular-based movement disorders will be introduced and emphasized within the context of the elements of physical therapy practice and patient/client management. Anatomy, functional neuroanatomy, and physiology will be linked to discussions of disorders of posture and movement. Historical and contemporary theories of intervention, as well as therapeutic handling, will be presented. Medical management options including pharmacology and surgery will be discussed. Course content will include issues on aging, vestibular rehabilitation, and an expanded discussion of assistive technology including adaptive and therapeutic equipment as it relates to the adult patient/client population. Course content will reinforce the development of professional and ethical behaviors, the scope of physical therapy practice, collaborative practice models, therapeutic communication skills, and documentation. Laboratory sessions will promote development of skill in the application of examination and intervention techniques discussed in lecture. Prerequisites: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 545L: Neuromuscular Rehabilitation II Lab

0 Credit Hour(s)

Laboratory techniques for Neuromuscular Rehabilitation II. Corequisite: PT 545.
Session: Spring
Year: All Years (GR)

PT 546: Clinical Medicine II

3 Credit Hour(s)

This course is the second in a three part clinical medicine series. It is designed to challenge the student to evaluate the knowledge of clinical presentations associated with the neuromuscular system as a foundation for direct patient/client care and research. Key topics characteristic of common neuromuscular pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology and histology; clinical signs and symptoms related impairments, activity and participation limitations; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to neuromuscular pathology will be emphasized and applied to determine appropriateness of physical therapy intervention. Content presented will encompass pathologies observed across the lifespan. Prerequisites: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 548: Integumentary Care

3 Credit Hour(s)

The purpose of this course is to introduce the student to the skin and its appendages as they relate to wound etiology, evaluation, treatment, and prevention. The student will explore the anatomical and physiological processes associated with tissue destruction, repair, and remodeling as they relate to specific cause and effect using the wound healing model as the principle pillar of exploration. This course will address the diversified issues of clinical management of the individual with a primary and/or secondary integumentary disorder as they relate to the practice of physical therapy. Topics will include practice setting specific management principles and techniques as they relate to individuals across their life span, with disorders of the integumentary system including, but not limited to: burns, pressure ulcers, arterial and venous stasis disorders, neuropathic lesions, dermatitis, and cellulitis. The student will acquire skills within a theoretical and practical spectrum as it relates to clinical management, environmental constraints, and critical pathways. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 549: Clinical Medicine III

2 Credit Hour(s)

This course is the final in the three part clinical medicine series. It is designed to challenge the student to evaluate the knowledge of clinical presentations associated with cardiovascular and pulmonary systems, as well as general medicine topics including gastrointestinal, urogenital, metabolic, and oncologic pathologies, as a foundation for direct patient care and research. Key topics characteristic of the pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology and histology; clinical signs and symptoms related to impairments, functional limitations, and disabilities; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to these pathologies will be emphasized and applied to determine appropriateness of physical therapy intervention. Content presented will encompass pathologies observed across the life span. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 551: Integrative Seminar in Physical Therapy

0 Credit Hour(s)

PT 551 (I-IV) and PT 651 (V) Integrative Seminars focus on the integration of all corresponding courses within each semester of the curriculum. These sessions will act as forums within which the student learner will have the opportunity to conceptualize each aspect of rehabilitation and build them into an overall framework of patient/client care. Each session will generally have a theme of interest such that students can build upon their level of understanding of that material as well as experience, appreciate and value the complexity of the entire process. These forums are designed to act as learning communities to promote independent critical thinking and independent thought while assisting in preparing each student for all lecture, laboratory and clinical exposure components of the semester coursework. Prerequisite: PT professional status (corresponding Fall/Spring semesters) in First through Third years.
Session: Fall and Spring
Year: All Years (GR)

PT 553: Introduction to Clinical Research Design

1 Credit Hour(s)

In this one-credit course students will explore the role of clinical research in supporting clinical decision-making and evidence-based practice. Students will explore the continuum of research methodologies and designs commonly used in clinical research (i.e. descriptive to randomized controlled trials); and they will evaluate the merit and relevance of published research to the practice of physical therapy. Ethical issues in clinical research will be considered including the role of institutional review boards and the requirements of informed consent. Students will lead discussions of research papers, considering key concepts such as sampling, experimental controls, levels of measurement, sensitivity, specificity, reliability and validity. As the semester progresses, groups of students will be linked with a faculty research advisor who will guide them through the process of clinical research in PT 554 and PT 555. Students will write a research question (or questions) that may form the basis of their research project. They will search the published literature and write a preliminary literature review relative to their research question. The culmination of the student's research will be a platform presentation as well as a poster. The posters will be presented at Academic Festival during the spring semester. Prerequisites: PT Second Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 554: Clinical Research I

2 Credit Hour(s)

This course continues the work begun in PT 553 to develop the skills necessary to contribute to clinical research related to physical therapy. While continuing to work in small groups, students in this course will continue to build on the area of inquiry established in PT 553 which included articulation of a research question and a preliminary evidence-based literature review. This semester students will refine the poster developed in PT 553 and present it at a college-wide poster session during the Daemen College Academic Festival. In addition, this semester each group of students will work as participants in the faculty mentor's research. Groups will meet regularly throughout the semester with the faculty mentor for discussion of key issues related to the research process including analysis and synthesis of the research literature, experimental design, methodology, data analysis, etc. Each group will construct a research proposal that meets all the criteria for submission to the Daemen College Human Subjects Research Review Committee. A written comprehensive evidence-based literature review will be submitted by each group reflecting the semester's work. Students are also expected to participate collaboratively in data collection and analysis. Prerequisites: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 555: Clinical Research II

2 Credit Hour(s)

During this semester the student will execute the research investigation designed in PT 554. It is expected that the student in conjunction with the research mentor and peers will have completed a research proposal and will have submitted that proposal to the Daemen College Human Subjects Research Review Committee. Following approval by the HSRRC and working closely with the research mentor, the students will collect and analyze data. Students will collaborate with one another on activities across the course. The culmination of the course will be written research manuscript and a platform presentation at the annual Evidence-Based Practice Clinical Research Symposium open to the Daemen College community, as well as interested individuals from the broader professional community. Prerequisites: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 563: Clinical Exposure I (Musculoskeletal I)

1 Credit Hour(s)

The clinical exposure component of the curriculum consists of five semesters of every other week clinic-based experiential learning sessions. This course is the first in the series across each the professional phase academic semesters. These sessions are mentored by clinical adjunct faculty in collaboration with core faculty concurrently teaching the specialty content in the campus-based didactic coursework. These brief, regular exposures to clinical practice allow the student to observe and engage in the practice of physical therapy, further developing cognitive, affective, and psychomotor skills acquired in lecture and laboratory experiences. Small student teams will visit a local clinical facility that provides care to a variety of patient profiles within musculoskeletal rehabilitation. This experience is designed to permit the student to become acclimated to the clinical environment and develop effective patient-therapist communication skills. Students will synthesize knowledge already gained in classroom coursework with practical experience. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 564: Clinical Exposure II (Musculoskeletal II)

1 Credit Hour(s)

The clinical exposure component of the curriculum consists of five semesters of every other week clinic-based experiential learning sessions. This course is the second in the series across each the professional phase academic semesters. These sessions are mentored by clinical adjunct faculty in collaboration with core faculty concurrently teaching the specialty content in the campus-based didactic coursework. These brief, regular exposures to clinical practice allow the student to observe and engage in the practice of physical therapy, further developing cognitive, affective, and psychomotor skills acquired in lecture and laboratory experiences. Small student teams will visit a local clinical facility that provides care to a variety of patient profiles within musculoskeletal rehabilitation. This experience is designed to permit the student to become acclimated to the clinical environment and develop effective patient-therapist communication skills. Students will synthesize knowledge already gained in classroom coursework with practical experience. Prerequisite: PT First Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 565: Clinical Exposure III (Neuromuscular I)

1 Credit Hour(s)

This course is the third in the series of five clinical exposures that are coordinated and mentored by academic faculty currently teaching in the specialty content in the campus-based didactic coursework, and adjunct faculty working in the specialty area. These brief, regular exposures to clinical practice will afford the student, while working in a small team (ranging from 2-5 students), the opportunity to observe and engage in the practice of pediatric physical therapy, further developing cognitive, affective and psychomotor skills acquired in lecture and laboratory experiences. This course is designed to offer the student two different types of learning opportunities. The first learning opportunity of this course consists of the student visiting local clinical facilities that provide care to children and adolescents with a variety of pediatric neuromuscular disorders. This observational experience is designed to afford the student the opportunity to become aware of a variety of pediatric practice settings and clinical diagnoses. The second learning opportunity of this course will occur on the Daemen College campus and will provide the student the opportunity to gain direct 'hands-on" care experience with an individual who is living with a pediatric onset, neuromuscular-based disorder of posture and movement. The clinical environment, which will be created on campus, will allow the student to further develop effective patient-therapist communication skills with this specialized patient population. Students will synthesize knowledge already gained in classroom coursework with practical experience. Students will discuss and consider issues of individual differences in patient management, professional responsibilities social/cultural diversity, and documentation of outcome measures, including examination findings, and ongoing intervention. Prerequisite: PT Second Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 566: Clinical Exposure IV (Neuromuscular II/ Prosthetics and Orthotics)

1 Credit Hour(s)

This course is the fourth in the series of five clinical exposures that are coordinated and mentored by academic and adjunct faculty currently teaching the specialty content in the campus-based didactic coursework. These brief, regular exposures to clinical practice will afford the student, while working in a small team (ranging from 2 to 5 students), the opportunity to observe and engage in the practice of adult neuromuscular rehabilitation and geriatric physical therapy, including the design and fabrication of orthotic and prosthetic devices, and further developing cognitive, affective and psychomotor skills acquired in lecture and laboratory experiences. This course is designed to offer the student two different types of learning opportunities. The first learning opportunity consists of the student visiting local clinical facilities that provide care to adults with a variety of neuromuscular disorders and age-related disorders. This observational experience is designed to afford the student the opportunity to become aware of a variety of practice settings and clinical diagnoses. The second learning opportunity in this course will occur on the Daemen College and Villa Maria campuses and will provide the student the opportunity to gain direct 'hands-on' care experience with a patient. The clinical environment, which will be created on campus, will allow the student to further develop effective patient-therapist communication skills with this patient population. Students will synthesize knowledge already gained in classroom coursework with practical experience. Students will discuss and consider issues of individual differences in patient management, professional responsibility, social/cultural diversity, and documentation of outcome measures, including examination results and ongoing intervention. Prerequisite: PT Second Year Spring professional status or permission of PT Department.
Session: Spring
Year: All Years (GR)

PT 567: Clinical Exposure V (Cardiopulmonary/ Integumentary)

1 Credit Hour(s)

This course is the last in the series of clinic-based experiential learning sessions that are coordinated and mentored by academic faculty. These regular exposures to clinical practice allow the student to observe and engage in the practice of physical therapy and other related fields, further developing cognitive, affective and psychomotor skills acquired in lecture and laboratory experiences. Small student teams will visit a group of local clinical facilities and community-based wellness programs that provide care to a variety of patient/clients including cardiopulmonary rehabilitation, integumentary wound care, trauma unit, women's health, wellness and health promotion, and holistic health. These experiences are designed to permit the student to further develop effective patient/client-therapist communication skills. Students will discuss and consider issues of quality of care, scope of practice, clinical guidelines, documentation, and reimbursement. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 575: Pre-Clinical Seminar

1 Credit Hour(s)

This seminar format course is designed to prepare the student for his/her clinical internship experiences. Professional aspects of physical therapy will be stressed in this seminar. The design and implementation of the student's clinical education experiences at Daemen are also incorporated into this seminar course. The student will be introduced to essential information pertaining to clinical performance. The evaluation tool, the "Clinical Performance Instrument," will be thoroughly examined. Emphasis will be placed on reinforcement of communication skills essential to professionals in the healthcare environment. Learning experiences will also focus on the following professional areas: professional and educational expectations; professional behavior, ethical and legal standards; HIPAA regulations; communication; cultural considerations in patient management; alternative models in clinical education; infection control and blood borne pathogens; universal precautions; OSHA regulations. Prerequisite: PT First Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 577: Clinical Internship I

3 Credit Hour(s)

This is a nine (9) week full-time clinical internship designed to develop skills deemed appropriate for entry-level physical therapy practice. Those skills include but are not limited to examination, evaluation, diagnosis, prognosis, and intervention. To accomplish this, students will participate in direct patient care that may include gait training, transfer training, assessment and measurement, intervention and patient education. Integration of the previous semester's academic curriculum will be the focus of the clinical internship. The outpatient facilities utilized for the internship will focus on musculoskeletal patient care. Prerequisites: PT Second Year professional status and Grade of C or better in all PT coursework.
Session: Summer
Year: All Years (GR)

PT 582: Clinical Internship II

3 Credit Hour(s)

This is a nine (9) week full-time clinical internship designed to further enhance the student's patient/client management skills. The focus of this internship will be the management of patients/clients with neuromuscular disorders, incorporating information and skills acquired in the previous academic semesters. The facilities utilized for the internship will focus on neurorehabilitation of any age group. Prerequisites: PT Third Year professional status and Grade of C or better in all required PT course work.
Session: Summer
Year: All Years (GR)

PT 600: Clinical Problem Solving in Neuromuscular Rehabilitation

2 Credit Hour(s)

This course is the third in a three part series which will explore special topics in neuromuscular rehabilitation through a tutorial problem based learning format to promote the development of clinical reasoning, clinical problem solving, collaborative skills, skills in self-assessment and independent learning. Students will work independently or collaboratively in a small group with a faculty mentor/tutor. Selected topics involving patients with neuromuscular diagnoses with specific goals will be presented by a faculty mentor/tutor to small groups in the form of directed learning experiences and patient/client case studies. Working independently or as a small group, students will then proceed in designing and implementing an action plan aimed at achievement of these goals. Students will be required to: interpret and analyze the information provided; gather additional information as necessary from reading and discussions of current scientific professional literature; and synthesize and present coherent, evidence based argument addressing the specific goals of each learning experience or case study. The faculty mentor/tutor will serve as a facilitator for directing the students' discussions and psychomotor activities. Learning objectives associated with each case study will focus on knowledge and skills associated with examination and intervention, as well as integration of published literature into clinical practice and contemporary practice issues including but not limited to social/cultural/psychosocial issues; legal and ethical aspects of professional behavior; discharge planning (including home/environmental needs, HEP); prognosis; practice issues (i.e. management of a collaborative care plan, supervision, constraints to practice); wellness and prevention; and accessing resources to facilitate patient care. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 606: Rehabilitation of the Patient With Spinal Cord Injury

1 Credit Hour(s)

This lecture/laboratory course will apply the conceptual framework of physical therapy management to patients/clients who have spinal cord injury during the acute, sub acute and long-term phases of care. Comprehensive exploration of the elements of physical therapy practice and patient/client management for patients/clients of all ages will be emphasized. Students are required to integrate and apply all previous academic/clinical knowledge with regard to musculoskeletal, neuromuscular, cardiopulmonary, and integumentary management, as well as application of environmental assessment/modification and assistive technology to enhance function, physical agents, and patient/caregiver education. Current scientific professional literature, integration of other systems, as well as critical thinking and decision making experiences for problem solving in all steps of patient/client management will be used. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 606L: Rehabilitation of the Patient With Spinal Cord Injury Lab

0 Credit Hour(s)

Laboratory techniques for Rehabilitation of the Patient with Spinal Cord Injury. Corequisite: PT 606.
Session: Fall
Year: All Years (GR)

PT 610: Management and Administrative Issues in Physical Therapy

4 Credit Hour(s)

A broad survey of topics essential to the administration and management of physical therapy services. Topics covered will include: strategic planning, organizational structure, reimbursement and income management, budgeting, marketing, personnel management, quality assurance, ethical dilemmas and problem solving, professional regulation and the legislative process, various forms of liability and risk management, health care policy and systems of health care service delivery, contract issues and the negotiation process, documentation issues, and appropriate delegation, supervision and collaboration in the provision of physical therapy services. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 612: Health Promotion, Fitness and Wellness

2 Credit Hour(s)

This course will provide the student with the conceptual framework for individual and community health promotion, as well as injury/disease prevention across the life span. Course content includes examination of concepts of health, health promotion, wellness and prevention, and health related quality of life (HRQoL). Basic epidemiological principles will be discussed and applied to specific diseases related to the practice of physical therapy including examination of best evidence for screening and prevention. Current theories of health behavior change will be discussed, as well as issues of adherence, locus of control, motivation, and the influence of culture and cultural issues on health promotion. To demonstrate understanding and application of the key concepts of health behavior change, students will assess their own level of wellness, implement a personal plan to address a particular health behavior, and analyze the outcome of the intervention. Community based health promotion will also be addressed including needs assessment, planning, resources, and process and outcome assessment. Students will apply their knowledge by creating a community based health promotion or disease/injury prevention program and present their project to their peers. Issues related to women's health will also be addressed including osteoporosis management, incontinence, pregnancy related issues, as well as pelvic floor dysfunction. Prerequisite: PT Third Year Fall professional status or permission of PT Department.
Session: Fall
Year: All Years (GR)

PT 651: Integrative Seminar in Physical Therapy V

0 Credit Hour(s)

PT 551 (I-IV) and PT 651 (V) Integrative Seminars focus on the integration of all corresponding courses within each semester of the curriculum. These sessions will act as forums within which the student learner will have the opportunity to conceptualize each aspect of rehabilitation and build them into an overall framework of patient/client care. Each session will generally have a theme of interest such that students can build upon their level of understanding of that material as well as experience, appreciate and value the complexity of the entire process. These forums are designed to act as learning communities to promote independent critical thinking and independent thought while assisting in preparing each student for all lecture, laboratory and clinical exposure components of the semester coursework. Prerequisite: PT professional status (corresponding Fall/Spring semesters) in First through Third years.
Session: Fall
Year: All Years (GR)

PT 680: Clinical Internship III

4 Credit Hour(s)

This is a nine (9) week full-time clinical internship designed to integrate all the academic knowledge gained as well as incorporate the previous clinical experiences to attain skills and behaviors of an entry-level physical therapist. The facilities utilized for the internship will focus on in-patient care of any age group and any setting. Prerequisites: PT Third Year professional status and Grade of C or better in all required PT course work.
Session: Summer
Year: All Years (GR)

PT 690: Clinical Internship IV

4 Credit Hour(s)

This is the final nine (9) week full-time clinical internship designed to enhance the student's entry- level skills in a special interest area of physical therapy. The facilities utilized for this internship will incorporate any setting appropriate for the delivery of physical therapy patient/client care. Prerequisites: PT Third Year professional status and Grade of C or better in all required PT course work.
Session: Summer
Year: All Years (GR)

PT 704: Musculoskeletal System

4 Credit Hour(s)

Differentiating musculoskeletal dysfunctions/disorders of the spine and upper and lower extremities, and their associated structures is the emphasis of this course. Students will further develop the concepts of decision-making and critical thinking in evidence-based clinical practice. Musculoskeletal examination and treatment techniques, including spinal and extremity thrust and nonthrust manipulation, will be presented and applied in a conceptual framework emphasizing functional restoration, health, and wellness. Laboratories will promote development of skill in the application of examination and intervention techniques discussed in a lecture format. Techniques will be discussed and practiced in the context of clinical problems. Students will have the opportunity to critically evaluate examination findings via paper cases to further build differential diagnosing and problem-solving skills as they relate to current practice standards. Contemporary perspectives to surgical management will be presented and explored by regional experts in the field. Algorithms for examination and intervention supported by the literature will be presented and discussed.
Session: Summer
Year: All Years (GR)

PT 705: Evidence Based Practice

2 Credit Hour(s)

The use of evidence to guide practice is essential in today's healthcare environment. This course will define evidence-based practice including its advantages and disadvantages. Students will learn the fundamental skills necessary to make patient management decisions based on data and best evidence and implement them into practice. Learning experiences will provide students with opportunities to conduct searches of relevant clinical and scientific literature, to review that literature efficiently and critically, and to utilize principles of research methods to design a patient centered research initiative relevant to their practice setting.
Session: Fall
Year: All Years (GR)

PT 720: Thrust Manipulation

3 Credit Hour(s)

This lecture and laboratory course is designed to teach the theory, rationale, and evidence supporting thrust manipulation. The course is designed to enhance psychomotor skill in utilizing mobilization and manipulation for the management of musculoskeletal disorders. The main focus of the program will be on determining the indications and contraindications of applying the techniques to assure both safety and treatment effectiveness. The areas emphasized will be based on evidence from recent clinical trials using manipulation to treat the spine and extremities.
Session: Spring
Year: All Years (GR)

PT 721: Neuromuscular Mobilization

2 Credit Hour(s)

This course presents examination and treatment strategies for patients who require an integration of neurological and orthopaedic (musculoskeletal) manual therapy procedures. Lab experiences will include skill development in spinal and extremity neuromuscular mobilization.
Session: Fall
Year: Odd Years (GR)

PT 722: Spinal Exercise Strategies

2 Credit Hour(s)

This course is designed to guide clinicians in the analysis of movement dysfunction and in the diagnosis and prescription of corrective exercise programs for spinal disorders. The course will involve both lecture and laboratory sessions and will integrate spinal exercise theories of McKenzie and Sahrmann as well as Australian and Nordic approaches.
Session: Fall
Year: Even Years (GR)

PT 723: Integrated Management of Sacroiliac Joint Dysfunction

2 Credit Hour(s)

This course is intended to provide the participant with basic examination and treatment approaches to the sacroiliac joint. A rationale for this approach will be provided by a review of the available evidence for examination and treatment.
Session: Spring
Year: All Years (GR)

PT 724: OMPT Residency (Mentorship)

3 Credit Hour(s)

A post-professional planned learning experience in a focused area of clinical practice. The clinical residency (fellowship) combines opportunities for ongoing clinical supervision and mentoring with a theoretical basis for advanced practice and scientific inquiry in a defined area of sub-specialization beyond the generally-accepted Description of Specialty Practice.
Session: Fall and Spring and Summer (GR)

PT 725: Problem Solving in Orthopaedic Manual Physical Therapy

2 Credit Hour(s)

A planned program of post professional clinical education for physical therapists that is designed to advance significantly the physical therapist resident's problem solving abilities in orthopaedic manual physical therapy. The experience combines opportunities for ongoing clinical supervision and mentoring, with theoretical questioning regarding advanced practice, patient questions, and case analysis. This experience may be conducted at the clinical site or through distance learning opportunities.
Session: Fall and Spring and Summer
Year: All Years (GR)

PT 726: Research Project

2 Credit Hour(s)

This course will involve collection of data, interpretation of results, and/or analysis of a research question presented in PT 705 (Evidence Based Practice). The outcome product of the course may be a thorough review of the literature or meta-analysis, case study, case series, or involvement in a study that is suitable for publication or professional presentation.
Session: Fall and Spring and Summer
Year: All Years (GR)

PT 727: Review-Objective Structured Clinical Exam

1 Credit Hour(s)

This course will involve a review of the psychomotor skills learned throughout the Fellowship program. The course will meet on an as needed basis to prepare the student for the Objective Structured Clinical Exam (OSCE). The OSCE is a practical examination involving several stations that assesses the student's ability to problem solve simulated cases and apply analytical and psychomotor skills in the area of Orthopaedic Manual Physical Therapy.
Session: Fall and Spring and Summer
Year: All Years (GR)

PT 728: Lab in Orthopaedic Manual Physical Therapy

1 Credit Hour(s)

This course is a distance learning laboratory offering which is designed such that the student will be able to view OMPT techniques via a computer live while at home or at work. The professor for this course will demonstrate examination and intervention procedures pertaining to OMPT while the student is provided the opportunity to interact with the professor by asking questions. To access the lab. the student will be given a link to Daemen College OMPT lab session.
Session: Fall and Spring and Summer
Year: All Years (GR)

PT 729: McKenzie Part A

3 Credit Hour(s)

An introduction to the concepts and applications of the McKenzie Method to Mechanical Diagnosis and Therapy focusing on the lumbar spine. As the name implies, this course focuses on the lumbar spine and the application of the McKenzie theory and techniques in the mechanical diagnosis of problems and the therapeutic approaches to resolve these problems. The course also includes patient demonstration, analysis and discussion. The principle format is lecture, discussion and live patient demonstrations.
Session: Spring
Year: All Years (GR)

PT 730: McKenzie Part B

3 Credit Hour(s)

Following Part A, how the McKenzie Method applies to the cervical and thoracic spines will be examined utilizing the same teaching format. This course focuses on the cervical and thoracic spine and the application of the McKenzie theory and techniques in the mechanical diagnosis of problems and the therapeutic approaches to resolve these problems. The course also includes patient demonstration, analysis and discussion. The principle format is lecture, discussion and live patient demonstrations
Session: Summer
Year: All Years (GR)

Special Education

SED 498: Student Teaching Seminar At the Early Adolescent School Level (7-9)

6 Credit Hour(s)

One professional laboratory at the early adolescent school level (7-9) experience covers observation of special education classroom situations with gradually increasing responsibility through participation with the lead content teacher under supervision. Individual student teachers are guided by periodic conference with the college supervisor. Six hours. (GR)

SED 499: Student Teaching Seminar At the Secondary Adolescent School Level (10-12

6 Credit Hour(s)

One professional laboratory experience at the secondary adolescent school level (10-12) covers observation of special education classroom situations with gradually increasing responsibility through participation with the lead content teach under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Six hours. (GR)

SED 500: Educational Psychology

3 Credit Hour(s)

This course is designed to provide a thorough understanding of psychological concepts, principles and theories central to the teaching-learning process, including classroom problems encountered by educators.
Session: Fall (GR)

SED 501: Introduction to Special Education

3 Credit Hour(s)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation, and current issues and trends in special education.
Session: Fall (GR)

SED 502: Special Education: Laws and Trends

3 Credit Hour(s)

This course provides an in-depth review of trends and legislation which impact on the disabled, the families of children with disabilities, and the professional people who serve the disabled. Identification, evaluation, and implementation of service delivery models will be included. The course will examine research implications and social movements for future trends in prevention, services, legislation, litigation and personnel preparation in special education. Co-requisite: SED 501.
Session: Fall (GR)

SED 503: Assessment & Evaluation of Students with Disabilities

3 Credit Hour(s)

The purpose of this course is to offer an advance set of skills in assessment as it applies to the characteristics and needs of the student who is disabled (e.g. mentally retarded, learning disabled, or emotionally/behaviorally disordered). The course will emphasize the basic considerations of assessment and measurement, as well as the actual assessment instruments, techniques, and decisions which lead to appropriate educational programming for these target groups. The course will also examine the use of informal methods used in special education classrooms; portfolio assessment, authentic assessment, observation, anecdotal and various recording methods will also be covered. Field Experience Required.(Brooklyn only).
Session: Fall and Spring and Summer (GR)

SED 504: The Reading Process for Students with Disabilities

3 Credit Hour(s)

This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. Prerequisite: SED 502. Field Experience Required.
Session: Fall and Spring and Summer (GR)

SED 505: Classroom and Behavior Management for Students with Disabilities

3 Credit Hour(s)

The competencies, knowledge and skills necessary to conduct effective behavior management programs for the benefit of students with disabilities in a variety of special education settings and inclusive programs will be emphasized. The course will also examine the principles of applied behavior analysis, cognitive behavior modification, and other approaches used in assisting students with special needs to monitor and manage their own behavior. Field Experience Required.
Session: Spring (GR)

SED 506: Instructional Methods and Strategies for Learners with Special Needs

3 Credit Hour(s)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required.
Session: Fall and Spring and Summer (GR)

SED 512: Collaborative Approaches within Inclusive Programs

3 Credit Hour(s)

A course designed for the study of the teaching process with special emphasis on competencies necessary for effective communication and interaction with parents, students, ancillary personnel, peers, paraprofessionals, and volunteers. Specific emphasis will be given to the development of interpersonal skills required for various team members both in special and regular education. Issues explored will include: interpersonal relationships - the roles played by one's self-concept, perceptions, emotions; language, nonverbal communication, and listening versus hearing; intimacy and distance in relationships, improving communication climates, and managing interpersonal conflicts. Field Experience Required. Prerequisites: SED 502, 506.
Session: Fall and Summer (GR)

SED 513: Survey of Learning Disabilities

3 Credit Hour(s)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its' prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners.
Session: Fall (GR)

SED 515: Introduction to Theories of Learning, Child Development and Cognitive Studies

3 Credit Hour(s)

The course will provide a thorough understanding of child development, psychological concepts, principles and theories involved in the teaching-learning process. This course will also cover current cognitive theories of learning and brain-based learning studies used in today's classroom.
Session: As Needed (GR)

SED 516: Introduction to Special Education, Educational Policies, Community Education, and Working with Families

3 Credit Hour(s)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation. The course will also provide an advance understanding of the historical, philosophical and sociological practices in education, an analysis of the social structure of the community and suggestions on how to involve community members and families in the education of children. Focus will also be given to collaboration with family members as a part of the educational team. Field Experience Required.
Session: Fall and Spring (GR)

SED 517: Instructional Methods and Strategies for Effective Classroom Management for Learners with Special Needs

3 Credit Hour(s)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required.
Session: Fall and Spring (GR)

SED 519: Literacy Instruction and Students with Learning Disabilities

3 Credit Hour(s)

Offered in the Alternative TRANS-B program; not available at Main Campus. This course presents a variety of research-based methods and curricula currently used for teaching literacy skills for students with special needs. Emphasis will be placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities will be addressed. Critical assessment of commercial reading and other language arts materials/programs is included. Field Experience Required.
Session: Fall and Spring and Summer (GR)

SED 522: Curriculum Adaptations/ Modifications In the Content Areas of Math, Science, Social Studies, and Technology

3 Credit Hour(s)

IDEA (1997) affords students with learning disabilities special services within the least restrictive environment. These services include accommodations and modifications as documented by the child's IEP. This course will cover mandated modifications in the areas of environmental/management, materials, content, instructional and testing/evaluation modifications across content areas in order to maintain the child with special needs in the regular education classroom and curriculum. Field Experience Required.
Session: Fall (GR)

SED 523: Survey of Learning Disabilities and Instructional Methods

3 Credit Hour(s)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. Field Experience Required.
Session: Fall and Spring (GR)

SED 535: Reading Diagnosis and Instruction

3 Credit Hour(s)

This course provides for advance skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. The primary purpose of this course is to assist in the development of a competent classroom teacher who can successfully assess and design instructional plans for problem readers. In this course, the participants will develop competence in assessing and evaluating readers. They will explore and critique various informal and formal assessments. They will also have the opportunity to implement assessments, and analyze and interpret results, determine an instructional focus based on the data gathered, and address materials and methods that can be used with atypical readers. Field Experience Required.
Session: As Needed (GR)

SED 540: Survey of Emotional and Behavioral Disorders

3 Credit Hour(s)

This course provides a historical overview of services, assessment, theories of and intervention strategies for children with emotional/behavioral disorders. Etiological concerns will cover the roles of biology, sociological phenomena, family, and the school.
Session: Summer
Year: All Years (GR)

SED 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs

3 Credit Hour(s)

This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including a recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview with significant caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Field Experience Required.
Session: Fall and Spring (GR)

SED 559: Introduction to Autism Spectrum Disorders

3 Credit Hour(s)

The course will provide participants with a framework for understanding the definition and history of autism. The medical and educational knowledge of treatment efforts to promote the appropriate education and services for young children, adolescents and young adults with Autism Spectrum Disorders (ASD) will be discussed. The course will also focus on the social and communication needs of children with ASD. This course is intended as a general overview of autism.
Session: Spring and Summer (GR)

SED 570: Special Education Student Teaching and Seminar at the Primary Level for Children with Disabilities

3 Credit Hour(s)

Two professional laboratory experiences cover observation of special education classroom situation with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Students seeking initial certification will complete this experience. Prerequisites: 502, 503, 504, 505, 506, 512.
Session: Fall and Spring (GR)

SED 580: Special Education Student Teaching and Seminar at the Intermediate Level for Children with Disabilities

3 Credit Hour(s)

This course is designed to provide candidates with comprehensive classroom teaching experiences, which serve to culminate the professional sequence of teacher preparation and other related courses. Student teachers will be presented with the opportunity to observe, practice, discuss, evaluate, and modify teaching strategies and methods in intermediate childhood special education classroom settings (grades 4-6). Within the professional laboratory experience, candidates will be provided with gradually increasing lesson presentation and teaching responsibilities with the ultimate outcome of attending to all of the details that comprise a full day and week(s) of teaching.
Session: Fall and Spring
Year: All Years (GR)

SED 600: Research Methods in Special Education

3 Credit Hour(s)

The course will emphasize direct investigation, methods, procedures, and reviews of research in special education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of findings based on sound methodological procedures. Prerequisites: SED 502, 503, 506.
Session: Fall and Spring (GR)

SED 602: Special Education: Laws and Trends

3 Credit Hour(s)

An in-depth review of legislation which impacts on the disabled, the families of children with disabilities, and the professional people who serve the disabled. Research implications and social trends in prevention, service, legislation, litigation and personnel preparation in special education.
Session: Fall (GR)

SED 603: Standards Based Assessment and Instruction for Students with Disabilities

3 Credit Hour(s)

The course will emphasize the use of standards-based instruction and learning with assessment and measurement, as well as assessment instruments and decisions which lead to appropriate educational programming.
Session: Spring (GR)

SED 606: Instructional Methods and Strategies for Students with Disabilities

3 Credit Hour(s)

The course will focus on understanding and facilitating the learning process to support students with mild to moderate disabilities who are within regular and special education settings to become independent and life-long learners. The components of effective curricular and instructional design, including outcomes, assessment, goal setting, learning activities and measurement of outcomes will be related to NYS Standards.
Session: Fall (GR)

SED 610: Seminar in Special Education/Action Research

3 Credit Hour(s)

This course will provide an opportunity for candidates to investigate and research the literature in a designated and/or variety of specializations(s) and integrate the results of this research with knowledge of best practices, current trends and controversial issues. Candidates will have opportunities to 1) evaluate published research utilizing their existing SED 600 knowledge base, 2) expand their analytical abilities by learning about additional quantitative, as well as qualitative, research designs (e.g. correlational, single-subject, ethnographic, etc.), and 3) synthesize findings in designated research areas in the form of at least one well-crafted literature review.
Session: Fall and Spring and Summer (GR)

SED 612: Quality Inclusion/Collaboration Methods

3 Credit Hour(s)

The study of the teaching process with special emphasis on competencies necessary for effective communication and interaction with parents, students, ancillary personnel, peers, paraprofessionals, and volunteers. The focus will be on mastery of how inclusion and the various service models allow for the team teaching of students with disabilities in the regular education setting. The course will examine collaboration, reciprocal teaching methods and strategies for academic and social inclusion of students.
Session: Fall (GR)

SED 615: Issues, Trends, and Research in Special Education

3 Credit Hour(s)

This course is designed as a seminar for the discussion of current issues and trends in special education. The role of research in educational reform will be highly emphasized. Topics may include, but are not limited to, inclusive education, collaborating with parents and professionals, assessment, early intervention, transition, and categories of disability.
Session: Summer
Year: All Years (GR)

SED 635: Reading Diagnosis and Instruction

3 Credit Hour(s)

This course provides for advanced skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. A 10 hour practicum is required.
Session: Spring (GR)

SED 639: The Writing Process and Students with Disabilities

3 Credit Hour(s)

This course will investigate all stages of the writing process from both a student and teacher perspective. The focus will be on how to apply this information with students with disabilities in the regular and special education classroom.
Session: Summer (GR)

SED 642: Curriculum Modifications in the Content Areas of Mathematics, Science, Social Studies, and Technology

3 Credit Hour(s)

This course examines specific content and instructional strategies for teaching Math, Science, Technology and Social Studies to students with disabilities in the regular and special education classroom.
Session: Spring (GR)

SED 696: Comprehensive Examination

0 Credit Hour(s)

Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)

SED 699: Research Project in Special Education

3 Credit Hour(s)

This course is an alternative culminating project to the comprehensive exam, and is available, with the approval of the chair, to graduate candidates pursuing a Master's degree in special education. Candidates admitted to the graduate programs have the option to take a comprehensive exam (SED 696) at the end of their program of study or complete a thesis/research project. Under the direction of a faculty advisor, the candidate will demonstrate the capacity to complete independent research that he/she facilitates, organizes, and expresses in both oral and written form of an original thought or of questions that relate to his/her professional skills or interests in the field of special education. Prerequisites: Core courses and specialization courses.
Session: Summer
Year: All Years (GR)

SED 700: Applied Behavior Analysis

3 Credit Hour(s)

Applied Behavior Analysis (ABA) is a course designed to provide the student with an understanding of the Concepts and Principles that underlie the science of ABA. The historical and philosophical background of ABA will be covered and students will learn about the essential elements of ABA. An introduction to behavioral measurement will be provided in the context of some basic behavior change methods. Additionally, students will be introduced to the Laws, Rules, and Regulations regarding the practice of ABA.
Session: Fall
Year: All Years (GR)

SED 702: Behavioral Measurement and Assessment

3 Credit Hour(s)

Behavioral Measurement and Assessment is a course designed to provide the student with experience in careful measurement and assessment of behavior. Methods for obtaining specific types of behavioral data, graphing and analyzing data, making recommendations and terminating services will be covered. Additionally, some behavior change procedures will be introduced for students to learn, measure, and evaluate.
Session: Spring
Year: All Years (GR)

SED 704: Functional Assessment

3 Credit Hour(s)

Functional Assessment is a course designed to provide the student with the history and hands on experience in fundamental elements of direct observation, functional behavioral assessment, functional analysis methodology, function-based intervention, and function-based behavior change intervention procedures.
Session: Summer
Year: All Years (GR)

SED 706: Research Methods and Experimental Design

3 Credit Hour(s)

Research Methods and Experimental Design is a course designed to provide the student an understanding of the importance of Single Case Research Designs (SCRDs) and the ability to evaluate and implement them. Students will design evaluations of the influence of independent variables on dependent variables in representative SCRDs. Students will also conduct component and parametric analyses. Additionally, students will design ethical evaluations of the effectiveness of interventions, state and plan for the unwanted effects of independent variables, and assess and interpret the threats to internal and external validity in experimental designs, including interobserver agreement, and reliability of the independent variable.
Session: Fall
Year: All Years (GR)

SED 708: Ethics and Professional Conduct

3 Credit Hour(s)

Ethics and Professional Conduct is a course designed to provide the student with a background in fundamental elements of ethical and professional behavioral practice. Students will learn to apply the "Professional and Ethical Compliance Code for Behavior Analysts" to ethical and professional conflicts.
Session: Spring
Year: All Years (GR)

SED 710: Behavior Change Procedures

3 Credit Hour(s)

Behavior Change Procedures is a course designed to provide the student with a comprehensive experience in the fundamental elements of behavior change and specific behavior change procedures. This will also cover the design and implementation of behavioral interventions, including environmental modification and generalization. Students will learn general concepts and principles, including matching law, behavioral cusps, verbal behavior, and derived stimulus relations. Students will also learn specific techniques that include shaping, chaining, punishment, extinction, and generalization.
Session: Summer
Year: All Years (GR)

SED 712: Autism Spectrum Disorders

3 Credit Hour(s)

Autism Spectrum Disorders (ASD) is a course designed to provide the student with an overview of the history and current considerations related to the diagnosis of autism across the lifespan. The biological bases and behavioral phenotype of autism will be taught within the framework of child development and transition to adulthood to geriatric. Students will learn to plan and evaluate treatments for people with ASD and will write and communicate to the audience of the consumer. The New York State regulations on ABA will be reviewed and the students will take and pass a state mandated course on Identification and Reporting of Child Abuse.
Session: Fall
Year: All Years (GR)

SED 714: Supervised Practicum and Seminar In Applied Behavior Analysis

2 Credit Hour(s)

This course is the introduction to a Supervised Practicum in Applied Behavior Analysis, and consists of a 150 clock hour supervised placement (10 hours per week at site), along with a weekly class Seminar. (Students are not permitted to work less than 10 hours for their practicum hours).
Session: Spring
Year: All Years (GR)

SED 716: Maintenance of Client Records

2 Credit Hour(s)

Maintenance of Client Records is a course designed to provide the student with an ability to identify and apply federal, state, and professional standards for maintenance of client records, including specific state agency standards while in practice, in the office, and while working remotely. Students will also learn about best practice for maintenance of client records while file-sharing, using telepractice, professional social media and advertising, and conducting research with consented participants. Students will also identify and apply best practice for maintenance of client records while saving, archiving, and destroying records.
Session: Spring
Year: All Years (GR)

SED 718: Issues of Cultural and Ethnic Diversity

3 Credit Hour(s)

Issues in Cultural and Ethnic Diversity in ABA is a course designed to provide the student with an overview of the history and current considerations related to providing ABA services to individuals with autism who are members of diverse populations. Aspects of cultural and ethnic diversity will be covered and the students will apply behavioral assessments and interventions with modifications based on needs from the individuals served.
Session: Fall
Year: All Years (GR)

SED 722: Applied Behavior Analysis Capstone Research Project

3 Credit Hour(s)

The ABA Capstone Research Project will provide the structure and guidance for students to create a Master's-level thesis based on a research project of the student's area of interest in ABA and Autism Spectrum Disorders (ASD). Students will be engaged in a systematic process of research which is expected to be genuine, of high quality, and maintains a level of rigor and integrity. Students will also follow the formal process for developing a research idea, securing appropriate research approvals, conducting the research, and writing the Master's thesis.
Session: Summer
Year: All Years (GR)

Social Work

SW 511: Foundations of Micro/Mezzo Practice

3 Credit Hour(s)

This course emphasizes the development of practice knowledge and skills necessary for micro and mezzo social work practice. Students will be introduced to the philosophies, role sets, values, ethics, and knowledge base of professional social work practice. Specific theories and intervention strategies for use with individuals, families, and treatment groups will be explored and applied.
Session: Fall
Year: All Years (GR)

SW 512: Foundations of Macro Practice

3 Credit Hour(s)

This course emphasizes the development of practice knowledge and skills necessary for macro social work practice. Students will be introduced to the philosophies, role sets, values, ethics, and knowledge base of professional social work practice in community and organizational settings. Specific theories and intervention strategies will be explored and applied.
Session: Spring
Year: All Years (GR)

SW 513: Social Work Research

3 Credit Hour(s)

This course presents the conceptual foundations and methods of research in order to help students integrate research knowledge within their professional social work practice. The research process is followed from problem identification to the conceptualization of research questions, sampling, design, measurement, data collection, and analysis.
Session: Fall
Year: All Years (GR)

SW 514: Applied Research & Data Analysis

3 Credit Hour(s)

The course will prepare students to utilize applied research techniques to evaluate their practice; improve program, policy, and service delivery systems; and initiate change. Students will also develop skills in collecting quantitative and qualitative data (using appropriate computer applications) and gain a basic understanding of data analysis and interpretation.
Session: Spring
Year: All Years (GR)

SW 515: Oppression, Power & Change

3 Credit Hour(s)

This course will involve students in an examination of oppression, power, and change to provide them the knowledge and skills necessary to engage in anti-oppressive social work practice. Students will identify strategies for more effectively working with diverse and vulnerable populations and will gain a greater appreciation of the advocate's role in eliminating barriers to rights, opportunities, and services for the oppressed and marginalized through an examination of contemporary activism.
Session: Fall
Year: All Years (GR)

SW 516: Social Welfare History, Policy And Services

3 Credit Hour(s)

This course emphasizes the social, cultural, political, and economic implications of major social welfare legislation as well as the linkage between social problems and social policies, programs, and services. Students are also introduced to the legislative process and engage in projects to develop their advocacy skills.
Session: Spring
Year: All Years (GR)

SW 517: Human Behavior and the Social Environment

3 Credit Hour(s)

This course focuses on the development of the individual from conception through older adulthood and examines the impact of various aspects of the social environment (i.e., family, groups, organizations, and community) on that development. Content includes empirically-based theories and knowledge related to interactions between and among individuals, groups, societies, and systems.
Session: Fall
Year: All Years (GR)

SW 519: Field Instruction and Seminar

3 Credit Hour(s)

This seminar focuses on the enhancement of generalist practice social work skills and the integration of theory and practice concurrent with the student's field placement. The course offers students an opportunity to process their field placement experience in a safe, confidential, and educationally-enriched environment.
Session: Fall
Year: All Years (GR)

SW 520: Field Instruction II and Seminar

3 Credit Hour(s)

This seminar focuses on the enhancement of generalist practice social work skills and the integration of theory and practice concurrent with the student's field placement. The course offers students an opportunity to process their field placement experience in a safe, confidential, and educationally-enriched environment.
Session: Spring
Year: All Years (GR)

SW 611: Crisis Management With Evidence Based Interventions

3 Credit Hour(s)

The course is designed to increase student knowledge and skills related to crisis intervention in light of increased acute crises in our society. Students will apply crisis intervention theory and models of intervention to various problem areas such as suicide, sexual assault, domestic violence, substance abuse, grief and loss, disasters, and violent behavior in institutions.
Session: Fall
Year: All Years (GR)

SW 612: Advanced Clinical Practice With Evidence Based Intervention

3 Credit Hour(s)

This course examines theories of clinical social work practice and their application in the engagement, assessment (diagnosis), intervention (treatment planning), and evaluation of individual clients. This is an advanced practice seminar in which mastery of all previous generalist coursework of the MSW Program curriculum is assumed.
Session: Spring
Year: All Years (GR)

SW 617: Psychopathology

3 Credit Hour(s)

This course is designed to provide students with an in-depth understanding of the major mental disorders manifested in children, youth, and adults. Student capacity for differential diagnosis and treatment planning will be enhanced through examination of genetic, biological, psychological, and social causes; development; and manifestation.
Session: Fall
Year: All Years (GR)

SW 619: Field Instruction III and Seminar

3 Credit Hour(s)

This course focuses on the enhancement of advanced (clinical) practice social work skills and the integration of theory and practice concurrent with the student's field placement. This course offers students an opportunity to process their advanced (clinical) field placement experience in a safe, confidential, and educationally-enriched environment through the monthly seminar.
Session: Fall
Year: All Years (GR)

SW 620: Field Instruction IV and Seminar

3 Credit Hour(s)

This course focuses on the enhancement of advanced (clinical) practice social work skills and the integration of theory and practice concurrent with the student's field placement. This course offers students an opportunity to process their advanced (clinical) field placement experience in a safe, confidential, and educationally-enriched environment through the monthly seminar.
Session: Spring
Year: All Years (GR)

SW 652: Concentration: Children and Families I

3 Credit Hour(s)

This course builds on the generalist curriculum and prepares students to demonstrate advanced competencies in practice with children and families. The course utilizes a systems of care framework that emphasizes family-centered practice, cultural competency, and community-based services as contexts for development of basic competencies in child and family practice. Practice will be informed by a trauma-informed perspective with an emphasis on building protective factors to strengthen children and families.
Session: Fall
Year: All Years (GR)

SW 653: Concentration: Children & Families II

3 Credit Hour(s)

This course builds on the generalist curriculum and prepares students to demonstrate advanced competencies in practice with children and families across the life span. This course expands on Children and Families I by applying the frameworks and practice models learned in the first course to specific issues facing children and families across the life span including child maltreatment, domestic violence, substance abuse, mental illness, physical illness, poverty, and care of aging parents.
Session: Spring
Year: All Years (GR)

SW 680: Social Work Licensure Preparation

0 Credit Hour(s)

This course prepares students to take the Association of Social Work Boards (ASWE) Master and Clinical examinations to secure licensure in New York and other states.
Session: Spring
Year: All Years (GR)

SW 682: Clinical Practice With Children

3 Credit Hour(s)

This course deepens student understanding and application of concepts, theoretical perspectives, and techniques of advanced (clinical) social work practice with children and adolescents (and their families) as primary client system. Various phases of the therapeutic process, including assessment, use of therapeutic modalities, and documentation, are explored and applied. The understanding of play as purposeful, meaningful communication for and with children is integrated throughout the course.
Session: Spring
Year: All Years (GR)