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

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

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.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

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.

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.

Course is organized around homeostasis, information flow, and other concepts in physiology. For non-biology majors who wish to explore interests in health care or medical device engineering. Active learning format. Labs focus on data collection and simple organ dissections. Does not fulfill prerequisites for most biomedical graduate programs.

How microbes impact our world in deadly/life-saving ways. Roles of bacteria, fungi, and viruses as agents of human diseases; in food spoilage/food borne diseases; and in food preservation/health promotion. Preventing plant diseases, food/drug production, cleaning up oil spills. Genetic engineering.

Core biological concepts, from biomolecules to ecosystems. Emphasizes evolution, organismal diversity, and genetics within context of problem solving/applications. Students must take both BIOL 1951H and BIOL 1961 to be awarded the Biological Sciences LE. This course is required for all CBS honors students

Core biological concepts, from biomolecules to ecosystems. Emphasizes evolution, organismal diversity, and genetics within context of problem solving/applications. Students must take both BIOL 1951 and BIOL 1961 to be awarded the Biological Sciences LE. This course is required for all CBS majors

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

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

Advanced introduction to atomic theory. Periodic properties of elements. Behavior of gases, liquids, and solids. Molecular/ionic structure, bonding. Aspects of organic chemistry, spectroscopy, and polymers. Mathematically demanding quantitative problems. Writing for scientific journals. prereq: Honors student, permission of University Honors Program, concurrent registration is required (or allowed) in 1075H; registration for 1075H must precede registration for 1071H

Advanced introduction. Chemical kinetics/reaction mechanisms, chemical/physical equilibria, acids/bases, entropy/second law of thermodynamics, electrochemistry/corrosion; descriptive chemistry of elements; coordination chemistry; biochemistry. prereq: 1071H, concurrent registration is required (or allowed) in 1076H, honors student, registration for 1076H must precede registration for 1072H

This course is an introduction to the human movement and physical activity-related academic disciplines and professional practices of kinesiology, physical activity and health promotion, and sport management. Main topics include (a) understanding the pervasiveness, importance, and benefits of human movement and physical activity in our lives, (b) areas of scholarly study of the history of physical activity, philosophy of physical activity, sport and exercise psychology, sport sociology, motor behavior, biomechanics, exercise physiology; health promotion; sport management), (c) career opportunities as a human movement or physical activity-related professional, and (d) understanding of the requirements, experience, and education needed to obtain a career.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing. prereq: CEHD student, honors, 1st-term fr

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

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.

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

This course is designed to prepare students to read, understand, interpret, evaluate, and critique research with a specific emphasis on research in the kinesiology discipline and relevance of research methods in students' everyday lives. The course will cover reviewing research articles and their relation to study design and methods. Other topics include ethical considerations in research, quantitative and qualitative design, sampling, measurement validity and reliability and basic statistics for analyzing research questions. Students will write a literature review on a topic of interest and design a research study. Prerequisites: Kinesiology Major or Physical Activity and Health Promotion Major or Sport Management Major

This course is an introduction to the professional and academic field of health promotion and is designed to give students a working knowledge of health promotion concepts and methods and their application to health and health behaviors. Special emphasis will be placed on the philosophical and theoretical foundations of health promotion, specific theories of health promotion, and select health habits and the individual and environmental forces related to these behaviors. Students will also establish a foundation for developing health promotion programs for disease prevention and will focus on the process involved in developing and evaluating health promotion programs. Examples of prevention programs will be presented and evaluated including various aspects of physical activity (i.e., intrapersonal, interpersonal, community, environmental). Topics in the course focus not only on evidence-based strategies but also on key approaches to program development, implementation, and evaluation. This course is designed for declared Kinesiology B.S. and Health and Wellness Promotion Minor students in their third or fourth year of study.

Information and learning experiences presented in this class will cover specific areas within the discipline of Exercise Physiology. This course is designed for the advanced undergraduate student in Kinesiology, as well as advanced students in such complementary areas as public health, nutrition, physiology, biology, biochemistry, or any sport? related areas. It creates a great opportunity to combine the science of biological, biochemistry, physics and physiology with the study of health, fitness, wellness, human performance, and sport. Emphasis is placed on basic human physiological systems and the responses of those systems to the challenge of physical activity: from moderate to extreme intensities. The biochemical bases of these responses will be presented. Historical, psychological, sociological, and philosophical implications of these topics will be integrated into many of the lecture/discussions. In addition to lecture information, students will be provided a "hands on", small group laboratory experience that is carefully orchestrated to track lecture material and presentations. prereq: KIN 3385 or PHSL 3051 and Kinesiology Major or Physical Activity and Health Promotion Major

On-the-job supervised practical experience in the fields of sport and exercise under a specialist in a particular area of study or emphasis. prereq: instr consent

This course is for any undergraduate student interested in learning about and applying the theory and practice as it relates to resilience and wellbeing. This course integrates key cross-cutting, scientific findings from a range of psychological disciplines, including positive psychology, clinical psychology, developmental psychology, neuropsychology, and social psychology. Stated simply, resilience refers to the human capacity and ability to both survive and thrive in the face of life circumstances. Students will develop a deep understanding of the theoretical concepts of stress, resilience, and wellbeing, as well as specific resilience practices scientific research has shown enable people to better manage and bounce back from stressful situations and enhance their social, emotional, and behavioral functioning in career and personal aspects of life.

This course is designed for students interested in nutrition as it relates to health, exercise and athletic training. Evidenced based information is used to apply current nutrition concepts to improve health, physical and athletic performance. Case studies as well as personal data are employed throughout course to support concepts of lecture.

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

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.

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.

Relationship between sport and contemporary social institutions. Groups/individuals who have historically been marginalized or excluded from sport participation. Race, sex, social class, sexual orientation, physical (dis)abilities.

Pervasive and significant relationships between social constructions of sport and physical activity to contemporary social institutions such as politics, religion, economics, education, and mass media. Social issues related to sport. How specific social categories (e.g., age, gender, race, social class) intersect to influence participation/experiences of individuals within sport/physical activity contexts. prereq: Honors student

Introduction to basic aquatic safety, fundamentals of swimming and hydrodynamics. Principles of hydrodynamics and stroke mechanics; five basic strokes; basic rescue techniques with use of pool equipment; hydrotherapy for disabilities and other conditions, opportunities for competitive activities, lifetime enjoyment of aquatics.

This physically active class will expose students to the joys of running. Course topics and physical activities will explore technique, equipment, safety, etiquette, injury prevention, full-body conditioning, endurance, mobility, strength, and long-term training and goal setting. This course is designed for novices who aspire to run 5K.

Fundamentals of personal fitness. Principles of fitness; health and motor skill components of fitness; principles of training/conditioning programs; nutrition; weight control; common fitness injuries; motivation and consistency in fitness programs; stress management.

Introduction to weight training. Basic aspects of weight training including exercise selection and technique, charting workouts, program design, nutritional considerations, and safety.

Good posture techniques, individual exercises, fitness concepts, and mental techniques. Specific overall sound body and mind techniques to include flexibility exercises, cardiovascular fitness, resistance training, nutrition management, weight control, stress management, and self-thought.

Basic sabre techniques, movement, an overview of fencing as a recreational sport and an Olympic sport, and the history of fencing.

Fundamentals including etiquette, terminology, game rules for singles and doubles, footwork, shot selection, and strategy.

Fending fundamentals, including basic foil techniques, movement, a general overview of fencing as a recreational sport and an Olympic sport, and the history of fencing.

Introduction to Traditional Japanese Shotokan Karate. Students learn to punch, block, strike, & kick with a focus on proper form, posture, & body mechanics. Students also learn a Kata (choreographed form), techniques with partners, & practical self-defense. Non-contact - no pads, hitting, or throwing.

Fundamentals of racquetball, including equipment; safety and etiquette; terminology; game rules of singles, doubles, and cutthroat; grips; basic strategies; serves and shots.

Entry-level technique, basic equipment, international dimension courts, and fitness.

Fundamental strokes, including forehands, backhands, volleys, lobs, overheads, and serves; introduction to doubles play; terminology, rules, and etiquette.

Physical, psychological, and de-escalation skills for acting in crisis situations. Distance, body language, and tone of voice are addressed. Physical skills include striking, kicking, shifting, blocking, releasing techniques, floor defenses, and applications to armed attackers and multiple attackers.

Safety, knots, equipment, techniques, and anchor systems used in climbing. Course includes all necessary equipment. prereq: Good general health, no [neck or back] problems

Fundamentals of Tae Kwon Do. Principles of martial arts, body mechanics of Tae Kwon Do, practical self-defense.

Fundamentals, including stance, approach and delivery, scoring, bowling terminology, and etiquette.

Basic turns, basic stops, balance techniques, and various other skills from both the forward and backward positions. Equipment, safety issues, ice skating terminology.

Proper grip, stance, ball address, swing, club selection, psychological management, rules, and etiquette. Basic instruction in analyzing, assisting with, and coaching golf.

Alpine skiing. How to stop, turn, and use lifts. Safety, etiquette, and purchase of equipment. Class held at Highland Hills ski area in Bloomington.

Snowboarding is an exciting winter sport that is engaging and approachable to the true novice, which this course is designed for. This course is a beginning level, physically active course designed for students of all abilities. Students will develop a working knowledge of the etiquette, sportspersonship, rules, safety concerns, safe/healthy techniques, sports culture, and regulations of the international winter sport of Snowboarding. Physical literacy will be developed through in-class activities and drills that support the development of techniques and agilities in relation to the sport that students will be able to utilize in multiple environments that benefit the healthy development of the whole person. The pursuit of this lifelong activity is the ultimate goal, so students will have out-of-the-classroom opportunities to engage in this sport culture. This will expose students to the exciting local, national, and international competitive and basic engagement opportunities for individuals interested in this physical activity. This course is ideal for students interested in learning more about a growing and inclusive physical activity and a unique way to encourage a physically active lifestyle. This course takes place off-campus at an area ski hill so students need to make arrangements for their own transportation. Snowboarding equipment is available to rent at the facility for those who need it. Cold weather gear will be essential as class will take place as long as the ski hill is open.

Fundamental skills and rules of basketball, with emphasis on basic court movement and different offensive and defensive strategies.

Fundamentals of Cricket. Laws of Cricket, bowling/batting techniques, competitive/recreational Cricket opportunities.

Fundamentals of soccer including sporting behavior both on and off the field, game rules, soccer terminology, participation and competition drills, fundamental soccer skills, practical instruction in strategy.

Basic skills, team play, rules, officiating, and strategy.

Introduction to flag football, techniques, field positions, rules/regulations. Students will participate in vigorous exercise activities including running, throwing, kicking, and catching.

Diving equipment, physics, physiology, decompression, emergencies, recreational dive planning, oceans, currents and aquatic life, snorkeling/SCUBA equipment usage, buoyancy control, entries, emergencies. prereq: Ability to swim 400 yds comfortably or instr consent

Physical challenge achieved through physiological/psychological adaptation. Goal setting that fosters adaptation in many facets of life. Marathon history. prereq: No pre-existing medical condition that would prevent finishing a marathon, instr consent

Activities or related opportunities not normally available through regular course offerings.

Theory/practice of Yoga. Standing postures, forward bends, twists, balancing, seated postures, inversions, back bends, guided relaxation/meditation. Proper alignment, weight placement, body awareness, relaxation, breathing techniques. Midterm paper, movement demonstration final.

Ancient Chinese slow-motion exercise. Helping body/mind to become relaxed/centered. Natural movement patterns, deep breathing, tranquil stress-free mind. Self-defense applications of movements. Non-competitive, non-aggressive.

Introductory description and interpretation of the historical and philosophical development of physical education and sport from primitive societies to 20th century civilization. prereq: Kin major or instr consent

Demands on today's managers, with a focus on small to medium-sized organizations. Techniques/ideas beyond traditional studies. Applying management theory at all levels. Managing in a global workplace. Organizational planning and decision making. Organizing resources. Leading/motivating people. Controlling/evaluating organizational activities. This writing intensive designated course will spend significant time focusing on the writing process. Writing is crucial to this discipline because clear, accurate, and professional communication is essential to organization management. The ability to write effectively in terms of specified audiences ensures, in the professional world, successful communication between team members as well as the success of the projects, companies, and employees they represent. prereq: 45 semester credits recommended

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.

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

Designed for those CEHD learners who seek to fulfill the upper level writing intensive requirement in a way that is relevant to their major and field of study, this course will support you as you manage a larger writing project. Learners in this course will form a community of writers, as each grapples with the challenges of a major project focusing on a meaningful problem or issue in your field of study. Some of the most important and most challenging work you face as you near graduation in your major is the work of bringing your academic training to bear on current issues in your field of study. By focusing on project-based writing, this course supports undergraduate learners in the endeavor to delve into and contribute to the work being done in your field to address a particular problem. You will propose a project, identify an audience, tailor your work to address your audience?s needs, gather relevant information through primary and secondary research, and create a product that engages others and furthers the real-world work of solving problems. Collaborative activities and assignments will support you through the process. The course structure is flexible and designed to be responsive to individual needs and a variety of disciplinary contexts, so that students can receive feedback and guidance during different stages of capstone or thesis writing, or community engagement projects. Thus, you can anticipate that the majority of the work will focus on a project that you will propose based on your interests, needs, or connections to your writing work in your major. Course goals are to develop a writing process, understand the habits of writings, work through a larger research project, develop skill in the APA format, learn to use the University libraries, consider audience needs. In class work include: peer review, active learning activities designed around writing skill development, discussion, lecture, and presentation. Learners are expected to actively engage in the course material, participate in class and give and receive feedback about writing. prereq: 60+ undergraduate credits, declared major, or instr consent

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.

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 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. Honors section includes discussion on scholarly readings in technical and professional writing as well as a final project that must be addressed to a real-world audience.

Students have the opportunity to earn credit while working in a lab or field research setting to carry out scholarly or creative activities while under the guidance of kinesiology faculty members. Students can assist with faculty scholarship or carry out projects of their own. To earn credit in this course, students must talk with the faculty member and then fill out a Directed Activity Contract (z.umn.edu/Directed_Activity) online. This contract is an agreement between the student and faculty member and should establish expectations, credits, and the grading basis for the work.

Students will learn how to critically review research articles and how to write a thesis literature review, methods, results, and discussion section. Students will choose to write a systematic literature review or conduct a research study under the guidance of their adviser. Students will write and provide peer reviews for the thesis literature reviews and methods sections. Instruction regarding writing a results and discussion section will be provided. Students are encouraged to register for this course the semester before their expected graduation term. Prerequisites: Honors student and Kinesiology major, PAHP major, or SMGT major

This course prepares students to understand and systematically design training & conditioning programs for health and/or performance. The course addresses general training principles, such as periodization, adaptation, accommodation, specificity, and overload, and explores how an understanding of the 3 energy systems responsible for producing energy for exercise (the aerobic, anaerobic glycolytic, and ATP-PCr systems) can be applied to training and conditioning. Additional topics include the muscular and neuromuscular systems, physiological, and performance adaptations, repeated sprint ability, energy system interaction, measurement and evaluation of fitness, and strategies for maximizing adaptation to training. Students will gain an understanding of physiological adaptations and apply them to improving health and performance in sport and physical fitness. Enforced Prerequisite: Enrolled in Kinesiology Major, Physical Activity and Health Promotion Major, Sports Coaching Minor, Physical Activity and Promotion Minor, Sport and Exercise Science M.Ed, Physical Activity and Health M.Ed, or Integrated Degree Program

This course prepares students to critically evaluate theory, motivational interventions, and psychological principles related to physical activity. Environmental and policy influences on physical activity behavior and intervention components, design, and evaluation will be discussed. The influence of physical activity on mental health, self-perceptions, stress, anxiety, depression, emotional well-being, cognitive function, and health-related quality of life will be reviewed. This course will help students to better understand and modify exercise behavior and review the most commonly studied psychosocial influences and consequences of physical activity. This class integrates theoretical principles and the latest research with intervention strategies that students can apply in real-world settings.

This course exposes students with accurate and up-to-date information regarding physical activity as it relates to health in the United States. It is intended to enhance students? ability to identify important issues pertinent to physical activity and health, as well as develop and maintain a physically active lifestyle.

Requirements/physiologic roles of nutrients/physical activity in promotion of health. Assessment of energy requirements. RDAs, food composition/safety, weight management. Prevention of chronic diseases. Coronary heart disease. prereq: FScN 1112 or equiv

Critical thinking for health issues in research/media. Issues specific to conflict, stress, public policy, and communication. Projects, debates.

Effects of media, consumerism, technology, and health related issues. Students form/defend opinions on positive/negative aspects of how health information is disseminated and how individual health decisions are made.

This course is your opportunity to examine, challenge and critically reflect upon your thinking about health. The class meets in a hybrid model that includes in-person, field-trip ?micro-immersion experience? to explore different understandings of health through visits to cultural communities. We include with field trips virtual experiential glimpses into fundamentally different systems of knowledge often conflicting with the scientific/professional models emphasized in many professional fields on campus. Frameworks for critical thinking, critical self-reflection, cultural self-study, intellectual virtues and supplemental readings are offered to support your effort to step into culturally different knowledge systems and mental models of health and well-being. These frames and approaches offer you a mirror through which your own perspective, thinking and background assumptions of health become more visible and explicit. I ask you to challenge your own thinking and better recognize the culture you carry in your thinking as you attempt to inhabit different cognitive worlds. You will also apply this examination to the professional fields of your interest, sharing your insights with learners in other professions. In this way, we bring together interdisciplinary and intercultural learning. On the dates that we meet virtually, our goal is to create a space that encourages us to share with sincerity our thoughts and emerging insights with one another in Zoom conversations. The synchronous Zoom sessions allow you to benefit from each other?s personal and professional take on the immersion experiences as you develop your philosophy, narrative and understanding of health. prereq: jr, sr, grad, or instr consent

How knowledge can become resource for individual, family, community health. Interactive glimpse of wisdom of cultural communities. Develop capacity to see culture within professional education/practice. Cultural constructs underpinning medical system, role of culture in interaction between practitioner/patient, role of reconnection to cultural heritage in healing. prereq: Jr or sr or grad student or instr consent

This course explores the symbiotic and reciprocal relationship between individual and community health and wellbeing, as well as the many factors/forces which influence that relationship. Drawing upon recent studies in the area of reciprocal/symbiotic effects between individual wellbeing and community wellbeing, this course will include the following core topics: definitions of community and related dimensions of wellbeing, importance of Individual/Community reciprocity (Social Justice, Equity, Safety, and Trust), historical trauma and healing, and individual action and personal empowerment in community transformation. Utilizing elements of the Center for Spirituality & Healing's Wellbeing model and modes of contemplative practice, this course will ultimately assist learners through phases of individual reflection and mindfulness for the purpose of creating more open and reciprocal relationships with entities they describe as their communities. An extension of recent studies in the area of the reciprocal (or rippling) effect between individual wellbeing and community wellbeing this course will guide individuals in identifying the various communities in which they live or participate, the roles they "play" within those communities and why/ how this knowledge can help prepare them for action and leadership. Main themes of the course will include: - Mindfulness, Reflection and Healing: Historical Trauma and Marginalization. - Roles and Reciprocity: Justice, Equity, Security and Trust between individuals and their communities. - Transformation: Individual Action/Leadership as Bridge between Personal and Community Wellbeing.

Our personal health, along with the health of the human social systems we inhabit, are inextricably entwined with the wellbeing of local and global environmental systems. Living systems (including social, biological, and environmental) are complex adaptive systems that are self-organizing and give rise to emergent properties within a wider ?ecosystemic? context. To effect beneficial and sustainable changes within such systems, leaders must apply (and embody) ecosystemic principles. This course will help students learn how to understand?and to effect sustainable change in?the complex systems in their lives: personal, social, and environmental. Students will explore and develop leadership strategies and skills, using complexity theory as a theoretical framework. We are facing a multifaceted global/planetary crisis. The evidence is clear that Global Climate Change is primarily driven by human behaviors. Drawing upon the new science of Complex Systems, it is also evident that human social systems (economic, political, and cultural) are impelling us towards a planetary ?bifurcation point.? Our only hope to avoid multiple systems collapse is to make deep changes in these systems. Rigid, top-down approaches based on linear and mechanistic paradigms are ill-suited to transformative leadership, which facilitates an open-ended process of organic change. This course helps students develop transformative leadership capacities that are applicable within all types of organizations, within a wide variety of roles and positions. prereq: Jr or sr or grad student, or instructor consent

This course provides a foundation in the theory and clinical application of lifestyle medicine. Lifestyle medicine aims to address the behavioral and lifestyle bases of common illnesses through health promoting activities and reducing harmful behaviors. In this course, we will explore optimal nutrition, lifestyle, physical activity, and attitude. We will examine the emerging evidence base of lifestyle medicine and how it relates to health promotion and disease prevention. Participants will be introduced to common laboratory and imaging findings, and how they relate to optimal health. prereq: jr or sr or grad, or inst 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

Health coaches, mental health providers, and other health care providers all work to facilitate change for their clients, and in that process mental health concerns and the effects of trauma may show up. In this course, students will gain a clear understanding of the scope of practice of non-mental health providers as it relates to mental health, trauma, and the processes of referring clients to other health professionals when appropriate. Students will be able to recognize the signs and symptoms of common mental health concerns and of trauma and will learn tools and techniques to navigate these concerns within their profession?s scope of practice. Students will also learn the foundations of mind-body science and trauma-informed practices to support their client's journey toward health and wellness. There are no prerequisite courses. This course is required for students who have been admitted to the Integrative Health and Wellbeing Coaching Master of Arts program. Doctor of Nursing Practice students, non-degree students, or students from other degree programs, may only enroll with special permission of the course director.

This course will explore the basic tenets of 4 Pillars of Health Coaching model--self-awareness, mindful presence, authentic communication, and safe/sacred space. Students will learn to identify/benchmark stages/patterns of change, respectfully collaborate with interdisciplinary health care providers and facilitate clients? ability to achieve sustainable lifestyle changes. Consistent, nonjudgmental application of a holistic perspective of optimal health and wellbeing in patient encounters will be discussed and demonstrated. Students will have the opportunity to see demonstrated and to practice applying tools and practices from motivational interviewing, appreciative inquiry, non-violent communication, and other authentic communication tools. Interprofessional dialogues and exercises will be guaranteed through targeted participation of second year Health Coaching students, who are not taking this course for credit but are volunteering to increase the interprofessional understanding of coaching and team work. This course is not considered preparatory for becoming a professional health coach and does not meet educational hour requirements toward eligibility for the National Board of Health and Wellness Coaching exam, or for Continuing Education hours for NBHWC recertification. Prereq: Admitted to the Doctor of Nursing Practice-Integrative Health and Healing specialty; Admitted to other Doctor of Nursing Practice specialties; Graduate or professional students in health sciences programs; Practicing health professionals; or instructor consent.

This course focuses on the impact of “immigration” (i.e., refugee vs. various types of immigration statuses) on family relationships, specifically how culture of origin and acculturation processes influence individuals and families over time; explores issues faced by various immigrant family systems, including a consideration of generational status, gender identities, social classes, and ethnic/racial group identities; develops intercultural interaction skills that prepare students to effectively engage with diverse immigrant families in multiple contexts; and builds practical skills that enhance students’ abilities to work in and collaborate with community-and faith-based organizations to strengthen cultural resources while overcoming barriers to increase service utilization.

Fundamental principles of health conservation and disease prevention.

This course prepares students to present information and adjust their messages based on audience need in a variety of future work contexts. Students interested in majoring in Family Social Science, Education, Youth Studies, and Kinesiology will take this course in order to develop the disciplinary practices used in counseling, community-based organizations, education, and health sciences to convey important, and often sensitive, material to specific audiences.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation. prereq: Honors