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.

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

Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. prereq: Grade of at least C- in 1061 or equiv, concurrent registration is required (or allowed) in 1066; registration for 1066 must precede registration for 1062

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

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 1062

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.

Organic chemistry. 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 containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Survey of organic chemistry and biochemistry outlining structure and metabolism of biomolecules, metabolic regulation, principles of molecular biology. prereq: Chem 1015, Bio 1009

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Unemployment/inflation, measures of national income, macro models, fiscal policy/problems. Taxes and the national debt. Money/banking, monetary policy/problems. Poverty and income distribution. International trade and exchange rates. Economic growth/development. prereq: 1101 or Econ 1101

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

Aggregate consumption, saving, investment, and national income. Role of money, banking, and business cycles in domestic and world economy. International trade, growth, and development. U.S. economy and its role in the world economy. International interdependencies among nations. prereq: [1101 or equiv], knowledge of plane geometry and advanced algebra

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

Introduction to social and cultural anthropology. Comparative study of societies and cultures around the world. Topics include adaptive strategies; economic processes; kinship, marriage, and gender; social stratification; politics and conflicts; religion and ritual; personality and culture.

The course introduces students to applied psychology as a discipline and reviews fundamental principles of psychology through the lenses of applied and professional areas that are the foci of CEHD majors. Specifically, through the lenses of education, we review principles of learning, memory, development, intelligence, and interventions; through the lenses of health and wellness, we review personality, biological, social, and cognitive bases of normal and abnormal behavior, as well as treatments; and, through the lenses of business and organizations, we review principles of motivation, sensation perception, and social behavior. Thus, these psychological principles are considered theoretically, empirically, and through examples for application, with lab discussions and projects emphasizing education, business, health and wellness. The course serves as a foundation for future coursework in education, health sciences, and psychology, and is consistent with the APA’s public education effort to demonstrate how the science and application of psychology benefits society and improves lives.

Couple dynamics. Overview of how to develop, maintain, and terminate an intimate relationship. Communication, conflict resolution, power, roles. Programs for marriage preparation, marriage enrichment, and marital therapy.

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.

This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.

Introduction to geographical understandings of globalization and of connections/differences between places.

Introduction to sociological thinking through engaged, active learning, including service in community. Interaction of race, class, gender, age with greater societal institutions. Apply foundational understanding of sociology to real world situations.

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

This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F

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], [concurrent registration is required (or allowed) in 3602 or concurrent registration is required (or allowed) in 3612], 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

Kinesiology 3027 is a 4-credit introduction to human anatomy with two 50-min lectures and one 100-min lab per week. Upon completing this course, students will be able to use proper anatomical terminology and identify the majority of the human anatomical structures and their functions. The lecture series is organized around an organ systems approach and currently follows the text of Human Anatomy. The lectures are divided into basic anatomy and human development principles and the major anatomical systems: skin, musculoskeletal, cardiovascular, respiratory, renal, neurological, endocrine, immune, and digestive. Each section proceeds an anatomic description from the microscopic or cellular level to the key features of tissues that aggregate into organ anatomy (bottom up). The kinetic anatomy perspective describes organ systems' dynamic and functional characteristics based on their component organ anatomy and interactions (top-down). The context for course material covered will reflect a kinesiology focus on human movement in exercise and sports. This will better prepare students for graduate school courses in the health sciences, movement sciences, and Athletic Training. In addition, students will be encouraged to learn their anatomy as a health and preventive medicine skill. The laboratory component is divided into two; one identifies cells, tissues, and bones and the different bone parts. These activities are performed in the Human Performance Teaching Laboratory (HPTL) in Mariucci Arena 141. Laboratory activities include using light microscopes to identify cells and tissues and working with individual bones and intact skeletons. The second component is the cadaver lab at the Anatomy Bequest Program. Students will have the opportunity to visualize and identify anatomical structures in cadavers and cadavers specimens during these labs. The cadaver labs provide students with the three-dimensional organization of the human anatomy and the association with neighboring anatomical structures. The instructors will demonstrate the functional anatomical aspects and clinical anatomical correlations. Students are able to further complement their understanding of human anatomy by using anatomy and physiology virtual labs.

Aspects of communication essential for being persuasive/influential. Organizing/presenting ideas effectively, strategies for audience analysis, choosing communication methods, making appropriate use of informal influence methods, handling dissent. Processes for intercultural communication. prereq: 45 cr completed

Nonprofits and health care entities will continue to be challenged by limited resources and increased needs in communities they serve. This reality also results in an increased need for these groups to find additional financial support. This course will provide an understanding of ways to find, research, and write proposals for grants offered by government and private entities. As a writing intensive course, it will spend significant time focusing on the writing process. Writing is crucial to the field because the only way for a nonprofit to be awarded a grant is by submitting a written proposal. The strength of the proposal has a significant impact on the money that an organization will receive. Students will become familiar with various sections of the proposal by drafting, editing, and seeking feedback, and by revising a needs assessment, goal statement, budget justification, and statement of organizational purpose. By learning how to write well in the field, students will increase their chances of being employed by a nonprofit and securing funding for their organization.

In this course, we will focus on health literacy and its implications for patients, health care providers, and the health care system at large. We will discuss the consequences of poor health literacy and practical strategies for improving health literacy. This will include steps that individual patients can take and communication strategies for future health care providers. You will explore disparities in health and health care and the relationship to health literacy. We will discuss cultural competency through both student discussions and a book club and consider the impact on the patient experience. Functional health literacy includes being able to navigate the health care system and health insurance. As a class, we will discuss choosing a health insurance policy and controversies therein.

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course presents a survey of fundamental theories and philosophies of communication. Students will become acquainted with several theories of language and linguistic meaning and with principles of non-verbal and relational communication, and will engage in reflection on differences between older and newer media or ?modes? of discourse (speaking vs. writing; conventional print vs. digital text, etc.). In addition to introducing theories and concepts, the course seeks to develop competencies in evaluating and applying them in the analysis of communication in various contexts including face-to-face conversations, ongoing interpersonal relationships, and digitally-mediated interactions.

In this course students develop oral presentation skills for technical or professional topics. Areas of study in the course include visual communication, audience analysis, presentation strategies, and presentation of complex research material. The course emphasizes use of digital technologies. Recommend that students take Comm 1101 or equivalent first

Humanistic Healthcare and Communication focuses on critically therapeutic patient-provider communication. Topics surveyed include: health literacy, cultural and risk communication, health communication, narrative theory and digital medicine. These topics are brought to bear on three historical moments in the history of medicine when humanism entered or was displaced in medical practice. Students will be exposed to writings, visual arts and music created by physicians and nurses throughout history and write critical essays on these. These will prep students for the new MCAT exam. A variety of guest lecturers from the medical profession will discuss case histories that demonstrate the course themes in practice.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course examines the rich and complex ways people are seeking to inform and persuade others via the internet. Western rhetorical theories have adapted to address spoken, written, visual, and digital communication. The internet incorporates aspects of all of these modes of communication, but it also requires us to revisit how we have understood them. Students in Rhetoric, Technology, and the Internet will reinforce their understandings of rhetorical theories and the internet as a technology. The class will also ask students to read current scholarly work about the internet, and develop the critical tools needed to complement, extend, or challenge that work.

This course explores models of health and wellbeing, investigating the interconnection of our body, mind, and spirit, as well as our connections with other people and the environment. Students will read popular and scholarly articles and watch videos on aspects of health and wellbeing. Students will also practice short weekly wellbeing activities and apply learnings to their own and societal health and wellbeing.

This course provides an overview of the current US healthcare system and US cultural views of health and wellness. Within this context it also provides students with an introduction to various complementary and alternative medical systems (also known as complementary and integrative approaches) that might be integrated into the current way of thinking about health and wellness and treatment of illness/disease. Examples include: whole systems of thinking about health such as traditional Chinese medicine or Native American healing; manual therapies like spinal manipulation and massage therapy; energy therapies like reiki and qigong; mind body therapies like yoga and meditation; and biologically based therapies like botanicals and aromatherapy. prereq: Junior or senior undergraduates (60+ credits), or instructor consent.

By the end of the course, students will demonstrate an understanding of the overall field of integrative healing practices, which includes both integrative and alternative (CAM) therapies. The course will cover theoretical framework, safety, efficacy, and evidence for various therapies and practices. The online version of this course is an approved 1Health Interprofessional Education (IPE) activity. prereq: Jr or sr or grad student; or instructor consent

Healthcare is full of gray areas, high stakes situations, and tensions between personal and professional values. This course explores the moral nature of the healthcare professions and common values-based conflicts in clinical practice. By examining everyday cases, exploring current issues in healthcare, and developing habits of reflective practice, learners will have the opportunity to recognize and respond to moral uncertainties that arise in the interprofessional clinical environment. The course presents practical knowledge and skills needed for ethics deliberation and decision making. This is a blended instruction course where students can expect a majority of sessions held in-person and occasional online sessions.

Overview of major contemporary frameworks used to approach ethical issues in bioethics. prereq: Grad student or instr consent

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]

One feature of life in modern society is the presence of deep moral disagreement. Individuals must decide what actions are right, and societies must make political choices. How do we know what the right answer is? Which answers and approaches are rationally defensible? Philosophical reflection, rational argument, and systematic analysis can help us think about these problems more clearly and arrive at answers that are both useful and intellectually satisfying. This course will address various rotating topics, such as abortion, animal rights, criminal punishment, censorship, personal relationships, affirmative action, and other active areas of moral and social concern.

Moral problems confronting physicians, patients, and others concerned with medical treatment, research, and public health policy. Topics include abortion, living wills, euthanasia, genetic engineering, informed consent, proxy decision-making, and allocation of medical resources.

Overview of health/wellness. Physical, emotional, intellectual, spiritual, social, environmental, and financial health. Influence of societal changes on general health/wellness of diverse populations.

An introduction to organizational behavior for students and professionals interested in leading or managing a professional practice. Its purpose is to improve your effectiveness as a leader or manager through an understanding of the sociological, economic, and political factors that affect organizations. The course will progress from an introspective look at leadership and your own personal preferences and style, to interactions with others in groups or teams, to the structure and dynamics of organizations and how they respond to external factors. prereq: 45 semester cr recommended

Provides professional practitioners with the skills they need to make informed financial decisions for their business. It introduces the fundamental concepts of finance and also touches on related topics in financial and managerial accounting, marketing, and personal finance. Students will work in small groups to implement the principles they have learned by developing and analyzing a business plan of the kind used to request funding for a professional practice. prereq: 45 semester cr recommended

Health care (HC) delivery systems, health economics, third-party/public reimbursement, current trends in HC organizations/management/administration. Regulations, standards, quality assurance, accreditation, current ethical issues. Implications for HC providers/professionals, patients/families, communities, international health. prereq: 30 cr

General principles of financial management for health care industry. Operational knowledge of financial management theory, esp., how hospitals and their departments develop/balance operating/capital budget for business growth/development. Governmental policies, procedures, and ethical issues controlling the health care industry. prereq: Basic accounting knowledge, a course such as ACCT 2050, and knowledge of Microsoft Excel are strongly recommended. HSM pre-majors should wait for major status to take this course.

Knowledge and and skills in the organizational and managerial aspects of health care. Applications of behavioral and organizational theory to health care settings. Topics will include organization models, supervision, employee evaluation, problem solving, productivity management, group leadership, and case studies. As a Writing Intensive course, it will provide management-level communication skills to develop a thoughtful and reflective understanding of the writing (and rewriting) process.

Economics of health care markets. Problems faced by consumers/health care services. Builds on principles of supply/demand for health, health care/insurance, and role of government. Theoretical/empirical models/applications. prereq: Course on microeconomics, course on basic statistics

Food production in our current industrial system feeds the world, but at a cost to the environment. In nutrition, we often talk about a healthy diet, but only occasionally do we link our food and diet choices to agricultural practices and the health of the planet. This class will link the concepts of human health and planetary health in terms of food. Starting with the framework of complexity theory and gentle action, we will cover human food/nutrition needs and food security, how food is produced from farm to fork, labor, equity and race issues within agriculture and the food system, food choices and the earth?s bio-diversity, land and water use, climate change, organic and sustainable agriculture, marketing, processing and distribution, fair trade, and economic policies. Prereq junior or senior undergraduates (60+ credits) or instructor consent

This course will present a novel approach to the principles of nutrition as they relate to optimal health and the prevention, control or intervention in a disease process. This is a model of nutrition application that complements and expands beyond normal growth and development, an approach that attempts to reduce chronic disease by looking for underlying factors or triggers of disease. This model of nutrition considers system dysfunction a pre-disease state and looks for ways to apply nutrition and restore function. The purpose of the course is to provide an overview of this novel application of nutrition. The course will emphasize the importance of nutrition as a component of self-care. prereq: [Jr or sr or grad student] in Health Sciences or instr consent

FSCN 3612 focuses on nutritional requirements and common issues during different stages of the life cycle, including pregnancy, lactation, childhood, adulthood, and aging. There are no required courses for this class; however, it is best to take a basic nutrition class beforehand, such as FSCN 1112 Principles of Nutrition or an equivalent.

Effective communication and counseling skills are essential for all food and nutrition professionals, whether working in clinical, community, or food service settings. This course will teach necessary concepts and skills for entry-level dietitians, such as educational theory, basic counseling techniques, and health disparities and health literacy. You will develop skills and explore these concepts through application: by practicing in small group breakout sessions and by completing written assignments. You will also reflect on the nature of dietetics as a helping profession and your role in supporting clients who want to make lifestyle changes. There are no required prerequisites courses for FSCN 3614. However, it is recommended that students take an introductory nutrition course, such as FSCN 1112 (Principles of Nutrition) or equivalent in order to be prepared.

Advanced study of digestion/absorption of nutrients. Research techniques in nutrition, including human/epidemiological studies. Health promotion, disease prevention theories. Non-Enforced Prerequisites: FSCN 1112, CHEM 1062 and CHEM 1066 Enforced Prerequisites (students cannot register without the following): BioC 3021 or PHSL 3051 or ANSC 3301 or BIOL 3211 or Instructor Consent

Nutrition risks associated with different age, sex, ethnic, and socioeconomic groups. Community needs assessment. Program planning and evaluation. Programs developed to address the needs and interests of people at different stages of the life cycle, ethnic or cultural backgrounds, and literacy levels.

Human disease as alteration of normal structure/function of anatomy/physiology. Variety of lecturers cover their area of expertise. Grade based on five unit exams. Offered online in spring and summer. prereq: One anatomy course, one physiology course, or instr consent

Study of the various solutions to common physiological problems faced by humans, other vertebrates, and invertebrates. Core concepts in physiology including flow down gradients, homeostatsis, cell-cell communication, interdependence of body systems, cell membrane dynamics, and mathematical modeling of physiological processes. Active learning format. prereq: [1009 or 2003], [CHEM 1062/1066 or 1082/1086], [2005 is recommended]

This four-credit course is divided into two weekly 75-minute lectures and one 60 minute lab session once per week. Upon completion of this course, the student will be able to describe the function of the different organs and systems in the body, explain the biophysical mechanisms and describe the interactions and feedback processes to achieve a steady-state. This course provides the biological principles for how the body works, from the function of intracellular organelles to the interactions between systems and the role of each organ. It explains the relationship between structure and function and describes the development of diseases when the physiological systems become impaired. This course in human physiology builds on knowledge obtained using the basic sciences of math, chemistry, and physics. Thus, understanding some of these sciences' basic principles is essential to fully understanding the physiological principles during this course. The lab component of this course takes place at the Human Performance Teaching Laboratory (HPTL). Lab activities are an interactive component of the course. During labs, students will perform a series of experiments, record data, and will provide a physiological interpretation for the results. The combination of lecture material and laboratory experience will allow students to understand disease mechanisms, comprehend the strategies to prevent and treat the most frequent medical conditions, and live a healthy life. The instructor's goal is not just to teach the most up-to-date knowledge on human physiology but also to arouse your curiosity so you continue learning beyond this course. prereq: [KIN 3027 or ANAT 3001 or ANAT 3601 or ANAT 3611 or ANAT 3651 or ANAT 3658H ] and [Kin or Physical Activity and Health Promotion Major] or instr consent

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

Human physiology with emphasis on quantitative aspects. Organ systems (circulation, respiration, gastrointestinal, renal, endocrine, muscle, peripheral and central nervous systems), cellular transport processes, and scaling in biology. prereq: 1 year college chem and physics and math through integral calculus

Fundamental principles of health conservation and disease prevention.

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

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

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

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.

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

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

Interested in learning the difference between an antigen and an antibiotic? During this course, you will not only increase your medical vocabulary by more than 2500 words at your own pace, you will also learn to identify and articulately describe a wide variety of medical conditions and processes. Communication related to disease states, procedures, and diagnostics in health care can sometimes seem like another language. This course will help you recognize medical abbreviations, relate terms to procedures and diagnostics, and comprehend the meaning of medical terminology by using word elements. If you are interested in the health care field or would like to understand more about your own medical care, this course is a great place to start.

Interested in learning the difference between an antigen and an antibiotic? During this course, you will not only increase your medical vocabulary by more than 2500 words at your own pace, you will also learn to identify and articulately describe a wide variety of medical conditions and processes. Communication related to disease states, procedures, and diagnostics in health care can sometimes seem like another language. This course will help you recognize medical abbreviations, relate terms to procedures and diagnostics, and comprehend the meaning of medical terminology by using word elements. If you are interested in the health care field or would like to understand more about your own medical care, this course is a great place to start. Prereq: Basic knowledge of human anatomy/physiology

A required course for Inter-College Program (ICP) and Health and Wellbeing Sciences (HWS) students. Provides the opportunity to explore together the three sections of the individualized degree proposal: Goals, Background, and Course of Study. Students will derive content for the proposal, select curriculum, and prepare developmental drafts and a final draft for program/departmental review. Peer review, discussion, and writing exercises will enhance the proposal development process and the final product. Prerequisite: Admission to the Inter-College Program or Health and Wellbeing Sciences major.

Aspects of communication essential for being persuasive/influential. Organizing/presenting ideas effectively, strategies for audience analysis, choosing communication methods, making appropriate use of informal influence methods, handling dissent. Processes for intercultural communication. prereq: 45 cr completed

Nonprofits and health care entities will continue to be challenged by limited resources and increased needs in communities they serve. This reality also results in an increased need for these groups to find additional financial support. This course will provide an understanding of ways to find, research, and write proposals for grants offered by government and private entities. As a writing intensive course, it will spend significant time focusing on the writing process. Writing is crucial to the field because the only way for a nonprofit to be awarded a grant is by submitting a written proposal. The strength of the proposal has a significant impact on the money that an organization will receive. Students will become familiar with various sections of the proposal by drafting, editing, and seeking feedback, and by revising a needs assessment, goal statement, budget justification, and statement of organizational purpose. By learning how to write well in the field, students will increase their chances of being employed by a nonprofit and securing funding for their organization.

Advanced study of digestion/absorption of nutrients. Research techniques in nutrition, including human/epidemiological studies. Health promotion, disease prevention theories. Non-Enforced Prerequisites: FSCN 1112, CHEM 1062 and CHEM 1066 Enforced Prerequisites (students cannot register without the following): BioC 3021 or PHSL 3051 or ANSC 3301 or BIOL 3211 or Instructor Consent

Nutrition risks associated with different age, sex, ethnic, and socioeconomic groups. Community needs assessment. Program planning and evaluation. Programs developed to address the needs and interests of people at different stages of the life cycle, ethnic or cultural backgrounds, and literacy levels.

Knowledge and and skills in the organizational and managerial aspects of health care. Applications of behavioral and organizational theory to health care settings. Topics will include organization models, supervision, employee evaluation, problem solving, productivity management, group leadership, and case studies. As a Writing Intensive course, it will provide management-level communication skills to develop a thoughtful and reflective understanding of the writing (and rewriting) process.

A required course for Inter-College Program (ICP) and Health and Wellbeing Sciences (HWS) students. Provides the opportunity to explore together the three sections of the individualized degree proposal: Goals, Background, and Course of Study. Students will derive content for the proposal, select curriculum, and prepare developmental drafts and a final draft for program/departmental review. Peer review, discussion, and writing exercises will enhance the proposal development process and the final product. Prerequisite: Admission to the Inter-College Program or Health and Wellbeing Sciences major.

One feature of life in modern society is the presence of deep moral disagreement. Individuals must decide what actions are right, and societies must make political choices. How do we know what the right answer is? Which answers and approaches are rationally defensible? Philosophical reflection, rational argument, and systematic analysis can help us think about these problems more clearly and arrive at answers that are both useful and intellectually satisfying. This course will address various rotating topics, such as abortion, animal rights, criminal punishment, censorship, personal relationships, affirmative action, and other active areas of moral and social concern.

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course presents a survey of fundamental theories and philosophies of communication. Students will become acquainted with several theories of language and linguistic meaning and with principles of non-verbal and relational communication, and will engage in reflection on differences between older and newer media or ?modes? of discourse (speaking vs. writing; conventional print vs. digital text, etc.). In addition to introducing theories and concepts, the course seeks to develop competencies in evaluating and applying them in the analysis of communication in various contexts including face-to-face conversations, ongoing interpersonal relationships, and digitally-mediated interactions.

Humanistic Healthcare and Communication focuses on critically therapeutic patient-provider communication. Topics surveyed include: health literacy, cultural and risk communication, health communication, narrative theory and digital medicine. These topics are brought to bear on three historical moments in the history of medicine when humanism entered or was displaced in medical practice. Students will be exposed to writings, visual arts and music created by physicians and nurses throughout history and write critical essays on these. These will prep students for the new MCAT exam. A variety of guest lecturers from the medical profession will discuss case histories that demonstrate the course themes in practice.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course examines the rich and complex ways people are seeking to inform and persuade others via the internet. Western rhetorical theories have adapted to address spoken, written, visual, and digital communication. The internet incorporates aspects of all of these modes of communication, but it also requires us to revisit how we have understood them. Students in Rhetoric, Technology, and the Internet will reinforce their understandings of rhetorical theories and the internet as a technology. The class will also ask students to read current scholarly work about the internet, and develop the critical tools needed to complement, extend, or challenge that work.