All Courses: Fall 2023

ABA 600: Behaviorism

3 Credit Hour(s)

Behaviorism is a course designed to provide the student with an understanding of the philosophical underpinnings of the science of human behavior and the origins of behaviorism. The historical and philosophical background of the science will be covered and students will learn about the development of the essential elements of behaviorism. (GR)

ABA 601: Basic Behavior Analysis

3 Credit Hour(s)

This course provides an overview of basic research and behavioral processes in operant and respondent conditioning, with both humans and nonhuman animals. An emphasis will be placed on an experimental analysis, meaning systematic manipulations designed to produce specific changes in behavior. (GR)

ABA 602: Concepts and Prinicples of Behavior

3 Credit Hour(s)

Concept and Principles of Behavior is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. Additionally, this course is designed to provide the student experience in careful measurement and assessment of behavior which forms the basis for research methods and experimental design. Specifically, methods for objectively defining target behaviors and obtaining various types of behavioral data. Prerequisite: ABA 601. (GR)

ABA 603: Supervised Experience in Concepts And Principles of Behavior

1 Credit Hour(s)

This course is an optional 1-credit hour clinical field work course that is the third fieldwork experiential learning opportunity in a series of 3 courses in the program. This course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified supervisor with faculty oversight, students will be required to engage in the direct implementation of Concepts and Principles of Behavior Analysis in an applied setting. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner meeting the requirements of the jurisdicton of practice, BACB� and Daemen University. Prerequisite: ABA 602 (GR)

ABA 604: Research Methods and Experiemental Design-On Campus

3 Credit Hour(s)

Research Methods and Experimental Design is a course designed to expand students' knowledge of measurement systems to solidify the foundational skills needed for understanding and utilizing research methods and experimental designs. Specifically, students will understand how to identify measurement selection procedures, as well as how to graphically display and analyze data.Students will understand 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 review comparative, 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. Prerequisite: ABA 602 (GR)

ABA 606: 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. Prerequisite: ABA 604 (GR)

ABA 607: Supervised Experience I Functional Assessment

1 Credit Hour(s)

This course is an optional 1-credit hour clinical field work course that is the third fieldwork experiential learning opportunity in a series of 3 courses in the program. This course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified supervisor with faculty oversight, students will be required to engage in the direct implementation of functional assessment in an applied setting. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner meeting the requirements of the jurisdiction of practice, BACB� and Daemen University. Prerequisite: ABA 606. (GR)

ABA 608: Ethics and Professional Conduc

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 Ethics Code for Behavior Analysts to ethical and professional conflicts. (GR)

ABA 610: Advanced Applicaions in Behavioral Sicen-On Campus

3 Credit Hour(s)

Advanced Applications in Behavioral Science is a course designed to provide the student with a comprehensive experience in the application of fundamental elements of behavior change and specific behavior change procedures. This course will cover the design and implementation of behavioral interventions based on individualized assessment results, including environmental modification and planning for generalized outcomes. Students will learn to apply advanced concepts and principles, including matching law, behavioral cusps, verbal behavior, and derived stimulus relations to improve socially significant behaviors in a variety of contexts. Prerequisites: ABA 604 and ABA 606. (GR)

ABA 612: Organizational Behavior Management

3 Credit Hour(s)

The purpose of this course is to provide an overview of current research and practice in the field of Organizational Behavior Management (OBM). OBM is a subspeciality of behavior analysis, applying the science to organizational concerns such as training, safety, productivity and quality in the workplace. Students will also learn to identify effective leadership and supervision methods for the workplace or their professional practice. Prerequisite: ABA 602. (GR)

ABA 630: Comprehensive Examination in Behavioral Science

1 Credit Hour(s)

The purpose of the Comprehensive Examination in Behavioral Science course is to simulate the experience of taking the certification exam and to provide additional review/support of the certification exam content. This course will provide the student an opportunity to take two mock exams. The first mock exam (Practice Mock Exam) will occur at the start of the semester and the results will provide the student with areas of weakness to further study and develop. The second mock exam (Live-Proctored Mock Exam) will occur at the end of the semester. During the time between the two mock exams the student will receive support from an instructor which will include structured review sessions of previously taught material, individual meeting(s), and suggested resources that align with the exam content and the students areas of weakness as identified from the Practice Mock Exam. Students will receive a grade of (P) Passing or a grade of (F) Failure. To pass the course, the student must receive a passing score on the Live-Proctored Mock Exam that is taken at the end of the course. The Live-Proctored Mock Exam will generate a score report that indicates if the student passed the mock exam according to the requirements of the BCBA� certification exam. Prerequisites: ABA 608, ABA 610, ABA 612. (GR)

ABA 640: Applied Behavior Analysis Capstone Research Project

3 Credit Hour(s)

The ABA Capstone Project will provide the structure and guidance for students to complete a final program project or, when time allows at the discretion of the instructor and with permission from a project mentor (i.e., Behavioral Science Department faculty) create a Master's-level Capstone Project based on a research project of the student's area of interest in ABA. Students' experiences will be different depending on the chosen project, however in all cases students will finish the ABA Master's program with a final product that incorporates critical skills of a practicing behavior analyst. Students who satisfactorily complete their Capstone Project with all of the required components will receive a grade of (P) Passing. Conversely, students who are unsuccessful in completing the requisite components of the master's capstone project will receive a grade of (F) Failure. Prerequisites: ABA 608 and ABA 610. Can take concurrently with ABA 612. (GR)

ABA 660: Thesis in Behavior Analysis I

3 Credit Hour(s)

Thesis in Behavior Analysis I is the first in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will utilize the skills they have learned throughout their graduate program to (a) identify a behavior analytic thesis project topic from options provided by program faculty, (b) develop a research question(s), (c) complete a thorough literature review on the selected topic, (d) obtain approval to conduct research from Daemen University's Institutional Review Board - Human Subjects Research, and (e) write a research proposal document that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) hypothetical results, (v) graphical display of results, and (vi) a description of how their proposed results relate to previous research, as well as influence future research/practice. The culminating experiences include a written proposal in APA format and oral presentation. Prerequisites: ABA 608 and ABA 610. Can take concurrently with ABA . (GR)

ABA 661: Thesis in Behavior Analysis II

3 Credit Hour(s)

Thesis in Behavior Analysis II is the final course in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will fully execute the implementation of their proposed research project. This will include (a) (b) developing consent forms, (c) developing protocols, as well as social validity and treatment fidelity measures, (d) collecting and analyzing data, and (d) engaging in ethically sound behavior analytic research. Students will be required to complete a final thesis project written paper, in APA format, that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) results, (v) graphical display of results, and (vi) a description of how their results relate to previous research, as well as influence future research/practice. Additionally, students are expected to complete an oral thesis defense presentation that summarizes their research project/paper. Approval of defense completion by the student's thesis committee is required to pass the course. Prerequisite: ABA 660. (GR)

ABA 700: Behaviorism

3 Credit Hour(s)

Behaviorism is a course designed to provide the student with an understanding of the philosophical underpinnings of ABA and the origins of behaviorism. The historical and philosophical background of our science will be covered and students will learn about the development of the essential elements of ABA. (GR)

ABA 701: Basic Behavioral Analysis

3 Credit Hour(s)

This course provides an overview of basic research and behavioral processes in operant and respondent conditioning, with both humans and nonhuman animals. An emphasis will be placed on an experimental analysis, meaning systematic manipulations designed to produce specific changes in behavior. (GR)

ABA 702: Concepts and Principles of Behavior Analysis

3 Credit Hour(s)

Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)

ABA 704: Research Methods, Measurement and Experimental Design

3 Credit Hour(s)

Research Methods, Measurement, and Experimental Design is a course designed to provide the student experience in careful measurement and assessment of behavior which forms the basis for research methods and experimental design. Specifically, methods for obtaining types of behavioral data, and graphing and analyzing data will be covered. Students will understand 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 comparative, 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 Prerequisites: ABA 702 (GR)

ABA 706: 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. Prerequisite: ABA 704. (GR)

ABA 708: Ethics and Professional Conduc

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 Ethics Code for Behavior Analysts to ethical and professional conflicts. (GR)

ABA 710: Behavior Change Procedures

3 Credit Hour(s)

Behavior Change and Procedures is a course designed to provide the student with a comprehensive experience in the application of fundamental elements of behavior change and specific behavior change procedures. This course will cover the design and implementation of behavioral interventions based on individualized assessment results, including environmental modification and planning for generalized outcomes. Students will learn to apply general concepts and principles, including matching law, behavioral cusps, verbal behavior, and derived stimulus relations to improve socially significant behaviors. Students will also learn to apply specific techniques such as shaping, chaining, punishment and extinction. Prerequsite: ABA 706 (GR)

ABA 712: Client Record Keeping, Supervision, and Personnel Management

3 Credit Hour(s)

This course is designed to provide the student with an ability to identify and apply federal, state, and professional standards for creating, saving, maintaining, archiving, and destroying client records. Students will also learn about best practices in ABA for personnel management and supervision of new behavior analysts. Prerequsite: ABA 706 (GR)

ABA 714: Assessment and Measurement Tool

3 Credit Hour(s)

Assessment and Measurement Tools is a course designed to provide the student experience in assessment and measurement of behavior. Students will gain experience with developing individualized assessment and measurement procedures, as well as using commercially available and commonly-used assessment and measurement systems. Prerequisite: ABA 704. (GR)

ABA 716: 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. Specifically, as per NYS Education Law, all students enrolled in programs leading to licensure in behavior analysis are required to complete training in the identification and reporting of child abuse and maltreatment. Daemen University has incorporated this training as part of the required coursework for ABA 716: Autism Spectrum Disorders. Resources will be provided as part of the class for completing the two-hour online Child Abuse course. The course provides an overview of the mandated reporter's legal obligations and protections, the laws related to child abuse and maltreatment, the signs and symptoms of abuse and neglect, and available resources. There is a $30 fee for the course. Upon course completion, students are required to submit their Certification of Completion to the instructor. (GR)

ABA 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. (GR)

ABA 720: Thesis in Behavior Analysis I

3 Credit Hour(s)

Thesis in Behavior Analysis I is the first in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will utilize the skills they have learned throughout their graduate program to (a) identify a behavior analytic thesis project topic from options provided by program faculty, (b) develop a research question(s), (c) complete a thorough literature review on the selected topic, (d) write a research proposal document that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) hypothetical results, (v) graphical display of results, and (vi) a description of how their proposed results relate to previous research, as well as influence future research/practice. The culminating experiences include a written proposal in APA format and oral presentation. Prerequsite: ABA 708 and 710 (can take concurrently with 712, 716, or 718). (GR)

ABA 721: Thesis in Behavior Analysis II

3 Credit Hour(s)

Thesis in Behavior Analysis II is the final course in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will fully execute the implementation of their proposed research project. This will include (a) obtaining approval to conduct research from Daemen University's Institutional Review Board - Human Subjects Research, (b) developing consent forms, (c) developing protocols, as well as social validity and treatment fidelity measures, (d) collecting and analyzing data, and (d) engaging in ethically sound behavior analytic research. Students will be required to complete a final thesis project written paper, in APA format, that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) results, (v) graphical display of results, and (vi) a description of how their results relate to previous research, as well as influence future research/practice. Additionally, students are expected to complete an oral thesis defense presentation that summarizes their research project/paper. Approval of defense completion by the student's thesis committee is required to pass the course. Prerequisite: ABA 720. (GR)

ABA 722: Comprehensive Examination in Behavioral Science

1 Credit Hour(s)

The Comprehensive Examination in Behavioral Science course is designed to simulate the experience of taking the certification exam and to provide additional review/support of exam content. This course will provide the student an opportunity to take two mock exams. The first mock exam (Practice Mock Exam) will occur at the start of the semester and the results will provide the student with areas of weakness. The second mock exam (Live-Proctored Mock Exam) will occur at the end of the semester. During the time between the two mock exams the student will receive support from an instructor which will include structured review sessions of previously taught material, the option for an individual meeting(s), and suggested resources that align with the exam content and their areas of weakness as identified from the Practice Mock Exam. Prerequisite: ABA 708 and 10, 702 (GR)

ABA 730: Supervised Practicum Wil Experience Hours in Advanced Applications Of Behavioral Science

2 Credit Hour(s)

Supervised Practicum and Seminar in Applied Behavior Analysis is a required practicum course in the ABA program for students seeking NYS Licensure. Under the supervision of a qualified LBA supervisor with faculty oversight, students will enhance their clinical skills through the direct implementation of a culmination of behavior analytic concepts, principles, and methodology in an applied setting. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner meeting the requirements of NYSED, BACB� and Daemen University. The class seminar provides class members with an opportunity to share experiences and to learn from each other. Prerequisites: ABA 710 and permission from the Practicum Director. (GR)

ABA 731: Supervised Practicum With Experience in Hours in Applied Behavior Analysis I

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a [Traditional: 15-week or Distance Education 8-week] course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students are required to complete a skills assessment and set goals for the supervised experience. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 732: Supervised Practicum With Experience In Applied Behavior Analysis 2

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a [Traditional: 15-week or Distance Education 8-week] course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students are required to demonstrate the ability to perform an assessment and implement an intervention procedure. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 733: Supervised Practicum With Experience Hours in Applied Behavior Analysis 3

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a [Traditional: 15-week or Distance Education 8-week] course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students are required to demonstrate the ability to utilize a Behavior-Change Procedure. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 734: Supervised Practicum With Experience Hours in Applied Behavior Analysis 4

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a [Traditional: 15-week or Distance Education 8-week] course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students are required to complete a skills assessment and set goals for the supervised experience. Prerequisite: ABA 730 and ABA 702 and permission from ABA advisor (GR)

ABA 735: Supervised Practicum With Experience Hours in Applied Behavior Analysis 5

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a [Traditional: 15-week or Distance Education 8-week] course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students are required to demonstrate the ability to plan for maintenance and generalization of client skills. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 736: Supervised Practicum With Experience Hours I Applied Behavior Analysis 6

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a Distance Education 8-week course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students will demonstrate how they address professional, and ethical skills through collaboration with clients and colleagues (stakeholders). Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 737: Supervised Practicum With Experience Hours I Applied Behavior Analysis 7

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a Distance Education 8-week course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students will address making plans for the appropriate termination of services. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 738: Supervised Practicum With Experience Hours in Applied Behavior Analysis 8

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a Distance Education 8-week course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students will plan for addressing diversity in practice. Prerequisite: ABA 702 and Permission from ABA advisor. (GR)

ABA 739: Supervised Practicum With Experience Hours in Applied Behavior Analysis 9

1 Credit Hour(s)

The Supervised Practicum with Experience Hours in Applied Behavior Analysis course is a Distance Education 8-week course which requires students to obtain no less than 150 hours a semester accruing a minimum of 10-hours per week and no more than 35 hours weekly of supervised experience toward the remaining 1350 required hours after successful completion of ABA 730. Additionally, students will develop adaptive self-care strategies to maintain healthy and stable work environments. Prerequisite: Prerequisite: ABA 730 or SED 714 and ABA 702 and permission from ABA advisor (GR) (GR)

ABA 740: Applied Behavior Analysis Capstone Research Project

3 Credit Hour(s)

The ABA Capstone Project will provide the structure and guidance for students to complete a final program project or, when time allows at the discretion of the instructor and with permission from a project mentor (i.e., ABA program faculty) create a Master's- level Capstone Project based on a research project of the student's area of interest in ABA. Students experiences will be different depending on the chosen project, however in all cases students will finish the ABA Master's program with a final product that incorporates critical skills of a practicing behavior analyst. Students who satisfactorily complete their Capstone Project with all of the required components will receive a grade of (P) Passing. Conversely, students who are unsuccessful in completing the requisite components of the master's capstone project will receive a grade of (F) Failure. Prerequisites: ABA 708 & 710; (May take concurrently with ABA 712, 714, 716, or 718) (GR)

ABA 741: Supervised Practicum With Experience in Concepts and Principles of Behavior Analysis

1 Credit Hour(s)

This course is optional 1-credit hour practicum that is the first fieldwork experiential learning opportunity in a series of 4 courses. This course is designed to provide the student trainee with a structured and scaffold learing experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified LBA supervisor with faculty oversight, students will be required to engage in the direct implementation of Concepts and Principles of Behavior Analysis in an applied setting. It is expected thta the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Corequsite: ABA 702. (GR)

ABA 742: Supervised Practicum With Experience Hours in Funtional Assement

1 Credit Hour(s)

This course is an optional 1-credit practicum that is the second fieldwork experiential learning oppottunity in a series of 4 courses. This course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to devlop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified LBA supervisor with faculty oversight, students will be required to engage in the direct implementaion of Functional Assessment in practice. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Corequisite: ABA 706 (GR)

ABA 743: Supervised Practicum With Experience Hours in Advanced Applications of Behavioral Science

1 Credit Hour(s)

This course is an optional 1-credit hour practicum that is the third fieldwork experimental learning opportunity in a series of 4 courses. This course is designed to provide the stduent trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified LBA supervisor with faculty oversight, students will be required to engage in the direct implementation of advanced applications of behavioral science. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Co-requisite ABA 710 (GR)

ABA 747: Selected Topics

1-3 Credit Hour(s)

Prerequsite: Take ABA-704 or SED-706; (GR)

ABA 750: Special Topics: Applied Behavior Analysis

1-6 Credit Hour(s)

Special Topics in Applied Behavior Analysis is a course offered to students who have completed coursework in Applied Behavior Analysis but who, upon completion of their program, have content-area gap identified by license-or certification-granting bodies. The course credit hours and content will vary based on individual student needs. Course prerequisites are determined by the needed modules and an educational review by the BACB. Prerequisites: Permission from ABA advisor (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: ACC 318. (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 advanced audit concepts, 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, and hands-on completion of audit workpapers. 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 (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. (GR)

ACC 650: Graduate Seminar in Accounting

3 Credit Hour(s)

Graduate Seminar in Accounting Description: Students will explore advanced topics in financial accounting and tax, as well as current issues in the field of accounting and their impact on society and the profession. Students will research topics and present for discussion in a seminar format. In addition, students will prepare a culminating project and presentation on a current issue in accounting. Prerequisite: Graduate status. Permission of Instructor required. (GR) (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 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. (GR)

ATH 513: Pathophysiology & Clinical Examination I Exaination Iii:Concussion

1 Credit Hour(s)

This lecture/lab course is the third in the sequence of three courses designed to give the athletic training student the necessary information to identify and manage concussion. Topics include an introduction to brain anatomy; etiology, pathophysiology, signs, symptoms and effects associated with concussion. Concussion assessment and evaluation tools, return-to-play protocols, treatment and rehabilitation of individuals who have sustained concussions will be examined. Discussions will include concussion risk, trends, and research across different populations. Prerequisite: Admission into the Athletic Training Program and ATH 510, ATH 510L, ATH 511, ATH 511L (GR)

ATH 515: Excercise Testing and Prescription Fitness Assessment & Training

2 Credit Hour(s)

This course is designed to bridge the gap from sports medicine rehabilitation to optimal movement and performance. The future athletic trainer will learn to develop and implement exercise programs to improve performance and mitigate the risk for long-term health conditions in varied populations. Topics include training theories and adaptations, exercise testing, program development, the use of Biometrics in program design, and injury prevention programs.Prerequisite: Admission into the Athletic Training Program. (GR)

ATH 522: General Medical Conditions

4 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. (GR)

ATH 524: Sports Nutrition

2 Credit Hour(s)

This course discusses the physiological processes of digestion and absorption of the macro- and micronutrients contained in food and fluids. Topics include nutrient timing for performance, recovery nutrition, food allergies, basic dietary analysis, weight management, supplementation, and other factors that may affect nutritional recommendations. Prerequisites: None (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. (GR)

ATH 530: Psychosocial Aspects in Athletic Training

3 Credit Hour(s)

This course addresses a variety of psychosocial topics that impact the patient and the athletic trainer. Topics include psychological response to injury, mental health conditions, and self-care. Students will learn about strategies to identify, refer, and support patients with mental health concerns and apply skills to effectively communicate with empathy and cultural sensitivity. (GR)

ATH 593: Athletic Training: Practical Application III

3 Credit Hour(s)

This lecture/lab course is the third of four required athletic training clinical education courses. Students will build upon their acquired knowledge to actively engage in the integration of skills and abilities covered in the curriculum and develop clinical decision-making skills through the integration of evidence-based medicine. Topics include taping, bracing, rehabilitation goal setting, psychosocial assessment, on-field assessment, invasive procedures including injections, blood draws, aspirations, and sutures. Students will be assigned to clinical education experiences and will be evaluated on their professional and clinical performance. Students must complete 200 and a maximum of 500 clinical hours. (GR)

ATH 594: Athletic Training: Practical Application IV

3 Credit Hour(s)

This course is the last of four required athletic training clinical education courses. Students will build upon their acquired knowledge to actively engage in the integration of skills and abilities covered in the curriculum and develop clinical decision-making skills through the integration of evidence-based medicine. Topics include BOC examination preparation, job search techniques, resume development, interview preparation, social media awareness, and employment information from the human resources perspective. Students will be assigned to clinical education experiences and will be evaluated on their professional and clinical performance. Students must complete 200 and a maximum of 500 clinical hours. (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.Prerequisite: Admission into the Athletic Training Program. (GR)

BSHS 700: Behaviorism

3 Credit Hour(s)

Behaviorism is a course designed to provide the student with an understanding of the philosophical underpinnings of the science of human behavior and the orgins of behaviorism. The historical and philosophical background of the science will be covered and students will learn about the development of the essential elements of behaviorism. (GR)

BSHS 701: Basic Behavior Analysis

3 Credit Hour(s)

This course provides an overview of basic research and behavioral processes in operant and respondent conditioning, with both humans and nonhuman animals. An emphasis will be placed on an experimental analysis, meaning systematic manipulations designed to produce specific changes in behavior. (GR)

BSHS 702: Concepts and Principles of Behavioral Science

3 Credit Hour(s)

Concepts and Principles of Behavioral Science is meant to give students a solid foundation in the basic science that underlies the technologies of behavior change. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of behavior change that they will apply throughout the program. (GR)

BSHS 703: Professional Writing in Behavioral Science

3 Credit Hour(s)

This course provides students with a solid foundation in writing well-researched, organized, and correctly cited research papers on topics within behavioral science. You will learn how to find, evaluate, and document sources as well as incorporate information from research into your writing while following the principles of academic integrity and honesty. This course will assist students in improving their fluency, accuracy, and effectiveness in writing professional, graduate-level research papers. Designed to be taken early in the course sequence, this course will prepare students for research papers and projects in future courses. (GR)

BSHS 704: Research Methods, Measurement, and Experimental Design

3 Credit Hour(s)

Research Methods and Measurement is a course designed to provide the student experience in careful measurement and assessment of behavior which forms the basis for research methods and experimental design. Specifically, methods for obtaining types of behavioral data, and graphing and analyzing data will be covered. Students will understand 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 comparative, 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. Prerequisite: BSHS 702 (GR)

BSHS 706: Functional Assessment in Human Services

3 Credit Hour(s)

Functional Assessment in Human Services 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. Prerequisites: BSHS 704 (GR)

BSHS 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 practice in behavioral science and human services. Students will learn to apply ethical guidance documents to ethical and professional conflicts. (GR)

BSHS 710: Behavior Change Assessment and Procedures

3 Credit Hour(s)

Behavior Change Assessment and Procedures is a course designed to provide the student with a comprehensive experience in the application of fundamental elements of behavior change and specific behavior change procedures. This course will cover the design and implementation of behavior change procedures based on individualized assessment results, including environmental modification and planning for generalized outcomes. Students will learn to apply general concepts and principles, including matching law, behavioral cusps, verbal behavior, and derived stimulus relations to change behavior. Students will also learn to apply specific techniques such as shaping, chaining, punishment and extinction. Prerequisites: BSHS 706. (GR)

BSHS 712: Personnel Management and Record Keeping

3 Credit Hour(s)

This course is designed to provide the student with an ability to identify and apply federal, state, and professional standards for Personnel Management. Students will also learn about best practices for personnel management, student supervision, and record keeping. Prerequisites: BSHS 706. (GR)

BSHS 714: Assessment & Measurement Tools

3 Credit Hour(s)

Assessment and Measurement Tools is a course designed to provide the student experience in assessment and measurement of behavior. Students will gain experience with developing individualized assessment and measurement procedures, as well as using commercially available and commonly-used assessment and measurement systems. Prerequisites: BSHS 704. (GR)

BSHS 716: 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 students will take and pass a course on Identification and Reporting of Child Abuse. (GR)

BSHS 718: Issues of Ethics and Cultural Diversity

3 Credit Hour(s)

Issues in Cultural and Ethinic Diversity is a course designed to provide the student with an overview of the history and current considerations of providing human services with diverse populations. Aspects of cultural and ethnic diversity will be covered and the students will modify assessments and interventions based on needs of the individuals served. (GR)

BSHS 720: Thesis in Behavior Analysis I

3 Credit Hour(s)

Thesis in Behavior Analysis I is the first in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will utilize the skills they have learned throughout their graduate program to (a) identify a behavior analytic thesis project topic from options provided by program faculty, (b) develop a research question(s), (c) complete a thorough literature review on the selected topic, (d) write a research proposal document that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) hypothetical results, (v) graphical display of results, and (vi) a description of how their proposed results relate to previous research, as well as influence future research/practice. The culminating experiences include a written proposal in APA format and oral presentation. Prerequisites: BSHS 708 and 710 (can take concurrently with 712, 714, 716, or 718) (GR)

BSHS 721: Thesis in Behavior Analysis II

3 Credit Hour(s)

Thesis in Behavior Analysis II is the final course in a series of two courses in which students will complete a full research project aimed at (not required) producing a publishable manuscript in a peer-reviewed journal. In this course, students will fully execute the implementation of their proposed research project. This will include (a) obtaining approval to conduct research from Daemen University's Institutional Review Board - Human Subjects Research, (b) developing consent forms, (c) developing protocols, as well as social validity and treatment fidelity measures, (d) collecting and analyzing data, and (d) engaging in ethically sound behavior analytic research. Students will be required to complete a final thesis project written paper, in APA format, that includes the following sections: (i) introduction, (ii) purpose statement, (iii) methods, (iv) results, (v) graphical display of results, and (vi) a description of how their results relate to previous research, as well as influence future research/practice. Additionally, students are expected to complete an oral thesis defense presentation that summarizes their research project/paper. Approval of defense completion by the student's thesis committee is required to pass the course.Prerequisite: BSHS 720. (GR)

BSHS 722: Comprehensive Examination in Behavioral Science

1 Credit Hour(s)

The Comprehensive Examination in Behavioral Science course is designed to simulate the experience of taking the certification exam and to provide additional review/support of exam content. This course will provide the student an opportunity to take two mock exams. The first mock exam (Practice Mock Exam) will occur at the start of the semester and the results will provide the student with areas of weakness. The second mock exam (Live-Proctored Mock Exam) will occur at the end of the semester. During the time between the two mock exams the student will receive support from an instructor which will include structured review sessions of previously taught material, the option for an individual meeting(s), and suggested resources that align with the exam content and their areas of weakness as identified from the Practice Mock Exam. Prerequisites: BSHS 708 and 710, 212. (GR)

BSHS 740: Capstone Research Project

3 Credit Hour(s)

The Capstone Research Project will provide the structure and guidance for students to complete a final program project based on research of the student's area of interest. This Capstone Research Project will result in a final product that incorporates critical skills of a social scientist. Prerequisite: BSHS 708 and 710 (can take concurrently) with 712,714,716 or 718). (GR)

BSHS 741: Supervised Practicum With Experience Hours in Concepts and Principles of Behavior Analysis

1 Credit Hour(s)

This course is an optional 1-credit hour practicum that is the first fieldwork experimental learning opportunity in a series of 4 courses. This course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. Under the supervision of a qualified LBA supervisor with faculty oversight, students will be required to engage in the direct implementation of Concepts and Principles of Behavior analysis in an applied setting. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Corequisite: ABA 702. (GR)

BSHS 742: Supervised Practicum with experience Hours in Functional Assessment

1 Credit Hour(s)

This course is an optional 1-credit hour practicum that is the second fieldwork experiential learning opportunity in a series of 4 courses. This course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional practice at an assigned fieldwork placement. under the supervision of a qualified LBA supervisor with a faculty oversight, students will be required to engage in the direct implementation of Functional Assessment in practice. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Corequisite: BSHS 706. (GR)

BSHS 743: Supervised Practicum With Experience Hours in Advanced Applications of Behavioral Science

1 Credit Hour(s)

This course is an optional 1-credit hour racticum that is the third fieldwork experiential learning opportunity in a serices of 4 courses. this course is designed to provide the student trainee with a structured and scaffold learning experience of taught concepts and principles to develop skills in professional pratice at an assigned fieldwork placement. Under the supervision of a qualified LBA supervisor with faculty oversight, students will be required to engage in the direct implementaion of advanced applications of behavioral science. It is expected that the student trainee applies the structured content knowledge learned in their coursework in the placement setting in a professional and ethical manner. Corequisite: ABA 710 (GR)

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. (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. (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. (GR)

CYT 605: Cytology of Body Cavity Fluids and Cerebrospinal Fluied

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 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. (GR)

CYT 606: Histotechnology and Gross Pathology

3 Credit Hour(s)

This course is designed to provide students with the knowledge base of histotechnology in areas of laboratory safety, fixation and processing, embedding, microtomy, staining and tissue morphology. Students will be introduced to the general principles of gross pathology including descriptive terms, report templates and small biopsy grossing and their application in the histology laboratory practice. It will encompass activities in the surgical pathology lab during the pre-analytical stage of specimen processing. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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 (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. (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. (GR)

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. Field Experience Required. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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)

ECSE 720: Concepts and Principles in Behavior Analysis

3 Credit Hour(s)

Cross listed with SED 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (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. (GR)

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. (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. (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. (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. (GR)

LEAD 500: Organizational Leadership and Self Development

3 Credit Hour(s)

Drawing on material from various social science disciplines, this foundational course integrates research and self-assessment with the evolving study of leadership. We begin with a historical review of leadership theory, research, and multiple leadership models noting their associated strengths and weaknesses. Students explore the relationship between personality preferences, assumptions, and the behaviors of socially responsible leaders. Topics include theories of group development, motivation, power, authority, disclosure, and feedback. Additional topics include metacognition, self, group, and systems awareness, diversity of style, and perspective. Leadership approaches studied include transactional and transformational models; path-goal, contingency, and trait approaches; situational, contingent, values-based, servant, and inclusive leadership as well a social change model. Approaches include diagnostic instruments, role-plays, group work, and case studies. Students create a vision and mission statement with defined goals and personal learning objectives. The leadership portfolio is introduced. Prerequisite: Leadership and Innovation Majors, MBA Majors only, or permission of instructor. (GR)

LEAD 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 which originated in Buffalo and 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, group process facilitation, methods of 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, when making personal and organizational 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: LEAD 500, Leadership and Innovation Majors and MBA Majors only. (GR)

LEAD 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 of sound moral reasoning 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 or by permission of instructor. (GR)

LEAD 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 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 LEAD 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: LEAD 500, 501, Leadership and Innovation Majors, MBA Majors only (GR)

LEAD 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 and understanding of the leadership processes of empowerment, collaboration, strategy, and dialogue; this occurs in an organizational context and provides 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. In collaboration 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 within 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 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. (GR)

LEAD 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 in the for-profit and not-for-profit sectors. An additional component of the course addresses the changing nature of the marketplace 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. (GR)

LEAD 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 theoretical foundation 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; ethics; and diversity. The course is presented in seminar format and involves a variety of written, online, and 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. (GR)

LEAD 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 processes and skills studied include financial statement analysis, segment analysis, strategic business units, balanced 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, experiential activites, case studies, research, and projects that illuminate the different and often-conflicting factors involved in incorporating financial data in visionary decision-making. Prerequisite: Majors only. (GR)

LEAD 527: Leadership in Social Impact Organizations Specialization

3 Credit Hour(s)

This course expands on the student's understanding of Leadership Theory by applying the theories within the context of Social Impact organizations. Students have the opportunity to learn about the unique aspects of leadership within the social impact sector through guest speakers from the sector. The course engages students in the exploration of complex system issues of social impact organizations such as the role and impact of the 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 social impact 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 and +Plus Pathways: Community Development and Community Health Promotion. (GR)

LEAD 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 LEAD courses. 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, case studies, discourse on current events, special projects, and presentations. Prerequisite: Majors only. (GR)

LEAD 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. (GR)

LEAD 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 their market position 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. (GR)

LEAD 540: Research Project/Thesis in Leadership And Innovation I

3 Credit Hour(s)

This course is the first of two courses that focus on research and is a prerequisite to LEAD 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, LEAD 541, students will complete their project or 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 project/thesis topics, and to examine practical and timely leadership issues. Prerequisite: Majors only. (GR)

LEAD 541: Research Project/Thesis in Leadership And Innovation II

3 Credit Hour(s)

The second section of the research project/thesis consists of completing the thesis. 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 LEAD 541 will be completed within the term of enrollment, the course automatically extends one semester to allow completion of the project/thesis. Prerequisite: LEAD 540. (GR)

LEAD 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 LEAD 540 and LEAD 541. (GR)

LEAD 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 personal creative potential, as well as that of their colleauges and organization. Students gain an appreciation for and understanding of different strategies and tools that help foster creative and leadership potential in others. Teaching methods include student presentation and simulations. Students will be exposed to the concepts of leadership development, personal growth, leading with soul, managing stress, self-management, and working effectively with others in organizational and personal change. Prerequisite: Majors only. (GR)

LEAD 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 offers an opportunity to study a specific organizational problem or area of interest. Prerequisite: Majors only. (GR)

MBA 500: Strategic Profitability & Analysis

3 Credit Hour(s)

Financial and operational company data will be collected and incorporated into a strategic profitability analysis built around case scenarios to illustrate the role of financial and managerial accounting information in management decision making. Each analysis will decompose changes in a firm's operating income into components related to growth, price, recovery, and productivity. Specifically, using a Balanced Scorecard Approach, the financial, customer, internal business process, learning and growth, and environmental and social aspects will be evaluated in terms of their strategic alignment. Relevant analytical tools, software applications, and managerial techniques will be utilized for customer profitability analysis, inventory management, activity-based costing, workflow analysis, decision making, pricing planning, and control. (GR)

MBA 501: Current Issues in Corporate Finance

3 Credit Hour(s)

This course covers important investment and financing decisions from an inclusive managerial perspective. Metrics for financial analysis, the DuPont system, business intelligence, and the impact of accounting standards on R&D, marketing, and human resource activities are investigated. Further discussed are the valuation of risk and investments, M&A as a growth option, short and long-term trade-offs, the cost of Inventory and operational alternatives, break even and leverage, andaspects of international finance in various service and manufacturing industries with relevant cases and numeric examples. (GR)

MBA 502: Organizational Theory and Leadership

3 Credit Hour(s)

This course examines leadership within the context of the organizational theory. Specific focus will be placed on examining how individual, group, and organizational level factors impact the leader's ability to develop and execute business strategies. Contemporary Organizational Behavior (OB) theory will be applied to case student and current business events to provide insight and understanding about how organizational components such as employee skills , abilities and ethics, group processes, team dynamics, organization culture, and organizational structure impact the leader's ability to achieve desirable organizational outcomes. (GR)

MBA 504: Strategic Operations Management

3 Credit Hour(s)

Strategic operations management as a contribution to and part of a wider organizational goal in domestic and international companies will be explored. Current research and cases will be used to show how a distinct reactive and aligned operational strategy can provide a competitive advantage. Benefits and trade-offs of managing capacity, productivity and effectiveness, lean and continuous improvement, quality control, processes design, and service orientation in a number of industries will be discussed and practiced. This approach includes workforce planning, systems integration, supply chain management and optimization, collaboration and integration, performance-enhancing contracts, advanced inventory management, project management, and business simulation. (GR)

MBA 507: Marketing and E-Commerce

3 Credit Hour(s)

E-commerce marketing no longer occurs on an emerging medium and effective integration of e-commerce into a marketing plan can become overwhelming in a rapidly changing environment. In this course, students will learn to envision customer-centric marketing strategies in order to tailor them to the digital environment. Additionally, they will understand how to utilize both word-of-mouth and viral techniques to leverage social networks and enhance the spread of marketing messages across multiple channels. Because the accessibility and inherent flexibility of e-commerce marketing require multiple parts of an organization to integrate into its centralized enterprise-level strategy, this course introduces the tools needed to identify, analyze, and adapt to global and emerging e-commerce trends with a strong focus on internet-based business concepts and data base marketing. (GR)

MBA 510: Economics of New Ventures

3 Credit Hour(s)

This course requires students to understand key managerial economics concepts s a foundation for decisions in new venture development with established and entrepreneurial enterprises. Economic models of competition as well as demand functions and optimal pricing will be critiqued. Structures such as non-profit, technology start-ups, social startups, and corporate entrepreneurship are investigated. Case-studies will reinforce critical links to operations, marketing and other topics covered throughout the semester. Students will then develop a business model and a minimum viable product or service for a new venture or an existing organization. Cross-disciplinary strategies and best practices to obtain funding and plan scale-up and growth will be introduced. Student projects will require meeting with and presenting to professionals to validate learning. (GR)

MBA 511: Data-Based Decision Making

3 Credit Hour(s)

This course will develop he needed analytical leadership and quantitative skills to interpret data and inform decision making. Incorporating the larger business context and culture around risk and uncertainty, application areas include customer relationships, operations management, human resources, finance, and accounting examples. Students will learn to arrive at a decision individually, as a team, or as an organization, and how to integrate activities and decisions within and across organizational boundaries. The analytical hands-on-portion is based on and includes an introduction to the R software environment. This course should be taken during the first semester. (GR)

MBA 512: Comparative Case Studies in Business Law And Ethics

3 Credit Hour(s)

Business Leaders and managers are legally, ethically and financially accountable for the actions of their employees and the business as a whole. This course uses case studies to examine the formulation interpretation and application of laws and ethics to the business environment. Constitutional, legislative, judicial, regulatory, and public policies and explored and the effect they have on employees and business leaders. Specific discussion of the contract, tort, and property laws as they apply to businesses. The course further explores how on organization's values and actions affect internal and external constituencies and provides reasons to promote responsible behavior on the part on the part of organizations and employees. Students study real-world dilemmas and gain knowledge from choosing among the legal options and navigating the ethical quandaries that often surrounds key management decisions. Emphasis is placed on active, experiential application of legal reasoning and analysis and on the global and comparative dimensions of legal and ethical issues. (GR)

MBA 650: Capstone

3 Credit Hour(s)

This is the last course taken in the MBA program, all other coursework 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. As a foundation, the student will learn about salient strategy and management models. Subsequently, in close consultation with the faculty mentor, a project paper in the form of a case study, a management consulting report, or a theoretical research study will be developed. The work generated in this course needs to be approved by graduate program faculty at various stages. (GR) (GR)

MBA 651: Business of Sports

3 Credit Hour(s)

This course provides students with a framework for understanding the unique dynamics, structure, delivery systems and marketing and promotional strategies of the sports industry and its numerous sectors. Course materials and class discussions will review theoretical and practical applications and provide a comprehensive understanding of the underlying business practices in sport. The course will explore the implications of the league structure, labor relations, analytics, marketing, media, facilities and legal issues on the business of sport through class lecture, class projects, homework, and case study. The course further examines the differences among the industries many products and many businesses both public and private and for profit and not for profit. By learning the unique elements of the sports industries. The course will explore the implications of the league structure, labor relations, analytics, marketing media, facilities, and legal issues on the business of sport through class lecture, class projects, homework, and case study. (GR)

MBA 652: Strategic and Legal Issues in Human Resource Management

3 Credit Hour(s)

This course takes the perspective that a company's human resources are the most important source of sustainable competitive advantage. Human Resource strategic planning requires adaptation to changes in the external organization, especially the legal environment. Through the use of case studies, academic research and current events, students will be presented with a strategic way of thinking about managing human resources. Course material will help students identify what needs to be done to develop and implement HR strategies to facilitate long-term competitive advantage within the context of an organization's strategic and legal environments. (GR)

MBA 657: Supervised Internship Experien

3 Credit Hour(s)

This course provides the opportunity for students to gain additional experience through self-guided learning, site contact, and faculty feedback to strengthen applied business skills. Students will apply academic knowledge and concepts already acquired, and deepen specific areas through mentorship, feedback, and related readings. This course will begin after a joint in-person or virtual meeting between the site contact, faculty advisor, and students, followed by individual bi-weekly meetings between the faculty advisor and student. (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). (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. Special emphasis on ethical requirements will be the focus for accounting students. Case study analysis, videos and guest speakers will provide the student with an increased understanding and sensitivity to these issues. (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. (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. (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. (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. (GR)

MKT 611: Regional Business in Latin American Countries

3 Credit Hour(s)

This 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. (GR)

MKT 613: Regional Business in the Pacific Rim

3 Credit Hour(s)

This 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. (GR)

MKT 614: Regional Business in the European Union

3 Credit Hour(s)

This 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. (GR)

MKT 615: Consumer Behavior

3 Credit Hour(s)

How and why do consumers behave as they do? How can consumer decision making be understood when there are so many variables to consider? This course answers these questions by providing students with the fundamental theories underpinning consumer behavior and understanding of how consumer behavior concepts can be applied to marketing management, to our roles as consumers, and to everyday life. Additionally, concepts, theories and principle from the social sciences will be employed to extend understanding of how consumers acquire and consumer goods, services, and ideas. Students will learn how and why consumers behave by examining how they use products to define themselves and how that self-concept affects their attention to and perception of products, their motivations to purchase, their awareness of and attitudes towards brands, products, and advertising, their choices of products, and their levels of customer satisfaction and brand loyalty. (GR)

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. Offered in web based format. (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 only offered in a web-based format. Prerequisite or Co-requisites: None. (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). (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. (GR)

NUR 509: Advanced Physiology/Pathophysiology for Adult-Gerontology Nurse Practiioner 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. (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 in nursing, including effective communication, leadership competencies, political advocacy and advanced use of knowledge. 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. (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. This course is offered in both web enhanced and web-based formats. (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 in both web enhanced and web-based formats. (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 in a web-enhanced format. (GR)

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

3 Credit Hour(s)

This course fulfills the pharmacology requirement for the graduate adult-gerontology primary care 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. (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. (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. (GR)

NUR 522: Advanced Physiology/Pathophysiology, Health Assessment, and Pharmacology

3 Credit Hour(s)

This course uses a case-study format to illustrate common diseases in selected body systems. The concepts of pathophysiology, health assessment skills and diagnostic reasoning, and updated pharmacologic treatment options are emphasized in the discussion of each disease. Variations of disease presentation and pharmacologic responses among different cultural, racial, gender, and age groups are integrated into the case studies. Methods to evaluate pharmacologic treatment outcomes are explored. The goal of the course is to build on the undergraduate pathophysiology, health assessment, and pharmacology to give students an advanced level of understanding in those topics. This course is only offered in a web-based format. (GR)

NUR 528: Assessment and Evaluation in Nursing Education

3 Credit Hour(s)

This graduate level course focuses on methodologies to assess the learner's level of learning, evaluation of course and program objectives, as well as evaluation of clinical practicum settings. The course will also familiarize the graduate student with accreditation models and provide content related to the development of nursing program standards and policies regarding admission, progression, and graduation. This course is only offered in a web-based format. Prerequisite or Co-requisites: None. (GR)

NUR 550: Adult Gerontology Acute Care Pathophysiology and Practicum I

6 Credit Hour(s)

This first acute care 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 in the acute care setting. Students apply concepts and theories from the core courses along with a functional lifespan orientation toward research and nursing practice. Emphasis is placed on comprehensive assessment of the health status of adult acute care clients with multiple comorbid conditions and complex problems. This course develops the foundation for advanced practice management of adults with acute and chronic health problems with a focus on acute conditions in the HEENT, neurology, pulmonary, cardiac, hematology, gastrointestinal, nephrology/GU, neurological, endocrine and musculoskeletal systems. Other key areas of acute care management such as infectious disease, wound care management, nutritional management, health promotion, adult immunization. Medication reconciliation and case management will also be incorporated throughout. 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. Prerequisite: Admission to the Adult Gerontology Acute Care Nurse Practitioner Program, NUR 505, NUR 509, NUR 516. Offered Each Year (spring). (GR) (GR)

NUR 550L: Adult Gerontology Acute Care Pathophysiology and Practicum I Lab

0 Credit Hour(s)

This first acute care 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 in the acute care setting. Students apply concepts and theories from the core courses along with a functional lifespan orientation toward research and nursing practice. Emphasis is placed on comprehensive assessment of the health status of adult acute care clients with multiple comorbid conditions and complex problems. This course develops the foundation for advanced practice management of adults with acute and chronic health problems with a focus on acute conditions in the HEENT, neurology, pulmonary, cardiac, hematology, gastrointestinal, nephrology/GU, neurological, endocrine and musculoskeletal systems. Other key areas of acute care management such as infectious disease, wound care management, nutritional management, health promotion, adult immunization. Medication reconciliation and case management will also be incorporated throughout. 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. Prerequisite: Admission to the Adult Gerontology Acute Care Nurse Practitioner Program, NUR 505, NUR 509, NUR 516. Offered Each Year (spring). (GR) (GR)

NUR 551: Adult Gerontology Acute Care Pathophysiology and Practicum II

6 Credit Hour(s)

This second acute care clinical practicum focuses on the role of the nurse practitioner in providing care for adult patients with complex health problems in the acute care setting. Students apply concepts and theories from the Adult Gerontology Acute Care Nurse Practicum I. Emphasis is placed on comprehensive assessment of the health status of adult acute care patient with multiple comorbid conditions, complex care issues in an acute care setting that require a higher level of care, management of complex problems and the application of appropriate management protocols. This course is designed to develop a comprehensive theoretical foundation for advanced nursing practice in the management of selected alterations in health status commonly seen in the acutely ill and critically ill adult. Course content focuses on information central to planning, implementing, and evaluating therapeutic regimens and multiple care modalities for patients with problems commonly seen in the acute care setting. This course continues to develop the foundation for advanced practice management of adults with acute and acute on chronic health problems with a focus on acute conditions in the hematological, immunologic, oncologic, genitourinary and neurological body systems, as well as advanced, complex conditions in the pulmonary, cardiac, and gastrointestinal l systems. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates advanced assessment and developing plans of care for the acutely ill adult patient. Prerequisites: NUR 505, NUR 509, NUR 516, NUR 550. (GR)

NUR 551L: Adult Gerontology Acute Care Pathophysiology and Practicum II Lab

0 Credit Hour(s)

This second acute care clinical practicum focuses on the role of the nurse practitioner in providing care for adult patients with complex health problems in the acute care setting. Students apply concepts and theories from the Adult Gerontology Acute Care Nurse Practicum I. Emphasis is placed on comprehensive assessment of the health status of adult acute care patient with multiple comorbid conditions, complex care issues in an acute care setting that require a higher level of care, management of complex problems and the application of appropriate management protocols. This course is designed to develop a comprehensive theoretical foundation for advanced nursing practice in the management of selected alterations in health status commonly seen in the acutely ill and critically ill adult. Course content focuses on information central to planning, implementing, and evaluating therapeutic regimens and multiple care modalities for patients with problems commonly seen in the acute care setting. This course continues to develop the foundation for advanced practice management of adults with acute and acute on chronic health problems with a focus on acute conditions in the hematological, immunologic, oncologic, genitourinary and neurological body systems, as well as advanced, complex conditions in the pulmonary, cardiac, and gastrointestinal l systems. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates advanced assessment and developing plans of care for the acutely ill adult patient.Prerequisites: NUR 505, NUR 509, NUR 516,NUR 550. (GR)

NUR 561: Adult-Gerontology Primary Care Practice I

6 Credit Hour(s)

The didactic portion of the first clinical course focuses on providing basic primary care for adult clients from young adulthood through senescence. This course focuses on health promotion, medical management and outcome assessment of common primary care problems. Screening and diagnostic reasoning are used to plan and deliver cost effective care. Physical and mental, acute and chronic illnesses are addressed in the context of the individual strengths, family and community. This course involves 4 hours per week of didactic delivery (4 credits) and a total of 250 clock hours for the semester (2 credits). 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. (GR)

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

0 Credit Hour(s)

Laboratory techniques in Adult-Gerontology Primary Health Care. Co-requisite: NUR-561. 250 Clock hours of clinical practice. (GR)

NUR 562: Adult-Gerontology Primary Care Practice Practice II

6 Credit Hour(s)

The didactic portion of the second clinical course builds on the foundational knowledge provided in the first clinical course (NUR 561) including additional complex medical conditions. This course focuses on comprehensive diagnosis, management, and evaluation of adult and geriatric clients with complex health needs. A holistic approach accounting for biopsychosocial, environmental, and genetic factors, and multidisciplinary teamwork are emphasized. NUR 562 involes four hours per week of didactic delivery (4 credits) and a total of 250 clock hours for the semester. Additional clinical seminars/laboratories are scheduled throughout the semester to allow for skills review and discussion of clinical issues. Ongoing interaction between Daemen College faculty and clinical preceptors is maintained throughout the semester. Prerequisite: NUR 561; co-requisite: NUR-562L. (GR)

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

0 Credit Hour(s)

Laboratory techniques in Adult-Gerontology Primary Health Care. Required prerequisite: NUR 561 and NUR 561L; Co-requisite: NUR-562. 250 clock hours of clinical practice. (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 only offered in a web-based format. Prerequisite: NUR 504: Strategies and Theories in Education, or permission from the course instructor. (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. This course is offered in both web enhanced and web-based formats. (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. This course is offered in both web enhanced and web-based formats. (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; webenhanced 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. (GR) (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. This course is offered in both web enhanced and web-based formats. (GR)

NUR 606: Applied Statistics

3 Credit Hour(s)

This is the first of two courses designed to give the DNP student practical experience in the critical evaluation and synthesis of published health sciences evidence including an overview of the appropriate use and interpretation of commonly used statistical techniques for generating that evidence to the patient, family, populations, clinical unit, systems, and community level. 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. Students will develop plans for analysis of data collected with consideration of the alignment of project purpose with methods. Students will develop skills necessary to translate the statistical findings for stakeholders. Prerequisite: Undergraduate or Graduate level Statistics, Admission to the DNP program. (GR)

NUR 608: Theorietical Foundations in Leadership And Health

3 Credit Hour(s)

This course is designed to explore clinical practice theories and models as a base for theory-based APN practice. The content covered will include the historical foundations, components of the different theories and models, and how they can be applied to different populations within clinical practice. The description and application of DNP-appropriate clinical practice theories to respond to exemplars of clinical situations will be explored. Professional practice models that depict nursing values while defining the structures and processes that support nurses to control their own practice and deliver quality care will be applied to the context of healthcare and quality improvement. The process of theory development and the use of translational research in advanced practice will be explored in the role of a DNP. The review of theories and models will involve the translation and integration of model elements as they apply to the demands of the National healthcare agenda and the context of healthcare. Prerequisite: Graduate level theory course or equivalent. (GR)

NUR 610: Organizational Theory and Health Care Management

2 Credit Hour(s)

This course uses a systems-focused approach to organizational theory, organizational behavior, and health care systems management. The course emphasizes organizational and systems principles, theories, and models that guides leadership in quality healthcare improvement and critical systems thinking. The course also emphasizes methods that promote health care systems management and effective inter-professional team leadership. Students will be asked to analyze a particular healthcare organization and related organizational theories. (GR)

NUR 612: Epidemiology, Environment, and Genetic Influences

3 Credit Hour(s)

This course focuses on the interrelationships of the environment and genetic influences on the 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 data, evidence, clinical findings and in planning and evaluation of clinical management. Prerequisite: Graduate Level Pathophysiology (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. (GR)

NUR 616: Leadership Development

3 Credit Hour(s)

This course explores DNP-prepared nurse in leadership.. The course introduces a model of leadership and change that looks at self awareness and personal leadership, critical and reflective thinking, and interpersonal awareness and competence to achieve relational leadership and systems awareness to enable positive institutional and organizational change. Interprofession collaboration will be addressed in the course. The course will emphasize the concepts that impact employee motivation, interpersonal relationships, group dynamics, leadership, teams, and organizational culture in the context of both emerging theory and current/future practice. (GR)

NUR 618: Informatics and Related Technology For Advanced Practice

2 Credit Hour(s)

Informatics for advanced practice focuses on developing proficiency in the utilization of information technology, communication technology, and information systems to implement initiatives for quality improvement that supports practice and administrative decision-making. The use of electronic resources to support differential diagnosis, algorithmic thinking, and medical record review will be explored. 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. (GR)

NUR 620: Nursing Education Practicum

4 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. This course is only offered in a web-based format. Prerequisites: NUR 504: Strategies and Theories in Education, NUR 528: Assessment and Evaluation in Nursing Education, or permission from the course instructor. (GR)

NUR 621: Scholarly Writing in Health Care

2 Credit Hour(s)

The course prepares Doctorate in Nursing Practice (DNP) students to synthesize knowledge through engagement in professional writing scholarship. Advanced instruction includes several forms of expository writing common in the health professions, while emphasizing the cultivation of critical thinking skills necessary for producing exemplars of scholarly writing. The primary focus of the course is to develop a scholarly project and grant proposal. Prerequsite: NUR 623 (GR)

NUR 623: Research for Evidence-Based Clinical Practice

3 Credit Hour(s)

This course is designed to give the DNP student practical experience in applying research findings to the patient, family, populations, clinical unit, systems, and community 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, qualitative and other evidence for clinical practice is appraised. (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 healthcare reimbursement mechanisms and will provide students with the skills necessary for navigating within the current healthcare financing system to promote optimal patient outcomes. Prerequisite: NUR 616 (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. (GR)

NUR 630: AGACNP Acute Care Preceptorship

2 Credit Hour(s)

This course is developed as an acute care or critical care preceptorship, and it is designed to provideclinical experience, application and integration of the roles of the acute care nurse practitioner in an acute care specialty area. The clinical setting will be utilized for application, synthesis, and evaluation of nursing theory, pathophysiologic and psychosocial concepts. The students practice in a clinical setting for a total of 125 hours and will focus on providing management of the complex acutely ill adultgerontology patient. Clinical conferences will be held bi-weekly and will focus on pathophysiology, diagnosis, and therapeutic management related to episodic/chronic problems inacute/critical care in the adult population. The clinical sites can include surgical intensive care, medical intensive care, cardiac surgery intensive care, hospitalist medicine, and any other areas as approved by the acute care faculty program director. This preceptorship is a mastery of the foundational content for advanced practice management ofadults with acute health problems. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates advanced critical thinking skills and management of the acutely ill adult patient. Prerequisite:NUR 550/550L and NUR 551/551L. (GR)

NUR 630L: AGACNP Acute Care Preceptorship Lab

0 Credit Hour(s)

Adult-Gerontology Acute Care Nurse Practitioner Acute Care Preceptorship (125) hours (settings may include intensive/critical care, hospitalist, step down or other as approved by course faculty) 2 credit hours This course is developed as an acute care or critical care preceptorship, and it is designed to provide clinical experience, application and integration of the roles of the acute care nurse practitioner in an acute care specialty area. The clinical setting will be utilized for application, synthesis, and evaluation of nursing theory, pathophysiologic and psychosocial concepts. The students practice in a clinical setting for a total of 125 hours and will focus on providing management of the complex acutely ill adult- gerontology patient. Clinical conferences will be held bi-weekly and will focus on pathophysiology, diagnosis, and therapeutic management related to episodic/chronic problems in acute/critical care in the adult population. The clinical sites can include surgical intensive care, medical intensive care, cardiac surgery intensive care, hospitalist medicine, and any other areas as approved by the acute care faculty program director. This preceptorship is a mastery of the foundational content for advanced practice management of adults with acute health problems. Supervised clinical experiences include an emphasis on decision-making and implementation of evidence-based practice, which integrates advanced critical thinking skills and management of the acutely ill adult patient. (GR)

NUR 631: Education for DNP

2 Credit Hour(s)

This course focuses on the role of the DNP pepared nurse as an educator within the changing nursing educational environment. This course rovides an introduction to strategies in the teaching/learning process to foster the connection between practice and education. Learners will explore facilitation and implementation of learning. Use of assessment and evaluation strategies will be developed considering the practice environment. (GR)

NUR 640: DNP Practicum I

1 Credit Hour(s)

his is the first of three courses that will form the basis of the scholarly project that will be completed prior to the completion of the DNP program. These courses are designed to prepare DNP students to demonstrate practice expertise, specialized knowledge, and expanded responsibility and accountability in holistic care and management of diverse populations. The course will provide to the student a guide to the scholarly project process and students will identify their project committee, identify a focus or topic, develop a timeline, formulate a PICO question, and begin the literature review. Students will develop their goals for each part of the project as they proceed through the program. Corequisite: NUR 623. (GR)

NUR 641: DNP Practicum II

2 Credit Hour(s)

This course assists the student to progress in their Scholarly project work and culminates in the defense of the Scholarly Project Proposal. Students will continue to complete their clinical hours related to the scholarly project under the supervision of their project chair and their clinical preceptor. Students are required to complete 500 post-Master's supervised clinical hours by the completion of the program. Prerequisites: NUR 621, NUR 623. (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. (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. (GR)

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. (GR)

PAS 510L: Advanced Human Anatomy Laboratory

0 Credit Hour(s)

Laboratory techniques for Advanced Human Anatomy I. Corequisite: PAS 510. (GR)

PAS 511: Clinical Microbiology/Immunology

3 Credit Hour(s)

This course is an introduction to clinical microbiology and immunology. As a clinical microbiology course, it will describe the general aspects of infectious diseases, as well as specific localized, systemic and multisystemic diseases caused by specific microorganisms. It will also briefly discuss disease control and prevention. As an immunology course, it will describe the specific and non-specific host defenses, immunological dysfunction and practical aspects of applied immunology. (GR)

PAS 513: Clinical Laboratory Medicine

2 Credit Hour(s)

The PAS 513 Clinical Lab Medicine course serves as an introduction to the study of laboratory and diagnostic tests. Emphasis will be placed on the integration of essential anatomy, physiology, and pathophysiology. Laboratory and diagnostic tests on body fluids, tissues and cell samples can be used for multiple clinical purposes including but not limited to screening, risk assessment, establishing a diagnosis, support of a diagnosis, exclusion of a diagnosis, assisting in prognosis and helping to develop individualized treatment plans. This course will cover the most frequently used laboratory and diagnostic procedures utilized in the subspecialties of medicine that are covered in PAS 515 Fundamentals of Medicine I and PAS 519 Fundamentals of Medicine II. (GR)

PAS 514: Pathophysiology

3 Credit Hour(s)

Pathophysiology is the study of disease. Disease is a disorder of anatomic structure or physiologic function, which affects a part of or the entire body. This course is primarily concerned with the underlying processes associated with disease as well as environmental and genetic contributing factors. This course does not necessarily place a focus on the diagnosis or treatment of disease, although references to these topics will be made on occasion. In no way will this course attempt to try and cover all disease states. Selected disease states will be studied as examples of how variation from normal physiology affects the human body. (GR)

PAS 515: Fundamentals of Clinical Medicine I

5 Credit Hour(s)

This course serves as an introduction to the study of disease processes that commonly impact specific organ systems. Emphasis has been placed on the integration of the essential anatomy, physiology, pathology, microbiology, pharmacology, and medical terminology relevant to the care of medical problems seen acutely and chronically, across the lifespan, with an emphasis on adult and geriatric populations. Students will be trained to understand and consider risk factors that increase the impact of disease, including gender, genetics, racial, ethnic and cultural differences, lifestyle habits and medical comorbidities. The differential diagnosis of symptoms and physical findings along with interpretation of laboratory and radiographic tests appropriate to each system are discussed. Additionally, the treatment plan, including appropriate setting, course, appropriate patient counseling and disease education, and rehabilitation and prevention of medical conditions in the various subtopics is also emphasized. Disease topics in the following areas are thoroughly covered - Pulmonology, Cardiology, Endocrinology, Hematology, Nephrology, Urology, Gastroenterology, Otolaryngology, Allergy & Immunology and Ophthalmology. (GR)

PAS 516: Advanced Human Anatomy II

2 Credit Hour(s)

These courses, PAS 510 and 516, taken concurrently in one semester, will build upon the fundamental content in embryology, histology, and gross anatomical structure acquired in General Anatomy (BIO 330). The focus will be on the detailed structure of the human body, with concentration on the relationships of normal and abnormal developmental processes to gross anatomical structure, and the relationships of normal and abnormal anatomical structure to function across the lifespan. Specific anatomic content will be presented on a regional basis. Various teaching/learning methods will be used including lecture utilizing 3D anatomy software, laboratory, and demonstrations. Laboratory sessions will provide the student with opportunities for identification of structures and appreciation of the three-dimensional macroscopic organization of these structures. Human cadaver dissection and prosection as well as the study of anatomic models will be utilized. (GR)

PAS 516L: Advanced Human Anatomy II Lab

0 Credit Hour(s)

Laboratory techniques for Advanced Human Anatomy II. Corequisite: PAS 516. (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 upper division and is complemented in the following fall semester by PAS 520 Physical Diagnosis II. PAS 517 consists of a 2.5 hour per week class lecture and a small group lab session each week, which provides the student opportunities to practice and demonstrate diagnostic knowledge and hands-on skills accumulated over the course of the semester. The overall course objective is for the student to learn to perform a complete and accurate physical examination and to be able to distinguish and describe normal vs. abnormal findings. Students will be expected to integrate the knowledge learned in anatomy, physiology, pathology, microbiology, Fundamentals of Clinical Medicine, 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 written form. Additionally, students will be introduced to certain aspects of history-taking this semester and documentation of that information- including Past Medical History, Past Surgical History, Medications, Allergies and Family Medical History. 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. (GR)

PAS 517L: Physical Diagnosis I Laboratory

1 Credit Hour(s)

Physical Diagnosis I Lab is a weekly lab which allows for students to 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. Additionally, through the course of this semester, students will be able to document their exam findings in appropriate format for patient notes. Students are expected to come to the lab prepared to demonstrate and refine their PD lab skills. Extensive outside time for the practice of skills is expected. (GR)

PAS 518: Pharmacology I

3 Credit Hour(s)

Pharmacology is the study of the action of chemical substances on biological systems. This course is primarily concerned with chemicals and drugs that have actions significant to the health and well-being of man - those substances which have important roles in the origin, prevention, alleviation, or curing of the diseases of human beings. A pharmacology course is an important and necessary part of the professional education of the physician assistant student. (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 learn and apply methods to gather historical data and properly document that information into a medical note. The interactive classroom lectures will prepare students to take a complete history, a follow-up history and acute organ system specific histories in the laboratory setting. There will also be a focus on the development of differential diagnoses throughout the semester. The course will be divided into two modules. Module 1 will cover the weekly lectures pertaining to outpatient notes and specific body systems. Module 2 will pertain to the various types of inpatient and surgical note. (GR)

PAS 520L: Physical Diagnosis II Laboratory

1 Credit Hour(s)

The Physical Diagnosis Laboratory meets weekly. Physical Diagnosis I is a prerequisite for this course as the psychomotor skills learned in Physical Diagnosis I will be utilized. Students are in a small group setting and will learn the foundation for eliciting a history for problem focused, follow up and well visits. As the semester proceeds, the students will incorporate choosing the appropriate physical examination and correct documentation for such visits. In addition to the weekly labs, each student will fully participate in one lab session completing the female pelvic examination and one lab completing the male genitourinary examination. (GR)

PAS 521: Pharmacology II

3 Credit Hour(s)

This course is a continuation of Pharmacology I. The goal of the pharmacology course is to provide the Physician Assistant student with a basic understanding of pharmacological treatments in the areas of rheumatology, neurology, dermatology, women's health, endocrinology, psychiatry, emergency medicine and basic vitamin supplementation. The course cannot and does not attempt to discuss all drugs that are currently available. The student is provided with a solid foundation of current evidence based treatment guidelines upon which new information and clinical experience may be added. Prescribing information and safety profiles have the potential to change daily. When students begin working clinically, they need to be responsible for constantly changing research and information as they prescribe medications. Prescribing references will be utilized to aid students. Students should be able to recognize both generic or name brands of medications. (GR)

PAS 522: The Cultural and Psychosocial Dynamics of Medicine

3 Credit Hour(s)

During the semester, students will attend presentations from guest lecturers from our community on the important topics of domestic violence, child abuse, alternative medicine, death and dying, religion, pain management, addiction, nutrition, patients with disabilities, sexuality and cultural barriers to patient care. Students are introduced to concepts in health psychology and behavioral medicine which identify the cultural and psychosocial factors contributing to health, physical and emotional wellbeing. Emphasis is placed on establishing a relationship and understanding of the effects of culture and personality types. Selected books and continuing medical education have been chosen for the students to read pertaining to these topics. (GR)

PAS 524: Clinical Pediatrics

2 Credit Hour(s)

This is an introduction to the practice of ambulatory pediatrics. It is designed to provide the fourth semester PA student with a functional understanding of growth, development, and disease processes as they relate to the infant, child, and adolescent. Through integration of the basic and clinical sciences, the PA student will be exposed to hallmark conditions in neonatology, as well as, cardiology, hematology, otolaryngology, orthopedics, surgery, urology, infectious diseases, dermatology, gastroenterology, and psychiatry. Special attention will be given to wellness, health maintenance, patient/parent education (aka anticipatory guidance), and the most common or critical ambulatory care problems seen in the general pediatrician's office, urgent care center, or emergency department. While only 1-2% of physician assistants practice pediatric and adolescent medicine, the fundamental principles reviewed in this course will be important for any PA practicing in orthopedics, otolaryngology, emergency medicine, urgent care, and family medicine where it is not unusual to see many young patients. The course will require an advanced level of application of topics previously presented in courses such as medical terminology, pharmacology, microbiology, clinical medicine, physical diagnosis, diagnostic imaging, and clinical laboratory medicine. While theory will be discussed, practical and problem-solving skills such as writing notes, writing prescriptions, calculating fluids, developing differential diagnoses, determining nutritional needs, and evaluating immunization schedules will be emphasized. (GR)

PAS 525: Clinical Problem Solving

3 Credit Hour(s)

The purpose of the Clinical Problem Solving Course is to facilitate the student's assimilation of his/her medical and basic science knowledge. In conjunction with physical diagnosis information, students will learn to appropriately identify and address the health care problems that she/he may encounter in a clinical environment. By utilizing the Problem-Based Learning Method as an instructional model, students will work both in groups and individually. This course is designed to help students identify their individual knowledge base, learn how to utilize available resources and understand how they would approach solving an individual patient's problem(s). (GR)

PAS 526: Surgery

3 Credit Hour(s)

This multifaceted course is designed to provide the PA student with the academic preparation to succeed in his/her clinical clerkship(s) and evaluate/manage patients with surgical needs. This course encompasses general principles related to the management and care of patients with surgical conditions. Wound healing, surgical techniques, and pre- and post-operative management are studied. Surgical diseases of the head and neck, gastrointestinal, cardiovascular, pulmonary, and neurological systems, are covered, as well as the approach to surgical emergencies and trauma. During small group lab experiences, basic procedures will be presented, including basic suturing techniques, casting, splinting, aseptic technique, gowning and gloving, and other procedures necessary to function in the surgical setting. This course will also provide a foundation for further study in Surgery or its subspecialties. The course includes the following components: Surgery, Casting and Splinting, Suturing, Aseptic Technique/Scrubbing, and Oncology/ Breast disease. (GR)

PAS 527: Geriatrics

2 Credit Hour(s)

Geriatrics is a 2 credit hour course presented in the Spring semester of the second year in the PA program. This course emphasizes an understanding of the aging process and the long term care of our population, while growing a students' awareness of the social context in which health care is provided to the elderly and chronically ill. The course focuses on the development of communication skills necessary to enhance the humanistic practice of geriatric medicine. Through lectures, guest faculty, assigned reading, class discussion, and group case projects, the student will learn the fundamentals of geriatric medicine and the multi-dimensional aspects of the long term care of an aging patient. (GR)

PAS 528: Emergency Medicine

3 Credit Hour(s)

Initial, life-saving management of ill and seriously injured (or potentially ill or injured) patients are the focus of this course. The systematic evaluation and work-up will be considered for a variety of patients presenting with life-threatening and emergent medical conditions. Basic skills, advanced procedures, and other interventions will be described and reviewed in this course. You will be reintroduced to many topics presented in the Fundamentals of Clinical Medicine, Pharmacology, and Physical Diagnosis. However, the approach to each topic will now be tailored to the Emergency Department. Fundamental knowledge of clinical medicine is required for success in this course. If you identify personal weaknesses in any particular area, please review material from the aforementioned courses. (GR)

PAS 529: Research Methodology

3 Credit Hour(s)

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 present a case, identify a research question relevant to the practice of medicine, critically review the relevant clinical and scientific literature, write a research proposal, and present this proposal at a formal seminar. (GR)

PAS 531: Preventive Medicine

2 Credit Hour(s)

Preventive Medicine is an introduction to wellness and screening. Students are exposed to a multitude of topics that strongly rely on patient education for proper treatment. Guidelines for prevention will be reviewed/learned and students will practice conveying information via videos and with standarized patients. The focus of the course is adult wellness. Communication skills will be utilized, critiqued and evaluated in this course before the clinical year. (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 during the didactic phase of the program. The class establishes a preliminary level of knowledge about the US healthcare system, the PA profession and its historical development, and other members represented on interprofessional medical teams. During the second year of the program, MPI II builds upon this foundation and serves as the primary venue to examine, at great depth and breadth, the professional issues delineated in the 5th Edition of the ARC-PA Standards. Together, the courses allow students to gain the knowledge and skills necessary to abide by the laws and regulations that govern the PA profession and to practice medicine safely. But, perhaps more importantly, the courses prepare our graduates to be effective participants and leaders in the PA profession. (GR)

PAS 536: Medical Professional Issues II

2 Credit Hour(s)

This course is designed specifically for the 2nd year PA student and will build off the foundation established in the fall of 2020. It shall serve as the primary venue to examine, at great depth and breadth, the contemporary professional issues delineated in the 5th Edition of the ARC-PA Standards. The course will explore many facets of the US healthcare system and the role of PA's. Students will gain the knowledge and skills to assist them in abiding by the laws and regulations that govern PA practice. But, perhaps more importantly, students will be prepared to effectively participate as future leaders in the profession and advocates for patients. (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 an Orthopedic Skills Laboratory opportunity, which focuses on the understanding of musculoskeletal special testing and physical examination skills by region. (GR)

PAS 538L: Orthopedic Medicine Lab

0 Credit Hour(s)

Laboratory portion of PAS 538. Co-requisites: 538. (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. (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. (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. (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. (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. (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. (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. (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. (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. (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. (GR)

PAS 612: Research I

1 Credit Hour(s)

In this course, students will write a research paper based on a patient case study. The student will choose a case that he/she participated in while on clinical rotation. Students will utilize EBP (Evidence-Based Practice) principles to write a clinical case study for their peers. The case will be written following the guidelines outlined below and be presented to his/her faculty advisor during a one on one case management defense. (GR)

PAS 613: Research II

1 Credit Hour(s)

In this course, students will present a clinical case to their peers in a Grand Rounds format. This course will follow the completion of PAS 612 Research I. The student will choose a case that he/she actively participated in while on clinical rotation. The case will be presented to the student's research group and faculty advisor. (GR)

PAS 614: Clinical Seminar I

2 Credit Hour(s)

The purpose of Clinical Seminar I is to ascertain that the physician assistant student can apply the knowledge required to successfully transition to the program's clinical phase.� This course also prepares students to work collaboratively in interprofessional patient centered teams and apply these principles beyond the physician-physician assistant role, as well as being their journey of lifelong learning. (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 final year of the Daemen University PA Program will prepare for clinical practice and the Physician Assistant National Certifying Examination (PANCE) through the callback day lectures, in-class activities, journal club, interprofessional reflection, and assessment and plan assignments. The purpose of Clinical Seminar II is to ascertain that the physician assistant student can apply the knowledge required to successfully continue in the program's clinical phase and continue their journey of lifelong learning through Continued Medical Education including obtaining MAT training. This course also prepares students to work collaboratively in interprofessional patient centered teams and apply these principles beyond the physician-physician assistant role. (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 final year of the Daemen University PA Program will prepare for clinical practice and the Physician Assistant National Certifying Examination (PANCE) through the callback day lectures, in-class activities, interprofessional reflection, and assessment and plan assignments, and faculty assessment/mentoring. The purpose of Clinical Seminar III is to ensure the student has the medical knowledge, clinical and technical skills, clinical reasoning and problem-solving abilities, interpersonal skills, and professional behaviors necessary to transition to clinical practice and be a competent practicing physician assistant. This course will integrate information from specific courses and experiences into unified concepts, in preparation for the PANCE and a career in clinical practice. Students will reflect on experiences working collaboratively on interprofessional patient centered teams, as well as continue their journey of lifelong learning with continued medical education as required by the NCCPA and successful clinical practice. (GR)

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. (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. (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. (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. (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. (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. (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. (GR)

PH 542: Public Health Law

3 Credit Hour(s)

This class is designed for those that have no prior coursework on legal issues. All students are expected to leave the course knowing how to find relevant law, read it and have a sense of the context from which it emerges. The content of the course includes a survey of the issues relevant to public health law. This includes the constitutional authority for the police powers of the state, the balance between civil liberties and the welfare of the community, and the role of the state in regulating health care. The course is based on general theoretical precepts that apply to the entire country, as well as laws specific to New York. Students who reside or practice in other states are welcome to research relevant laws in those states. (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. (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. (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. (GR)

PH 563: Program Planning & Evaluation

3 Credit Hour(s)

This skill-based course provides students with the knowledge and skills to assess health resources and to develop, implement and evaluate health promotion programs to meet community health needs. Program planning and development, including both planning and program theories and models, strategy/intervention selection, setting goals and objectives and performing both primary and secondary needs assessments will be examined. Additionally, we will explore methods and considerations for implementing and evaluating community health promotion programs. (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. (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. (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. (GR)

PH 570: Advanced Quantitative Analysis

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. (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. (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. (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. (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. (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. (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. (GR)

PH 583: Project Management and Leadership in Public Health

3 Credit Hour(s)

This skill-based course provides a detailed exploration of public health leadership and project management skills, well suited for students interested in entering the field of public health management with a specific focus on developing knowledge and skills that can immediately be used in the field. Students will be introduced to the history and field of public health management, central leadership and management theories, the dynamic role of public health management professionals and characteristics of a successful public health leaders. Management topics will also include health program organization, financing, marketing, human resources and community relations. Leadership topics will include contemporary approaches to leadership development, self-assessment, conflict resolution, and effective communication. Case studies and invited public health leaders will be used to reinforce application of course concepts. (GR)

PH 585: Trauma-Informed Approach to Health And Well-Being

3 Credit Hour(s)

A trauma-informed approach (TIA) to care is rooted in an awareness and understanding of the widespread nature of traumatic experiences and circumstances and the potential impacts of these experiences across the life span. This course will examine the history, purpose, tenets, and strategies for implementation of a trauma-informed approach to health and well-being in various systems of care. The potential impacts of trauma will be explored, examining the Adverse Childhood Experiences (ACE) study and other pertinent literature. In addition, the course will examine the potential impact of trauma and exposure to others' trauma on the worker/care provider- considering both positive and negative experiences such as vicarious trauma and vicarious resilience; compassion fatigue and compassion satisfaction. Finally, the course will examine an example of a truly trauma-informed model of care (Sanctuary). (GR)

PH 586: Qualitative Methods

3 Credit Hour(s)

This skill-based course provides the tools for conducting effective qualitative public health research. Qualitative approaches, use of theoretical frameworks, and strategies for designing qualitative studies will be taught. Interviewing skills, sampling, ethical issues, data management, analysis, and interpretation of qualitative data will be extensively examined, and methods for disseminating results is presented. Case studies, including mixed-methods studies, will be used to reinforce the application of concepts in qualitative research. In addition, students will engage in a small qualitative research project for class purposes that will allow them to practice data collection, data transcription, data analysis, and data reporting. (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. (GR)

PH 590: Foundations of Public Health Ethics and Advocacy

3 Credit Hour(s)

This course will provide an overview of various issues in public health ethics, with applications for advocating for public health policies for social justice and health equity. The course will begin with discussing the framework for public health ethics, moral considerations for public health interventions, political and legal issues, screening/ health testing/vaccination, containing communicable diseases, and ethics in health communication. The course will utilize a case-based approach in exploring public health ethical topics and decision making, incorporating contemporary examples. (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. (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. (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 factors that influence health, including race, ethnicity, education, income, disability, geographic location, gender, and sexual orientation. We will examine the multiple pathways through which these factors are produced and reinforced socially and structurally, including discrimination, stigma, social network processes, culture, and policies. The course will provide historical and theoretical perspectives on the problem, foster a critical examination of empirical support for various explanatory pathways, and will explore approaches to studying and promoting both health inequity and health equity. 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. (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. (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. (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. (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. (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. (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. (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. (GR)

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. (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/L). 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 utilizing 3D anatomical software, laboratory, and demonstrations. Laboratory sessions will allow students to acquire a three-dimensional macroscopic appreciation of anatomical structure through human cadaver dissection guided by instructor's online video demonstrations, cadaver prosections, and study of models. Prerequisite: PT First Year Fall professional status or permission of PT Department. (GR)

PT 504L: Clinical Functional Anatomy I Lab

0 Credit Hour(s)

Laboratory techniques for Clinical Functional Anatomy. Required corequisite: PT 504. (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 utilizing 3D anatomical software, 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. (GR)

PT 505L: Clinical Functional Anatomy II Laboratory

0 Credit Hour(s)

Laboratory techniques for Clinical Functional Anatomy II. Corequisite: PT 505. (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 extemities. 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. (GR)

PT 506L: Kinesiology and Biomechanics I Lab

0 Credit Hour(s)

Laboratory techniques for Kinesiology & Biomechanics I. Required corequisite: PT 506. (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 video and observational motion analyses. 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. (GR)

PT 507L: Kinesiology and Biomechanics II Laboratory

0 Credit Hour(s)

Laboratory techniques for Kinesiology & Biomechanics II. Corequisite: PT 507. (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. (GR)

PT 508L: Physiology of Exercise Lab

0 Credit Hour(s)

Laboratory techniques for Physiology of Exercise. Corequisite: PT 508. (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 therapeutic modalities. Lectures will provide an in-depth study of the science of pain neurophysiology and management, therapeutic modalities and interventions. 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. (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. (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. (GR)

PT 514L: Musculoskeletal Rehabilitation I Lab

0 Credit Hour(s)

Laboratory techniques for Musculoskeletal Rehabilitation I. Corequisite: PT 514. (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 limitations and participation restrictions. 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. (GR)

PT 515L: Musculoskeletal Rehabilitation II Laboratory

0 Credit Hour(s)

Laboratory techniques for Musculoskeletal Rehabilitation II. Corequisite: PT 515. (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. (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 of body structure, activity limitations, and participation restrictions; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacologic 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. (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. (GR)

PT 521L: Prosthetics and Orthotics Lab

0 Credit Hour(s)

Laboratory techniques for Prosthetics and Orthotics. Corequisite: PT 521. (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. (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. Students will examine historical and contemporary theories of motor control, postural control, information processing and motor learning, as frameworks for understanding goal-directed, functional movement. The interconnection of information processing, attention, memory and motor learning in the development and application of motor control and postural control will be emphasized. We will also explore theories of motor control, motor learning and postural control as explanatory models for changes in movement capabilities across the lifespan. Potential constraints to these processes will be explored through examination of functional changes associated with movement system dysfunction. Prerequisites: PT Second Year Fall professional status or permission of PT Department. (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, the patient who survives critical illness, and the patient with cancer. Prerequisites: Enrollment in the 3rd year of DPT program or by permission of the instructor. (GR)

PT 539L: Cardiopulmonary Rehabilitation Lab

0 Credit Hour(s)

Laboratory techniques for Cardiopulmonary Rehabilitation. Corequisite: PT 539. (GR)

PT 541: Neurobiology I

4 Credit Hour(s)

This course is the first of a two-semester course in neurobiology. It is designed to introduce students to broad neural principles and to the general organization of central and peripheral nervous system. We will integrate experimentally- and clinically-derived knowledge (via case applications), as well as insights and techniques from the many disciplines and levels of analysis that converge to explain the current anatomy and function of the human nervous system. Emphasis in this course is placed on the properties of neurons and principles of neurobiology covered in topics including: neurodevelopment, communication within and between neurons, formation of neural circuits, neural plasticity, and neural regeneration. Laboratories will promote development of skills in neuroanatomical identification and basic principles of neural circuits and brain anatomy. This will provide an essential and foundational knowledge base for the integration of neural information with neurologic diagnosis following injury to the nervous system. Gross anatomy, myelin-stained cross sections, microscopic anatomy, and neurodiagnostic images (MRI, CT scan, vasculature studies) of the brain and spinal cord will be studied during laboratory sessions. Together, the lecture and laboratories will lay the foundation for studying the association of anatomy and function with regard to clinical outcomes and effects of damage to the central and peripheral nervous systems. Prerequisites: PT First Year Spring professional status or permission of PT Department. (GR)

PT 541L: Neurobiology I Lab

0 Credit Hour(s)

Laboratory techniques for Neurobiology I. Corequisite: BIO 541. (GR)

PT 542: Neurobiology II

4 Credit Hour(s)

This is the second semester of a two-semester course in neurobiology through which you will develop a detailed knowledge of functional neuroanatomy of the central nervous system. General topics we will cover include: sensory systems; reflexive, voluntary, and modulated movement and postural control; spinal and cranial nerve anatomy and clinical examination; association cortex and its relationship to cognitive ability, emotion and memory; and the association between plasticity and recovery of function. We will integrate clinical knowledge and insights and techniques from the many scientific disciplines that converge to explain the current anatomy and function of the human nervous system as well as their contributions to applied practice. We will consider neurodegenerative disease and trauma and put into functional context several commonly used medications utilized for the management of several neurologic impairments. Gross and microscopic anatomy, myelin-stained sections, and neurodiagnostic images of damaged brain and spinal cord sections will be studied in clinical and anatomical context during laboratory sessions. Case studies will be used extensively in the laboratory sessions to develop analytical skills, to develop an essential knowledge base for neurologic diagnosis, and to promote continued development of skills in neuroanatomical identification. Prerequisite: PT Second Year Fall professional status or permission of PT Department. (GR)

PT 542L: Neurobiology II Lab

0 Credit Hour(s)

Laboratory techniques for Neurobiology II. (GR)

PT 544: Neuromuscular Rehabilitation I Lecture

5 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 reinforced and emphasized. Enablement model, 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. 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. (GR)

PT 544L: Neuromuscular Rehabilitation I Laboratory

0 Credit Hour(s)

Laboratory techniques for Neuromuscular Rehabilitation I. Corequisite: PT 544. (GR)

PT 545: Neuromuscular Rehabilitation II

5 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. A variety of theoretical approaches across examination and intervention 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. (GR)

PT 545L: Neuromuscular Rehabilitation II Lab

0 Credit Hour(s)

Laboratory techniques for Neuromuscular Rehabilitation II. Corequisite: PT 545. (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 Fall professional status or permission of PT Department. (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 lifespan, 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. (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, 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 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. (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. (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 write a research question (or questions) that they will form from a topic of their interest. They will search the published literature, create a literature table, and present their findings to their research question. The culmination of the student's research will be a platform presentation. Prerequisites: PT Second Year Fall professional status or permission of PT Department. (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 working 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 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 University Institutional Review Board - Human Subjects Research (IRB). A written comprehensive evidence-based literature review table, references and introduction section of the final manuscript will be submitted by each group reflecting the semester's work. Students are also expected to participate collaboratively in data collection and analysis across the Spring/Fall PT 554/PT555 course sequence. Prerequisites: PT Second Year Spring professional status or permission of PT Department. (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 University Institutional Review Board - Human Subjects Research (IRB). Following approval by the IRB as appropriate 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 a written research manuscript and a platform presentation at the annual Evidence-Based Practice Clinical Research Symposium open to the Daemen University community, as well as interested individuals from the broader professional community. Prerequisites: PT Third Year Fall professional status or permission of PT Department. (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 of the professional phase academic semesters. These sessions are mentored by clinical associated 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. (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 of the professional phase academic semesters. These sessions are mentored by clinical associated 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. (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 observations at identified 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 is designed to provide a patient care experience with an individual who is living with a pediatric onset, neuromuscular-based disorder of posture and movement. These experiences will occur in a small group in an on-campus clinic setting. These sessions are designed to afford the student the opportunity to begin to apply the knowledge gained in the classroom to clinical practice and 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. (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 and further develop 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, virtually and/or in person, 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 campus 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. (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 further engage in the practice of physical therapy and other related fields, further developing cognitive, affective and psychomotor skills acquired in lecture and laboratory experiences. Students will be exposed to several different clinical environments including cardiopulmonary rehabilitation, integumentary wound care, trauma unit, wellness and health promotion, and holistic health. 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. (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. We will also incorporate 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; communication and professional behavior, ethical and legal standards; HIPAA regulations; 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. (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 academic curriculum will be the focus of the clinical internship. The facilities utilized for the internship will focus on musculoskeletal or orthopedic patient care. Prerequisites: PT Second Year professional status and Grade of C or better in all PT coursework. (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. (GR)

PT 600: Clinical Problem Solving in Neuromuscular Rehabilitation

2 Credit Hour(s)

This course is the third in a three part series of neuromuscular coursework which will advance student proficiency in neuromuscular rehabilitation and promote the development of clinical reasoning, clinical problem-solving, and collaborative skills, as well as skills in self-assessment and independent learning. Throughout the course students will work independently or collaboratively in small groups with faculty mentors through a variety of directed learning experiences and patient/client case studies. The 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 to synthesize and present coherent, evidence-based arguments addressing the specific goals of each learning experience or case study. The faculty mentors will facilitate student discussions and psychomotor activities. Objectives associated with each learning activity focus on knowledge and skills associated with all elements of physical therapy patient/client management, 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. (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. (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. (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, leadership skills, 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. (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 lifespan. 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 and compliance, locus of control, motivation, and the influence of culture and context 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. In addition, this course will address curricular content related to pelvic health across genders including examination through intervention considerations related to incontinence, pregnancy and related short term/long term sequelae, and pelvic floor dysfunction. Prerequisite: PT Third Year Fall professional status or permission of PT Department. (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. (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. (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. (GR)

SED 498: Student Teaching Students With Disabilities Childhood 1-6

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. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427, SED 499. (GR)

SED 500: Foundations of Learning & Instruction

3 Credit Hour(s)

This course provides a comprehensive introduction to learning and instruction including learning theory, learning standards, pedagogy, learner development, and characteristics of effective teachers. In this course, students will deepen understanding of the relationship between theory and instructional design, and articulate a personal teaching philosophy. (GR)

SED 501: Introduction to Disabiltiy & Inclusive Education

3 Credit Hour(s)

This is an introductory course about inclusive (i.e.,special) education that examines historical and socio-political perspectives of disability, both in the United States, and globally. In addition to learning about characteristics of different disabilities, students will examine foundational laws and principles related to inclusive education and reflect on their own identity, experiences, and values that may impact them as a teacher. This course includes a 3-hour workshop on Autism Spectrum Disorder as required for New York State certification. (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 students with disabilities, the families of children with disabilities, and the professional people who serve them. 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. (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 has a disability (e.g. intellectual disability, learning disabled, learning disability, emotional/behavioral disorder). 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. (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. Field Experience Required. Offered Fall at the Amherst Campus. Offered Spring for Alt Cert program. (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. Offered Summer for Amherst Campus. Offered Spring for Alt Cert program. (GR)

SED 506: Inclusive Literacy Practices in the Secondary Classroom

3 Credit Hour(s)

This course focuses on inclusive teaching practices to support literacy development of adolescent students with disabilities and English Language Learners across content areas. In this course, students will embrace Universal Design for Learning (UDL) principles, utilize models of co-teaching, and incorporate flexible pedagogy and evidence-based practices to adapt and design lessons that are appropriate for students with disabilities within a multi-tiered system of support. (GR)

SED 508: Teaching to the Standards

3 Credit Hour(s)

This course is the seminar accompaniment to the student teaching experience for graduate students. In this culminating course, students will reflect on their learning related to standards of the profession.Prerequisite: SED 570; taken concurrently with SED 580. (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. (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. (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. This course is a pre-requisite offered by Coopersmith, not by Daemen, for the Alt Cert programs only. (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. (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. (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. (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. (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. (GR)

SED 524: Intro to Educational Assessments & Ieps

3 Credit Hour(s)

In this course, teacher candidates will develop skills in assessment of students with and without disabilities, including progress monitoring of Individualized Education Plan (IEP) goals. Teacher candidates will engage with different types of assessment instruments, including academic, behavioral, social/emotional, and transition tools used within a multi-tiered system of supports. They will investigate culturally responsive assessment practices to address the needs of culturally and linguistically diverse learners and evaluate assessments for potential biases. Throughout this course, teacher candidates will practice collaborative data-based decision making in regard to instruction practices and IEP development. (GR)

SED 525: Inclusive Practices in Mathematics

3 Credit Hour(s)

In this course, students will design math instruction that meets the needs of diverse learners including those with disabilities and English Language Learners. Students will explore and implement research-based math strategies, and incorporate flexible pedagogy that provides a balance between explicit and problem-based/inquiry instruction to address the needs of learners with and without disabilities. Leveraging a wide range of instructional and assistive technologies, students will engage in collaborative lesson planning activities with opportunities for hands-on practice with feedback. (GR)

SED 526: Methods for Classroom Management (pk-12)

3 Credit Hour(s)

In this course, students will learn about classroom management strategies within a multi-tiered system of support. They will explore research-based interventions and reflect on their own experiences and biases to develop a culturally responsive classroom management plan and an individualized behavior intervention plan. (GR)

SED 527: Practicum in Inclusive Education

3 Credit Hour(s)

This course is an authentic practicum experience in a classroom with students with disabilities with required field hours varying depending on the program track (50-150 hours). This is a scaffolded/supported teaching experience where students will begin by conducting reflective lesson observations and eventually plan and teach lessons and lesson sequences themselves and/or as a co-teacher with the cooperating teacher. Students will schedule their hours with their assigned cooperating teacher and are responsible for their own transportation and completing any background checks required by the school district. (GR)

SED 535: Inclusive Practices in Elementary Reading

3 Credit Hour(s)

This course presents the fundamentals of inclusive reading theory, instruction and assessment. The primary purpose of this course is to assist in the development of an effective reading teacher who can successfully assess and design instructional plans for students with and without disabilities that impact them in reading. Students will explore and execute evidence-based, inclusive reading strategies and reflect on their own professional knowledge and growth. (GR)

SED 536: Action Research in Literacy Intervention

3 Credit Hour(s)

This course focuses on how to find and imnplement research-based literacy interventions for K-12 students who need additional support in literacy, including English Language Learners (ELLs) and students with disabilities. Students will learn about the action research cycle and will design an action research project for K-12 students who need targeted intervention in reading, writing, listening, and/or speaking. (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. (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. (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. (GR)

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

3 Credit Hour(s)

One-two Two professional laboratory experience(s) 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 (Amherst Only): Completion of all courses, except for SED 580 and EDU 518 (recommended), which are taken concurrently. Corequisites: SED 580, SED 518 (recommended). Offered As Needed for Amherst Campus. Offered Spring for Alt Cert program. (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. Prerequisites (Amherst Only): Completion of all courses, except for SED 570 and EDU 518 (recommended), which are taken concurrently. Corequisites: SED 570, EDU 518 (recommended). (GR)

SED 590: Student Teaching in Inclusive Education I

3 Credit Hour(s)

This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. Prerequisity: Taken concurrently with SED 508 and SED 591. (GR)

SED 591: Student Teaching in Inclusive Education II

3 Credit Hour(s)

This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district.Taken currently with SED 508. (GR)

SED 600: Research Methods in Inclusive Education

3 Credit Hour(s)

In this course, students will examine various types of research conducted to investigate the effectiveness of an instructional practice/strategy for inclusive education. We will emphasize methods and quality indicators of action research and single subject research designs that are often used in the field. (GR)

SED 601: Equitable & Accessible Educational Technology

3 Credit Hour(s)

In this course, students will explore the spectrum of assistive/educational technology and reflect on the role of teachers in effectively designing, implementing, and evaluating technology for learning. This course will focus on literacy/language acquisition across content areas and STEM instruction. Students will create engaging and accessible learning opportunities for diverse learners with and without disabilities as well as for English Language Learners that are enhanced with technology. Additionally, they will make data-based technological decisions by evaluating, selecting, implementing, and assessing educational technology aligned to instructional outcomes and individual student needs. (GR)

SED 602: Equity & Social Ustice in Education Law, Policy & Practice

3 Credit Hour(s)

This course will focus on dispositions and professional learning as students will discuss equity and how it relates to educational law, policy, and practice. Students will aim to learn from those who have been marginalized by our current educational systems. They will set actionable goals and create resources to support the professional growth of teachers to create more inclusive policies and practices that demonstrate respect for all individuals. (GR)

SED 603: Advanced Assessment Methods

3 Credit Hour(s)

In this course, students will investigate the reliability and validity of classroom assessments while minimizing bias within the assessments. They will create fidelity evaluation tools and discuss the impact of implementation fidelity for evidence-based practices on student success. In addition, they will explore standards for practicing teachers such as InTASC, CEC Initial and Advanced Preparation Standards, and content-specialty teacher standards. Teacher Candidates will explore leadership responsibilities including needs-based assessments for school-wide programming for students with disabilities. (GR)

SED 604: Intensive Intervention in Elementary Mathematics

3 Credit Hour(s)

This course focuses on math instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions for students with disabilities and English Language Learners. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for math intervention in terms of mathematical domains emphasized, the extent of research support, and considerations for cultural responsiveness. (GR)

SED 605: School-Based Behavioral Interventions & Structures

3 Credit Hour(s)

This course focuses on providing behavioral interventions across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate varied theories on behavior management in terms of individualized target behaviors, the extent of research support, and considerations for cultural responsiveness. They will examine and critique critical issues around how schools set expectations for, interpret, and intervene with problem behaviors. Students will also identify strategies and reasons for teaching prosocial behaviors. (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. Field Experience Required. (GR)

SED 607: Post Secondary Transition & Collaboration

3 Credit Hour(s)

This course focuses on the study of the post-secondary transition process in special education, with special emphasis on competencies necessary for effective collaboration with parents, students, paraprofessionals, general educators, and related service providers. Issues explored will include: culturally responsive practice; developing developmentally appropriate transition plans within an IEP that promote inclusion; and collaborating with team members to prepare students for the future. (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. Prerequisite (Amherst Only): SED 600. (GR)

SED 612: Advanced Collaboration Methods

3 Credit Hour(s)

This course is designed to provide students with the information needed for effective collaboration with families, teachers, paraprofessionals, related service providers, and other IEP team members. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, and strategies for securing appropriate resources for students with disabilities. (GR)

SED 615: Critical Issues in Inclusive Education

3 Credit Hour(s)

This course is an introduction to graduate studies with a central function of developing your critical reading, thinking, and writing skills. In this course, students will explore some of today's critical issues in the field of inclusive education, with an eye to how issues of power, privilege, systemic oppression, cultural identity and intersectionality related to our selected issues. Get ready to read, write, think, and reflect on how the course material might shape your further development as a teacher. (GR)

SED 635: Intensive Intervention in Elementary Reading

3 Credit Hour(s)

This course focuses on elementary reading instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for reading intervention in terms of reading areas emphasized (e.g., decoding, fluency, comprehension), the extent of research support, and considerations for cultural responsiveness. (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. (GR)

SED 642: Curriculum Modification for Learners With Disabilities

3 Credit Hour(s)

This course focuses on modifying curriculum and assessments for learners with significant support needs. Students will engage in critical discourse around topics such as inclusion, labels like severe disabilities, and challenging deficit thinking. They will also practice forms of systematic instruction and develop individualized curricula that are culturally appropriate and support the learner in progressing toward grade level standards. (GR)

SED 671: Practicum Capstone in Inclusive Education

3 Credit Hour(s)

This course serves as the final culminating experience for graduate students seeking additional certification in Childhood Education 1-6 and/or Students with Disabilities All Grades. This capstone course includes a supervised practicum experience in a setting(s) that aligns with the desired certification area(s). In addition to the practicum experience, students will create a web-based teacher resource for supporting all learners and will complete a final portfolio that showcases their understanding and growth toward meeting the standards of the profession. Prerequisite: SED 615 (GR)

SED 696: Capstone Project

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: Capstone Project in Inclusive Education

3 Credit Hour(s)

This course serves as the final culminating experience for graduate students seeking professional certification to teach students with disabilities. Under the mentorship of the course instructor, students will design a project that showcases their understanding and growth toward meeting the standards of the profession. (GR)

SED 720: Concepts and Principles in Behavior Analysis

3 Credit Hour(s)

Cross listed with ECSE 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)

SW 509: Theories of Organizational Behavior and Development

3 Credit Hour(s)

This course examines key theories and concepts related to organizational behavior and development in human service organizations. The course borrows from the behavioral and social sciences (E.G., psychology, sociology, political science, and anthrolpology) and management literature to aid students i developing a sound appreciation of person/organizational dynamics in preparation for supervisory, administrative, and leadership. (GR)

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. (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. (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. (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. (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. (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. (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. (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. (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. (GR)

SW 602: Child and Family Policy

3 Credit Hour(s)

This course focuses on policies and services affecting children, youth, and families from diverse backgrounds as given form in welfare, child welfare, education, health and mental health, disability, substance abuse, and juvenile justice institutions and systems of care. (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. (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. (GR)

SW 615: Mindfullness Based Interventions

3 Credit Hour(s)

This course will introduce students to the practice of mindfulness; a moment to moment intentional way of engaging in their personal life, clinical work with others, and as a framework for macro level practice. Over the semester, students will learn the mindfulness practice of cultivating the capacity to be fully present in each moment while simultaneously recognizing one's own thoughts and sensations. Course content facilitates knowledge and skill development of applying evidence-based mindfulness interventions to the range of challenges arising from stress, psychological conditions, and macro-level social problems and social injustice. (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. (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. (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. (GR)

SW 621: Solution-Focused Social Work Practice

3 Credit Hour(s)

(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. (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. (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. (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. (GR)