This course explores fundamental concepts of nutrition, nutrient functions, human nutritional requirements, and food sources. We will learn about evaluating nutrition information and food safety, and investigate the role of nutrition in chronic disease, public policy, and the environment. Nutrition is both a science and social science. This class involves social aspects, but mainly concerns the biochemistry and physiology of how food is processed in the body. The chapters on carbohydrates, lipids, proteins, and metabolism especially built on biology and physiology. Course topics include: 1. essential nutrients (macro-and-micro-nutrients) needed from the diet; 2. major functions of nutrients and physiological changes with deficiency or excess; 3. digestion, absorption, and metabolism of nutrients; 4. weight management; 5. scientific method and nutrition; 6. life cycle issues; 7. food safety issues 8. nutrition for sports Prerequisites: High school biology and chemistry

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

One semester exploration of human anatomy and physiology within the context of ethics; topics such as human genetic diversity, organs and tissues, disease and reproduction. Weekly policy debates. Active learning format. Animal dissections required. Suitable for students in any major. Must be taken in addition to BIOL 1009 to fulfill prerequisites for allied health grad programs. This course explores several interdisciplinary questions, each of which addresses biology through an ethical and societal lens. In ?What makes humans unique??, we will consider the evolution of human traits, how the concept of race relates to human genetic diversity, and the fallibility of human memories. In ?How does blood and organ donation work??, we will examine how our bodies can recognize and respond to foreign materials, how vaccines work, and who should have access to life saving tissue and organ transplants. In ?How do stress, diet and exercise affect health?? ,we will consider disparities in access to adequate nutrition, exposure to stress, and exercise, and how these affect our bodies and our mental health. Lastly, in ?How does a unique individual develop from a single cell?, we will examine how a single cell develops into a fully functional human being, and how similar processes lead to cancer. We will also consider the role of genes and hormones in human reproduction and the development of reproductive structures in embryos, while explicitly addressing the ethics of the distinctions between the concepts of sex characteristics, sex assigned at birth, and gender. We will learn how a cell can become cancerous, as well as how a cell develops into a fully functioning human being. Additionally, we will consider the role of hormones in the development of male, female, and intersex organs, while being explicit about the differences between gender, sexual orientation, and sex assigned at birth. In lecture, instructors and teaching assistants will support students as they evaluate data and work through concepts in teams. Students will also dedicate significant time to the consideration of ethical questions in human biology, and work with teammates to organize and present a position on a policy related to an ethics question. In lab, students will further explore human anatomy and physiology, connecting structure and function through several dissections and activities. Students will read and share scientific papers, make observations, design experiments and analyze data. Students will work in teams to complete a multi-week project on the physiology of stress. We will continue our exploration of ethics topics in lab, where we will discuss and apply ethics in human subjects research and research on non-human animals. About ? of the course grade will be based on four traditional lecture exams and a final lab exam. The remainder of the course grade is comprised of open notes quizzes, in class team assignments, individual assignments, and team projects. Course grading is based on mastery of concepts and skills, and students are encouraged to collaborate in understanding course material.

Scientific study of human behavior. Problems, methods, findings of modern psychology.

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Theoretical, personal, and culturally determined theories on life span development, from prenatal period through death/dying. Psychoanalytical, behaviorism, cognitive, sociocultural, and epigenetic categories of biosocial, cognitive, and psychosocial domains.

Human development in a family context. Life-course and human development theories. Individual/family development, mate selection, birth, life cycle. Physical, cognitive, language, social, social, and personality development. Historical, social, and cultural factors. How theory/research are applied to everyday lives.

WRIT 1301 introduces students to rhetorical principles that provide a framework for successful written communication in college and beyond. Students study and write in a variety of genres and disciplines, and in multimodal forms. The courses focus on writing as a way of knowing and learning to develop ideas through critical thinking, including analysis and synthesis. Based on the assumption that writing is a social activity, the course is a workshop format and requires active engagement in the writing process, including pre-writing, peer review, revision, and editing. Students develop information literacy and hone the ability to locate, evaluate, and effectively and ethically incorporate information into their own texts. The blended model combines two credit hours/week of small face-to-face class with two credit hours of online instruction in Canvas. Some sections are dedicated for international and multilingual students. WRIT 1301 fulfills the first-year writing requirement.

Students in WRIT 1401 work with a local community organization as they explore writing processes and practices and rhetorical principles that provide a framework for successful written communication in college and beyond. Students analyze how writing works in varying contexts/genres and how it presents complex arguments with an emphasis on exploring ways that writing works to support change in communities and to promote social justice. Students use and expand their writing process and revision to develop writing form/style and rhetorical content that contributes to conversations and provides new insight. Students develop information literacy and hone the ability to locate, evaluate, and effectively and ethically incorporate information into their own texts. The blended course modality combines two credit hours/week of small face-to-face class with two credit hours of online instruction in Canvas, in addition to weekly homework assignments. An additional 2 lab hours/week provide a common time and place reserved for work on and with our community partners. These are considered homework hours. WRIT 1401 fulfills the first-year writing requirement.

How major organ systems function (nerve, muscle, circulation, respiration, endocrine, renal, gastrointestinal, temperature regulation and energy metabolism). Three one-hour lectures, two-hour lab. prereq: [BIOL 1009 or 1 yr college biol], 1 yr college chem

Person-centered evidence based nursing care for adults, including physical/mental health promotion, acute/chronic illness management. Critical analysis of patient needs/planning nursing care. prereq: Admitted to Nurs BSN program

Psychomotor skills/interventions with focus on therapeutic interventions. Experiential learning activities used to build skill in assessment, planning/implementation of select nursing interventions. Theoretical foundations of nursing interventions. prereq: Admitted to Nurs BSN program

Basic nursing concepts, role development, competencies, therapeutic use of self, and communication skills for person-centered care and professional teamwork; beginning development of own nursing philosophy; career exploration. prereq: Admitted to nursing BSN program

Application of genetics to the practice of professional nursing. prereq: Enrolled in nursing major

Pharmacotherapy—the treatment of disease through the administration of medications—is a topic central to the practice of nursing. This course is designed to introduce you to the main drug classes available for the treatment of particular diseases and the monitoring parameters for patients taking these medications. You will also learn about basic pharmacology, recognize brand and generic drug names, and explore their common uses and therapeutic classes. A basic understanding of contraindications and precautions related to various classes of medications will also be covered. Additionally, the course develops basic proficiency in the use of drug information resources. Students will be assessed through patient case quizzes and exams. This is a completely online course with weekly due dates. Course information is sent to the University of Minnesota email addresses of registered students shortly before and/or on the first day of classes each fall and spring term. For more information, contact phar3800@umn.edu or 612-624-7976. Prereq: Anatomy and physiology

Psychomotor skills/interventions with focus on therapeutic interventions. Experiential learning activities used to build skill in assessment, planning, implementation of select nursing interventions. prereq: 3703, enrolled in School of Nursing

Examination of evidence-based teamwork systems and processes to improve communication and collaboration among health care professionals. prereq: Enrolled in nursing program

Examine an evidence-based teamwork system to improve communication and teamwork skills among health care professionals. prereq: 3703, 3705, 3801, [3802 or 3802H], enrolled Nurs student

Developing sensitivity to range/complexity of ethical issues/dilemmas in health care. Ethical principles/theories. Key ethical concepts in addressing morally troubling issues in health care settings.

Family centered care theory applied to care of childbearing, childrearing families in acute care setting. High risk pregnancy. Child response to illness/hospitalization. prereq: 3802, enrolled nursing student

Person-centered evidence based nursing care for adults with complex physical and mental health illnesses. Critical analysis of multiple complex patient needs. Planning nursing care. prereq: 3801, 3802, 3703, 3705, enrolled in School of Nursing

Examine health informatics and information technology from consumer, clinical, and public health perspectives. Develop skills in using information technology to communicate, manage knowledge, mitigate error, and support decision-making.

Concepts of epidemiology, systems theory, and social justice applied to population-based nursing care. Public health nursing competencies and principles of community assessment. Public health nursing practice models and evidenced-based nursing interventions. prereq: jr nursing student

Clinical reasoning is applied to the nursing care of young through older adults in acute care. Evidenced based practice and clinical reasoning to provide person centered care within the health system environment. prereq: 3703, 3705, 3801, [3802 or 3802H], enrolled in nursing

Person-centered nursing care that is safe, effective, holistic, culturally sensitive. prereq: Nursing student in School of Nursing

Synthesize person-centered evidence-based nursing care for persons across the lifespan with complex health conditions in the context of families and communities. Didactic Course. prereq: 4703, sr in good standing in BSN

Ethical dimensions/role obligations of health care professionals related to selected social issues with health consequences. prereq: Senior undergrad nursing student, [4104 or instr consent]

Introduction to nursing care of childbearing/childrearing families. Family theory, family-centered care, and family culture in the context of home and community settings. prereq: Enrolled in School of Nursing

Leadership skills for safe effective practice as a new graduate nurse; issues affecting nursing practice; leadership attributes, e.g., creating effective teams, confident interaction with others, resolving conflict, managing resources, leadership for assuring patient safety and quality care. prereq: Sr enrolled in BSN program

Care coordination/relationship of acute, home, community services. Populations may include chronically ill, all ages (aging adults, pediatric), culturally diverse/healthy communities. prereq: Nursing Student in School of Nursing

Professional and legal issues necessary to the transition into nursing practice; strategies for lifelong learning and nursing career trajectories in preparation for entry into practice in a complex health care system. prereq: Sr in BSN program

Numerical reasoning, measurement principles. Vital statistics, rates, data description. Probability. Hypothesis testing/confidence intervals for tests on means. Proportions, correlations, linear regression. prereq: [High school algebra or instr consent], students enrolled in School of Nursing must take A/F option

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

The purpose of the course is to develop skills for improving data-driven decision-making using statistical techniques in the powerful statistical software environment R. As an introductory statistics course, the content will include three main areas of statistics: Descriptive Statistics, Statistical Inference, and Analysis of Relationships with Scatterplots, Correlation and Linear Regression. Developing statistical literacy is increasingly important in understanding data and engaging in the complex business world. BA 2551 focuses on statistical reasoning and how to implement statistical methods in a business context using R. Topics include (but are not limited to) descriptive statistics, statistical inference, variability, sampling, distributions, correlation analysis, confidence intervals, hypothesis testing, graphical summaries of data, and introduction to linear regression. Through weekly in-class lab sessions and critical thinking assignments related to statistics in business, the course will train students to become informed consumers of numerical information and provide foundational skills in R to compute statistical procedures in future courses. We use existing packages in R as a tool to enable us to solve business problems that can leverage mathematical and statistical thinking. prereq: [Math 1031 or equiv]

This course will introduce majors and non-majors to basic statistical measures and procedures that are used to describe and analyze quantitative data in sociological research. The topics include (1) frequency and percentage distributions, (2) central tendency and dispersion, (3) probability theory and statistical inference, (4) models of bivariate analysis, and (5) basics of multivariate analysis. Lectures on these topics will be given in class, and lab exercises are designed to help students learn statistical skills and software needed to analyze quantitative data provided in the class. prereq: Undergraduates with strong math background are encouraged to register for 5811 in lieu of 3811 (Soc 5811 offered Fall terms only). Soc Majors/Minors must register A-F.

This is an introductory course in statistics whose primary objectives are to teach students the theory of elementary probability theory and an introduction to the elements of statistical inference, including testing, estimation, and confidence statements. prereq: Math 1272

Random variables/distributions. Generating functions. Standard distribution families. Data summaries. Sampling distributions. Likelihood/sufficiency. prereq: Math 1272 or Math 1372 or Math 1572H

Descriptive/basic inferential statistics used in psychology. Measures of central tendency, variability, t tests, one-way ANOVA, correlation, regression, confidence intervals, effect sizes. Psychological measurement. Graphical data presentation. Statistical software. prereq: High school algebra, [PSY 1001 or equiv]; intended for students who plan to major in psychology

Anatomical relationships. Function based upon form. Clinical applications. Gross (macroscopic) anatomy, histology (microscopic anatomy). Neuroanatomy (nervous system), embryology (developmental anatomy). prereq: [BIOL 1002W or BIOL 1009 or BIOL 2002 or equiv], at least soph

Anatomical relationships. Function based upon form. Clinical applications. Gross (macroscopic) anatomy, histology (microscopic anatomy). Neuroanatomy (nervous system), embryology (developmental anatomy). prereq: [BIOL 1002 or BIOL 1009 or BIOL 2002 or equiv], at least soph; [concurrent registration is required (or allowed) in 3602 or concurrent registration is required (or allowed) in 3612] recommended

Anatomical relationships. Function based upon form. Clinical applications. Gross (macroscopic) anatomy, histology (microscopic anatomy). Neuroanatomy (nervous system), embryology (developmental anatomy). prereq: [BIOL 1002 or BIOL 1009 or BIOL 2002 or equiv], [concurrent registration is required (or allowed) in 3602 or concurrent registration is required (or allowed) in 3612], at least soph

Bacterial metabolism, growth/genetics, biology of viruses/fungi. Control of microorganisms. Host-microbe interactions, microorganisms/disease, applied microbiology. prereq: One semester each of college chemistry, biology

Taxonomy, anatomy, physiology, biochemistry, pathogenesis, immunology, ecology of microbes. Molecular structure in relation to bacterial function/disease. Includes lab. prereq: [Biol 1961 and Biol 2003] or Biol 1009 or instructor permission

Knowledge basic to discipline/practice of nursing. Relationships among research, theory, practice. Introduction to research process, with attention to use of research in practice. Students develop honors research proposal. prereq: Nurs honors

Examination of the knowledge basic to the discipline and practice of nursing. The relationships among research, theory, and practice are discussed. The research process is introduced to assist with understanding the utilization of research in practice. prereq: Undergrad in nursing

Systematic inquiry in interpreting/evaluating research. Implement study proposed in Nurs4205V. Write scholarly research report, which will serve as honors research thesis. prereq: Honors student in School of Nursing, Nurs 4205V, upper division statistics course

Application of evidence-based practice and the relationship to research, quality improvement, and safety leading to improved patient, population, or system outcomes. Scholarly exploration of a clinical problem or system issue from a nursing perspective that culminates in a professional presentation. prereq: 4205W or 4205V

Knowledge basic to discipline/practice of nursing. Relationships among research, theory, practice. Introduction to research process, with attention to use of research in practice. Students develop honors research proposal. prereq: Nurs honors

Examination of the knowledge basic to the discipline and practice of nursing. The relationships among research, theory, and practice are discussed. The research process is introduced to assist with understanding the utilization of research in practice. prereq: Undergrad in nursing

Systematic inquiry in interpreting/evaluating research. Implement study proposed in Nurs4205V. Write scholarly research report, which will serve as honors research thesis. prereq: Honors student in School of Nursing, Nurs 4205V, upper division statistics course

Application of evidence-based practice and the relationship to research, quality improvement, and safety leading to improved patient, population, or system outcomes. Scholarly exploration of a clinical problem or system issue from a nursing perspective that culminates in a professional presentation. prereq: 4205W or 4205V