Program Details : University Catalogs : University of Minnesota

ABUS 4022W - Management in Organizations (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

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

ABUS 4023W - Communicating for Results (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

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

ABUS 4041 - Dynamics of Leadership

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Successful leadership via flexible approach. Knowledge, skills, and abilities that leaders develop from eight leadership strategies: academic, bureaucratic, eclectic, economic, fellowship, military, political, social. Ways to lead diverse populations in a global environment. prereq: 45 cr completed

ABUS 4104 - Management and Human Resource Practices

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Providing day-to-day leadership. Organizing work, motivating employees. Delegating, coordinating, and achieving results. Front line human resource practices, including selection, induction, and training of new employees, employee appraisal. Handling grievances/discipline. prereq: 45 cr completed

ABUS 4701 - Introduction to Marketing

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Conceptual tools for creating a marketing plan. How marketing relates to other functional areas of business. Importance of an ethical, global view. prereq: [Macroeconomics or microeconomics], 45 cr

ADDS 5021 - Introduction to Evidence Based Practices and the Helping Relationship

Credits:	3.0 [max 3.0]
Course Equivalencies:	AddS 5002/AddS 5021
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Initiating, conducting, and terminating a counseling relationship. Use of self in counseling process. Nature/process of helping. Evidence-based practices/theories. Reading, discussion, written exercises, role-play, observation, feedback, out-of-class practice.

BTHX 5000 - Topics in Bioethics

Credits:	1.0 -4.0 [max 8.0]
Typically offered:	Periodic Fall & Spring

Bioethics topics of contemporary interest. Topics specified in Class Schedule.

BTHX 5100 - Introduction to Clinical Ethics

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

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.

BTHX 5325 - Biomedical Ethics

Credits:	3.0 [max 3.0]
Course Equivalencies:	Bthx 5325/Phil 5325
Typically offered:	Every Fall

This online course examines contemporary issues in bioethics, focusing on practical issues that arise in clinical care, public health, and health policy settings. The course also introduces conceptual frameworks and methods to analyze these issues, though the emphasis will be on challenges faced by patients and their loved ones, health professionals, and policy makers, not on ethical theory. To fully understand and evaluate these complex issues, it is critical that we consider them from a diversity of perspectives. Hence, we will spend most of our time in class discussion, openly and respectfully listening to and engaging with each other in interdisciplinary/interprofessional conversation. Class meetings will be fully online via Zoom; no in-person meetings will be required. This course has been approved for Interprofessional Education (IPE) credit for health professions students. prereq: Jr or sr or grad student or instr consent.

CGSC 8410 - Perspectives in Learning, Perception, and Cognition

Credits:	2.0 [max 24.0]
Grading Basis:	S-N only
Typically offered:	Every Fall & Spring

Lectures/discussions in cognitive sciences by local/visiting faculty.

CI 5451 - Teaching Reading in Middle and Secondary Grades

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Methods of accommodating to students' abilities and facilitating reading in regular content classes.

CI 5642 - Assessing English Learners

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Spring Odd Year

Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.

CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education

Credits:	3.0 [max 3.0]
Grading Basis:	OPT No Aud
Typically offered:	Every Fall & Spring

Theory/practice teaching academic English as second or foreign language in contexts of higher education. History of field/varied methods in language teaching. Current best practices in teaching academic English pronunciation, listening, speaking, reading, writing skills. prereq: An intro to linguistics course

CPSY 4302 - Infant Development

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Perceptual, motor, emotional, social, and cognitive development during the first two years of life; the developing infant in his or her social and physical environment. prereq: CPSY 2301 or equivalent or instructor consent

CPSY 4329 - Biological Foundations of Development

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Evolutionary theory and behavioral genetics applied to understanding of development of human behavior; formation of species-typical adaptive behavior and individual differences in infancy, childhood, and adolescence. prereq: CPSY 2301 / 3301 or equiv

CPSY 4341 - Perceptual Development

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Study how children learn to perceive and experience the world. Explore different approaches to studying brain function and the development of the sensory and perceptual systems and processes with focus on infant perception and the neurobiology of how the senses work. Cover a variety of developmental disorders of sensation and perception: learn about normal brain function by studying abnormal brain function. prereq: CPSY 2301 / 3301 or equiv

CPSY 4343 - Cognitive Development

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent

CSPH 5101 - Introduction to Integrative Healing Practices

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

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

CSPH 5111 - Ways of Thinking about Health

Credits:	2.0 [max 2.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall

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

CSPH 5708 - Mind-Body Science and Trauma-Informed Mental Health

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

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.

CSPH 5806 - Wellbeing and Resiliency for Health Professionals

Credits:	1.0 [max 1.0]
Typically offered:	Every Fall & Spring

This course will teach health professional students and health professionals self-care strategies that will improve their individual wellbeing and reduce the stress and burnout often experienced in these professions. Improving individual wellbeing will also contribute to greater wellbeing in the teams and systems in which these professionals work Prereq jr or sr or grad, or instructor consent

CSPH 5807 - Mindfulness in the Workplace: Pause, Practice, Perform

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall & Spring

Mindfulness in the Workplace is an experiential course designed to teach core mindfulness skills while also exploring specific applications to the workplace setting. The course explores key mindfulness traits and how they relate to essential workplace skills, such as resilience, task execution, critical analysis, intra/interpersonal growth, leadership, and other related topics. In addition, the course explores how corporate culture can be a barrier or a catalyst for adoption of mindfulness principles. By exploring the above topics from the perspective of the workplace and academic literature, students will gain an understanding of how to apply evidence-informed techniques to help them on the job. Prereq jr or sr or grad, or instructor consent

EPSY 5101 - Intelligence and Creativity

Credits:	3.0 [max 3.0]
Course Equivalencies:	EPsy 3101/EPsy 5101
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

EPSY 5135 - Human Relations Workshop

Credits:	4.0 [max 4.0]
Typically offered:	Every Fall & Summer

Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.

EPSY 5400 - Special Topics in Counseling Psychology

Credits:	1.0 -4.0 [max 12.0]
Typically offered:	Every Fall, Spring & Summer

Theory, research, and practice in counseling and student personnel psychology. Topics vary.

EPSY 5415 - Counseling Children and Adolescents

Credits:	3.0 [max 4.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Summer

Development, issues, and needs of children, kindergarten through high school ages. Counseling/developmental theory/strategies. Cultural diversity, legal/ethical issues in counseling children/adolescents. prereq: Grad student or MEd student or K-12 [counseling endorsement or licensure] student

EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention

Credits:	3.0 [max 3.0]
Course Equivalencies:	EPsy 4609/EPsy 5609
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

This course was designed to provide pre-service and current teachers as well as related service providers with the knowledge and skills needed to understand the dynamic ecosystems of families with a child with disabilities. Students will be introduced to the major methods, philosophies, and current research that emphasize effective family-professional collaboration in planning and service delivery for infants and young children with disabilities. The focus is on a family-centered approach to assess and design educational plans and interventions, with a specific emphasis on relationship building and understanding the diverse perspectives on family life and developmental expectations.

EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	EPsy 3616W/ EPsy 5616W
Typically offered:	Every Fall & Spring

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction

Credits:	2.0 [max 2.0]
Course Equivalencies:	EPsy 3625/EPsy 5625
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

EPSY 5641 - Foundations of Deaf Education

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.

EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Summer

Early identification and intervention with deaf and hard of hearing children including the development of ASL and English, Emergent Literacy in the homes and the role of Deaf Mentors. Emphasis on the importance of early exposure to fully accessible language and addressing the issue of language deprivation. prereq: Preservice teacher in deaf education licensing program or instr consent.

EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Reflecting on your own identity as a future teacher of the deaf and how to facilitate the identity development of your students. Having a deep understanding of the diversity of students and their families and how best to foster these relationships and communication. Synthesis of previously learned material into practice.

EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children. prereq: Preservice teacher in deaf education licensing program or instr consent

EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Building an understanding of the complex issues and best practices involved in educating deaf learners with disabilities. Working with families and service providers, identifying resources, understanding identification, placement, assessment and intervention strategies to modify curriculum to work with deaf students with varying disabilities.

EPSY 5654 - Current Research, Issues Trends in Deaf Education

Credits:	1.0 [max 1.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Examining current research, issue trends in Deaf Education to help prepare future teachers to develop an understanding of research and apply critical thinking to analyze new issues, problem solve, and consider participating in research to practice opportunities that may arise during their career in Deaf Education.

EPSY 5657 - Interventions for Behavioral Problems in School Settings

Credits:	3.0 [max 3.0]
Course Equivalencies:	EPsy 4657/EPsy 5657
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

EPSY 5661 - Introduction to Autism Spectrum Disorder

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.

EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent

EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions

Credits:	3.0 [max 3.0]
Course Equivalencies:	EPsy 4681/EPsy 5681
Grading Basis:	A-F only
Typically offered:	Every Spring

This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] or instr consent

EPSY 5851 - Engaging Diverse Students and Families

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations. prereq: Honors senior or grad student

EPSY 8600 - Special Topics: Special Education Issues

Credits:	1.0 -3.0 [max 9.0]
Typically offered:	Periodic Fall & Spring

Current trends (e.g., schoolwide discipline, models of collaboration, and diversity) investigated by formulating research projects. Students write a media piece describing an issue and its impact on the community.

EPSY 8602 - Advanced Topics in Special Education Research

Credits:	3.0 [max 12.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

This course will offer sections on varying topics focused on research, policy, practice, and related issues in special education and disability services for advanced graduate seminars. The course is intended to allow enrolled students to conduct in-depth and focused review and analysis of scholarship in a contemporary area of special education, and to provide each student the opportunity to develop in-depth understanding of a specific topic within this area. This is a seminar course, with a combination of faculty-presented, student-presented, and group discussion content. Course topics will include an overview of relevant theoretical models, research methods, empirical and other findings, and areas of emerging interest, scholarship, policy, and practice. prereq: Completion of EPsy 8701, 8702, and 8694 or equivalent coursework; doctoral Student in Special Education or a related academic area, or permission of instructor

FSOS 4107 - Traumatic Stress and Resilience in Vulnerable Families Across the Lifespan

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

This course will focus on stress contexts that place families at risk across the life span such as poverty, war/civil conflict, disability, social disparities/discrimination, and family dissolution. An examination of family strengths, cultural diversity, and approaches for working with families across the life course in community based settings including classrooms, programs, and agencies will be emphasized. This course focuses on vulnerable families and those affected by historical and traumatic stress. It covers family members of all ages who face particular challenges, such as intergenerational exposure to traumatic events, persistent and structural inequality, and health disparities. This course is designed to increase awareness of the conditions that place families and children at risk, the theories and frameworks available to understand these risks, and both individual and family resiliency to these conditions. The course will primarily focus on a) individual, family, community, and developmental contexts of risk and resiliency, and b) family-level preventive and intervention frameworks and approaches to support individuals and families.

FSOS 5937 - Parent-Child Interaction

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

In Parent-Child Interaction, we will examine the dynamic, reciprocal nature of parent-child interactions across the lifespan through multidisciplinary and diverse research, theories and practices. Emphasis will be given to the bidirectional impact of parent-child interactions on the parent-child relationship and on parents' and children's development within complex family, community, cultural and other socio-ecological contexts. Students will continue to reflect and grow in their understanding of the professional role and competencies of a parent educator and learning activities will focus on practical application to both personal lives and professional work with families.

FSOS 5942 - Diverse Family Experiences

Credits:	3.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

This course is a research-based in-depth look at family experiences from many diverse points of view. Students will examine diverse experiences of families and their relevance to parent education and to the professional development of parent educators. Research and theoretical knowledge are woven together with observation and personal reflection to create a strength-based approach to both families and professional development.

FSOS 8101 - Family Stress, Coping, and Adaptation

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Helping families become more resilient to stress by decreasing vulnerability to crises and traumatic stress disorders. Students develop research or intervention proposal on family stress, coping, adaptation, crisis, trauma, or resilience. prereq: 8001 or equiv, research methods course

GCC 5022 - The Human Experience of Sensory Loss: Seeking Equitable and Effective Solutions (TS)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Periodic Fall & Spring

This course focuses on the visual, auditory, and other sensory pathways that convey information about the world to mind and brain. Millions of people worldwide experience deficits in sensory function that affect their quality of life. We will focus on the characteristics of healthy sensory functioning as well as how sensory disorders can affect personal identity, impede information processing, and alter brain structure and function. The course will address the demographics and risk factors for sensory disabilities, the implications of these disabilities for activities of daily living, the history of society's response to sensory disability, as well as societal, ethical, and personal attitudes toward sensory disabilities. The course will also explore translational and applied approaches for addressing sensory disabilities. Each class session will be co-taught by a pair of instructors, representing multiple scientific and social perspectives. A major goal of the course is to view sensory function and impairment from multiple perspectives cognitive science, neuroscience, medicine, engineering, society, consumers, ethics and social justice. The course will combine lectures, discussions, and student-led presentations of research papers. The course will include hands-on demonstrations of assistive technology and panel discussions with people with visual and hearing disabilities. During the semester, each student (or pairs of students) will develop a mini research proposal to address a real-world issue related to sensory impairment. The proposal must be translational in nature, and must include consultation with consumers of the proposed project. The final class session will be devoted to poster presentations of the mini proposals. The proposal report must include consideration of potentially opposing viewpoints about the proposed research. This course addresses two of our University's grand challenges: Advancing Health Through Tailored Solutions, and Just and Equitable Communities. This is a Grand Challenge Curriculum course.

GERO 5125 - Gerontology Service Learning

Credits:	1.0 -3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

At least 100 hours of service to seniors or organizations serving seniors required. Longitudinal one-on-one relationship with at least two seniors. Service activities may include: friendly visiting, escorting seniors to medical appointments, chore services, teaching health education to groups of seniors and staff, participating in social or recreational activities with seniors, assisting with immunization and screening programs, assisting seniors with selection of health plans, or providing volunteer home health aide or nursing assistant services or emergency non-medical response under the supervision of a nurse. Students may use up to 25 percent of their service time for project that benefits the campus as a whole. Reading, monthly class discussions, a term paper and weekly self-reflection

HINF 5501 - US Health Care System: Information Challenges in Clinical Care

Credits:	1.0 [max 1.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall & Spring

Health care system/its unique interaction between key health system stakeholders. Relationship between patients, providers, payers, regulatory bodies. Role of information management/challenges of information standardization/exchange. prereq: Junior or senior or professional student or grad student or instr consent

HSM 4065 - Information Privacy and Security in Health Services Management (TS)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Developing and implementing a security and privacy program in a health care environment. Privacy and security from societal, health care operations, and regulatory perspectives. Final project uses resources in the public domain to design a security and privacy program that supports regulatory compliance requirements and that considers customer/patient concerns and experience, health care provider experience and workflows, operational workflows, and regulatory compliance. Topics include importance of security in health care; risk concepts and value of health information, usability, and security/privacy; federal and state regulations; impact of technology on security; health care operations; what can be learned from other industries; security certifications; and breach response.

HSM 4531 - Human Resources in Health Care Settings

Credits:	3.0 [max 3.0]
Prerequisites:	45 cr
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Basic understanding of human resources issues within health care organizations--management of human capital to meet organizational objectives, and building and motivating an engaged workforce. Legal principles; labor supply and demand; sourcing, recruitment, selection and orientation; compensation; benefits; diversity; performance management. prereq: 45 cr

KIN 8211 - Seminar: Perception and Action

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Periodic Spring

Survey of theory/research on use of perceptual information for control of action. Behavioral research on perceptual guidance of daily activities (e.g., standing, walking, driving). Perceptual control in context of expertise (e.g., sports). Perceptual-motor development. prereq: grad student or instr consent

LING 8921 - Seminar in Language and Cognition

Credits:	3.0 [max 6.0]
Typically offered:	Every Fall

Language-related issues in cognitive science from a linguistic perspective. Serves as elective for cognitive science minor, but only for linguistics nonmajors. prereq: instr consent

NSCI 5101 - Neurobiology I: Molecules, Cells, and Systems

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

This course discusses the basic principles of cellular and molecular neurobiology and nervous systems. The main topics include: Organization of simple networks, neural systems and behavior; how the brain develops and the physiology and communication of neurons and glia; the molecular and genetic basis of cell organization; ion channel structure and function; the molecular basis of synaptic receptors; transduction mechanisms and second messengers; intracellular regulation of calcium; neurotransmitter systems, including excitation and inhibition, neuromodulation, system regulation and the cellular basis of learning, memory and cognition. The course is intended for students majoring in neuroscience, but is open to all students with the required prerequisites.

NSCI 5111 - Medical Neuroscience for Graduate Students

Credits:	5.0 [max 5.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Survey of molecular, cellular, and systems neuroscience as related to medicine. Lecture/lab. prereq: Credit will not be granted if credit has been received for: : 6111; BioC 3021, Biol 4004, instr consent; intended for grad students who require a comprehensive medically-oriented neuroscience course

OLPD 5211 - Introduction to the Undereducated Adult

Credits:	1.0 [max 1.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Summer

Definitions of literacy in workplace, community, and family. Issues: poverty/welfare, ethnicity, cultural diversity, social class, language/learning, immigrants.

OLPD 5356 - Disability Policy and Services

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring & Summer

Policy, research, and current practices related to education, health, and social services that support children, youth, and adults with special needs, and that support their families. Federal, state, and local perspectives.

OTOL 8234 - Anatomy of the Head and Neck and Temporal Bone Dissection

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall, Spring & Summer

Head and neck anatomy studied from cadaver through programmed learning. Temporal bones dissected to learn anatomy and to practice otologic surgical procedures. S/N for nonmajors only. prereq: Grad otol major or instr consent

OTOL 8247 - Anatomy and Physiology of Hearing and Balance

Credits:	3.0 [max 3.0]
Course Equivalencies:	Nsc 8247/Otol 8247
Typically offered:	Every Spring

Structure and function of auditory and vestibular systems. Network analysis of middle and inner ear mechanics, hair cell biophysics, auditory nerve and CNS electrophysiology, information processing, neural mechanisms subserving balance and gaze, cellular morphology, and computer models. prereq: instr consent

PHAR 5201 - Applied Medical Terminology

Credits:	2.0 [max 2.0]
Course Equivalencies:	Phar 1002/Phar 5201
Typically offered:	Every Fall, Spring & Summer

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

PSY 4036 - Perceptual Issues in Visual Impairment

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall

Challenges/capabilities of people who are blind or have low vision. Reading, space perception, mobility. Strengths/weaknesses of adaptive technology. prereq: 1001 or instr consent

PSY 4960 - Seminar in Psychology

Credits:	1.0 -4.0 [max 16.0]
Typically offered:	Periodic Fall & Spring

Seminars in subjects of current interest in Psychology. prereq: [1001, psych major] or instr consent

PSY 5014 - Psychology of Human Learning and Memory

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Spring Odd Year

Human memory encoding/retrieval. How we adaptively use memory. Brain systems that support memory. Episodic/semantic memory. Working/short-term memory. Procedural memory. Repetition priming. Prospective remembering. Autobiographical memory. prereq: 3011 or 3051 or honors or grad student

PSY 5037 - Psychology of Hearing

Credits:	3.0 [max 3.0]
Course Equivalencies:	NSc 5037/Psy 5037
Typically offered:	Periodic Fall

Biological and physical aspects of hearing, auditory psychophysics, theories and models of hearing, perception of complex sounds including music and speech. Clinical/other applications. Prereq: Instructor permission

PSY 5054 - Psychology of Language

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Theories/experimental evidence in past/present conceptions of psychology of language. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent

PSY 5062 - Cognitive Neuropsychology

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Consequences of different types of brain damage on human perception/cognition. Neural mechanisms of normal perceptual/cognitive functions. Vision/attention disorders, split brain, language deficits, memory disorders, central planning deficits. Emphasizes function/phenomenology. Minimal amount of brain anatomy. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent

PSY 5137 - Introduction to Behavioral Genetics

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Genetic methods for studying human/animal behavior. Emphasizes nature/origin of individual differences in behavior. Twin and adoption methods. Cytogenetics, molecular genetics, linkage/association studies. prereq: 3001W or equiv or instr consent

PSY 5205 - Applied Social Psychology

Credits:	3.0 [max 3.0]
Typically offered:	Spring Odd Year

Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent

PSY 5960 - Topics in Psychology

Credits:	1.0 -4.0 [max 8.0]
Typically offered:	Periodic Fall, Spring & Summer

Special course or seminar. Topics listed in Class Schedule. prereq: PSY 1001, [jr or sr or grad student]

PSY 8037 - Psychophysics and Audition

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Spring

Modern/classical psychophysics. Psychophysical/physiological correlates of audition. Theories of hearing. prereq: instr consent

PUBH 6055 - Social Inequalities in Health

Credits:	2.0 [max 2.0]
Typically offered:	Every Spring

Extent and causes of social inequalities in health. Degree to which understanding of these inequalities is hampered by methodological limitations in health research. Focuses on individual, community, and policy approaches to reducing social inequalities in health.

PUBH 6102 - Issues in Environmental Health

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Current issues, principles, and methods of environmental/occupational health practice. prereq: Public health [MPH or MHA or certificate] student or health journalism MA major or nursing MS student or instr consent

PUBH 6370 - Social Epidemiology

Credits:	2.0 [max 2.0]
Typically offered:	Spring Even Year

How a society's social interactions, past and present, yield differential exposures and differences in health outcomes between persons who make up populations. New disease-specific risk factors. How well-known exposures emerge and are maintained by social system.

PUBH 6751 - Principles of Management in Health Services Organizations

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Understanding of and improvement in the competencies of managers in organizations, particularly as applied to health services and public health organizations. prereq: [Public hlth MPH or MHA or certificate] student or [environmental health MS or PhD] student or dentistry MS student or instr consent

PUBH 6904 - Nutrition and Aging

Credits:	2.0 [max 2.0]
Typically offered:	Every Summer

Current literature on nutrition needs/factors affecting nutritional status of adults and the elderly. Relevant community resources. prereq: Grad student or professional school student or instr consent

PUBH 8805 - Sociological Theory in Health Services Research

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

Overview of sociological theories in medical sociology, occupations/professions. Emphasizes teaching students how to apply theories to health/social phenomena of their own interest/choice.

SLHS 5502 - Voice and Cleft Palate

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Disordered voice and resonance. Presentation and discussion of the nature of etiologies, assessment and management of organic/functional voice disorders and cleft palate to meet clinical competencies for speech-language pathology. prereq: [3305, 4301] or [CDis 3305, CDis 4301] or instr consent

SLHS 5602 - Speech Sound Disorders: Assessment and Treatment across Languages

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Nature, assessment, and treatment of speech sound disorders in children. Assessment and treatment of phonological awareness and pre-literacy skills. This course covers cross-linguistic issues in speech sound disorders, including characteristics of speech sound disorders in a variety of languages, and the differential diagnosis of speech sound disorder from the effects of normal second-language acquisition. Emphasis on functional speech sound disorders, with some coverage given to disorders of a clear organic origin, like cerebral palsy, hearing impairment, and cleft palate. prereq: [3303, 3304, 4601] or instr consent

SLHS 5603 - Assessment and Intervention of Language Disorders in Children

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

Assessment and intervention techniques approaches for treating language impairment in children with disabilities, such as specific language impairment, developmental delays, and autism spectrum disorder. prereq: 3303 or CDis 3303 or equiv or grad student or instr consent

SLHS 5605 - Language and Cognitive Disorders in Adults

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

Acquired cognitive and communicative disorders in the adult population specifically including: stroke/aphasia, right hemisphere dysfunction, traumatic brain injury, and dementia. Consideration of neurological substrates, disorder symptomology, assessment, clinical intervention, and functional impact across the lifespan and amongst diverse populations. prereq: [3302, 4301] or [CDis 3302, CDis 4301] or instr consent

SLHS 5606 - Introduction to Augmentative and Alternative Communication

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Description of the range of augmentative and alternative communication applications for persons with developmental and acquired disabilities. Topics include assessment, intervention strategies, progress monitoring, generalization, and maintenance; collateral behavior resulting from AAC applications.

SLHS 5609 - Child Language Disorders in Diverse Populations

Credits:	3.0 [max 6.0]
Typically offered:	Every Spring

This course covers topics across three broad areas of child language: cultural and linguistic diversity, early intervention, and social communication. The first section will address multicultural issues and bilingualism. The second section will focus on assessment and treatment of language disorders from birth through preschool. Finally, we will address the assessment and treatment of social communication and pragmatic language deficits across disorders and developmental levels, including early prelinguistic communication The course will include both theoretically and clinically motivated content.

SLHS 5804 - Cochlear Implants

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Spring Odd Year

Implantable auditory prostheses. History of device development, including cochlear implants and auditory brainstem implants. Signal processing. Techniques for selection, fitting, and rehabilitation. Behavioral/physiological changes across life span. prereq: [[4802, 5801, 5802] or [CDIS 4802, CDIS 5801, CDIS 5802], SLHS grad] or instr consent

SLHS 5805 - Advanced Rehabilitative Audiology

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Spring Even Year

Analysis of speech perception/production. Communication skills/strategies. Sensory modalities. Rehabilitative techniques in adults, children, and infants with hearing losses. Tinnitus management. Audiology telepractice.

SLHS 5900 - Topics in SLHS

Credits:	2.0 [max 4.0]
Typically offered:	Periodic Fall & Spring

Topics listed in Speech-Language-Hearing Sciences office. prereq: SLHS grad student or instr consent

SLHS 5993 - Directed Study

Credits:	1.0 -12.0 [max 18.0]
Typically offered:	Every Fall, Spring & Summer

Directed readings and preparation of reports on selected topics. prereq: SLHS grad or instr consent Students enrolling in this directed study/research course will complete the University's common Directed Study/Research contract with the faculty mentor/evaluator. The Faculty member will ensure academic standards are upheld, including: *the work proposed is at the appropriate level for the course, academic in nature, and the student will be involved intellectually in the project. *the project scope is reasonable for one semester and the number of credits specified (42 hours of work per credit) *the faculty mentor is qualified to serve in this role *assessment of student learning and grading criteria are clear and appropriate *the student will be working in a respectful, inclusive environment

SLHS 8530 - Seminar: Speech

Credits:	3.0 [max 12.0]
Typically offered:	Periodic Fall & Spring

Advanced study and analysis of research in speech science and speech pathology.

SOC 4246 - Sociology of Health and Illness

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Periodic Spring

This course is an introduction to the importance of health and illness in people�s lives, how social structures impact who gets sick, how they are treated, and how the delivery of health care is organized. By the end of the course you will be familiar with the major issues in the sociology of health and illness, and understand that health and illness are not just biological processes, but profoundly shaped by the organization of society. prereq: One sociology course recommended; soph or above; soc majors/minors must register A-F

SPAN 5985 - Sociolinguistic Perspectives on Spanish in the United States

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Spring

Sociolinguistic analysis of issues such as language maintenance/shift in U.S. Latino communities, code switching, attitudes of Spanish speakers toward varieties of Spanish and English, language change in bilingual communities, and language policy issues. prereq: Grad student or instr consent

CSPH 5000 - Explorations in Integrative Therapies and Healing Practices

Credits:	1.0 -4.0 [max 16.0]
Typically offered:	Periodic Fall, Spring & Summer

Research and practice on therapies, delivery of complementary therapies, and regulatory issues. prereq: Jr or sr or grad student or instr consent

CSPH 5305 - Introduction to Integrative Mental Health

Credits:	2.0 [max 2.0]
Typically offered:	Every Spring

Prerequisite: Graduate or Professional student. This course focuses on introducing students to the concept of integrative mental health (IMH). Definitions of IMH, the history and background of the concept, and how it relates to psychiatric care and health care in general will be explored. Students will explore and practice risk-benefit profiles of different modalities in the context of evidence-based mental health care. An emphasis will be placed on the connection between physical and mental health and how that can be approached from an integrative perspective. Topics such as mindfulness and mental health, nutrition and mental health, herbs and supplements in psychiatric care, and the role of functional medicine in IMH will be covered, as well as how psychotherapy and psychotropic medications fit in the IMH framework. Students will review the current diagnostic system for mental health disorders and that can both help and hinder an integrative approach to mental health care. Integrative approaches for assessing mental health concerns will be reviewed, and how to use these approaches alongside a traditional medical approach for maximum benefit will be explored. Students will further review specific modalities for mental health and wellbeing that are less focused on specific systems and more focused on holism and the interplay of systems. Students will also identity and explore different ways of viewing mental health and wellbeing based on cultural and geographical issues, and how these may impact the approaches.

CSPH 5601 - Music, Health and Healing

Credits:	2.0 [max 2.0]
Typically offered:	Every Spring

For centuries, people in virtually every known culture in the world have recognized the tremendous potential of music to promote health and healing. In this course, we will explore music's power to heal body, mind, and spirit through examining the main music healing disciplines used today: music therapy, music medicine, clinical musicianship, medical musicianship, music-thanatology, vibroacoustic harp therapy, sound healing, and community music. You will also learn some easy music healing techniques you can use for yourself. prereq: Jr or sr or grad student or instr consent

SLHS 5401 - Counseling and Professional Issues

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Basic counseling principles and current professional issues related to practice in a dynamic multicultural environment. Application of counseling theory to clinical practice. Analysis of regulation, practice, and future direction of communication disorders. prereq: [[concurrent registration is required (or allowed) in 8720 or concurrent registration is required (or allowed) in 8820], grad student] recommended

SLHS 5502 - Voice and Cleft Palate

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Disordered voice and resonance. Presentation and discussion of the nature of etiologies, assessment and management of organic/functional voice disorders and cleft palate to meet clinical competencies for speech-language pathology. prereq: [3305, 4301] or [CDis 3305, CDis 4301] or instr consent

SLHS 5503 - Stuttering Motor Speech Disorders

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

SLHS 5503 is designed for graduate students who wish to increase their understanding of stuttering and motor speech disorders. Its goal is to provide students with a strong foundation on the basics of the physiology, diagnosis, assessment, and treatment of these communication disorders and to provide working knowledge of current trends in related fields. prereq: graduate SLHS student or department permission, [3305, 4301] or instr consent

SLHS 5504 - Evaluation and Management of Dysphagia

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Normal/disordered aspects of swallowing. Nature, etiologies, evaluation, management of swallowing disorders.

SLHS 5602 - Speech Sound Disorders: Assessment and Treatment across Languages

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Nature, assessment, and treatment of speech sound disorders in children. Assessment and treatment of phonological awareness and pre-literacy skills. This course covers cross-linguistic issues in speech sound disorders, including characteristics of speech sound disorders in a variety of languages, and the differential diagnosis of speech sound disorder from the effects of normal second-language acquisition. Emphasis on functional speech sound disorders, with some coverage given to disorders of a clear organic origin, like cerebral palsy, hearing impairment, and cleft palate. prereq: [3303, 3304, 4601] or instr consent

SLHS 5603 - Assessment and Intervention of Language Disorders in Children

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

Assessment and intervention techniques approaches for treating language impairment in children with disabilities, such as specific language impairment, developmental delays, and autism spectrum disorder. prereq: 3303 or CDis 3303 or equiv or grad student or instr consent

SLHS 5605 - Language and Cognitive Disorders in Adults

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall & Spring

Acquired cognitive and communicative disorders in the adult population specifically including: stroke/aphasia, right hemisphere dysfunction, traumatic brain injury, and dementia. Consideration of neurological substrates, disorder symptomology, assessment, clinical intervention, and functional impact across the lifespan and amongst diverse populations. prereq: [3302, 4301] or [CDis 3302, CDis 4301] or instr consent

SLHS 5606 - Introduction to Augmentative and Alternative Communication

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Description of the range of augmentative and alternative communication applications for persons with developmental and acquired disabilities. Topics include assessment, intervention strategies, progress monitoring, generalization, and maintenance; collateral behavior resulting from AAC applications.

SLHS 5609 - Child Language Disorders in Diverse Populations

Credits:	3.0 [max 6.0]
Typically offered:	Every Spring

This course covers topics across three broad areas of child language: cultural and linguistic diversity, early intervention, and social communication. The first section will address multicultural issues and bilingualism. The second section will focus on assessment and treatment of language disorders from birth through preschool. Finally, we will address the assessment and treatment of social communication and pragmatic language deficits across disorders and developmental levels, including early prelinguistic communication The course will include both theoretically and clinically motivated content.

SLHS 8500 - Preparing to Provide Responsive Speech-Language and Hearing Services in Diverse Populations

Credits:	1.0 -3.0 [max 3.0]
Grading Basis:	S-N only
Typically offered:	Every Fall & Spring

This course equips students to recognize relevant aspects of diversity across clinical populations and prepares them to provide culturally responsive services to those populations. All students will develop knowledge and skills across multiple dimensions of diversity, learning to recognize and manage their biases in each area. Students will also document the impact of this learning on their clinical practice. Students may opt to develop deeper knowledge in a single area of specialization.

SLHS 8720 - Clinical Education in Speech-Language Pathology

Credits:	1.0 -8.0 [max 24.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall, Spring & Summer

Clinical experience. Prereq Grad CDis major, adviser, DGS consent.

SLHS 8820 - Clinical Education in Audiology

Credits:	1.0 -8.0 [max 24.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall, Spring & Summer

Clinical experience. prereq: Grad CDis major

SLHS 8777 - Thesis Credits: Master's

Credits:	1.0 -18.0 [max 50.0]
Grading Basis:	No Grade
Typically offered:	Every Fall, Spring & Summer

(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]

SLHS 8994 - Directed Research

Credits:	1.0 -12.0 [max 18.0]
Typically offered:	Every Fall, Spring & Summer

Directed research prereq: instr consent

SLHS 5401 - Counseling and Professional Issues

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Basic counseling principles and current professional issues related to practice in a dynamic multicultural environment. Application of counseling theory to clinical practice. Analysis of regulation, practice, and future direction of communication disorders. prereq: [[concurrent registration is required (or allowed) in 8720 or concurrent registration is required (or allowed) in 8820], grad student] recommended

SLHS 5801 - Advanced Audiologic Assessment

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Basic audiometric battery, including pure tone thresholds, measures of speech understanding, masking and immittance in adults. Topics include video ostoscopy, ototoxicity, functional hearing loss, and identification of middle-ear fluid. Students enrolled in this course concurrently enroll in SLHS 5810. prereq: 4801 or CDis 4801 or instr consent

SLHS 5802 - Hearing Aids I

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Survey of modern hearing aids including history of development, electroacoustic functions, clinic and laboratory measurement techniques, sound field acoustics, techniques for selection. prereq: [[3305, 4801] or [CDIS 3305, CDIS 4801], SLHS grad] or instr consent

SLHS 5803 - Pediatric Audiology

Credits:	3.0 [max 3.0]
Typically offered:	Fall Odd Year

Behavioral, physiological approaches to assessment and identification, development of the auditory mechanism, etiologies of hearing losses in infants, children, principles of case management with children and families. prereq: [[4801 or CDIS 4801], SLHS grad] or instr consent

SLHS 5804 - Cochlear Implants

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Spring Odd Year

Implantable auditory prostheses. History of device development, including cochlear implants and auditory brainstem implants. Signal processing. Techniques for selection, fitting, and rehabilitation. Behavioral/physiological changes across life span. prereq: [[4802, 5801, 5802] or [CDIS 4802, CDIS 5801, CDIS 5802], SLHS grad] or instr consent

SLHS 5805 - Advanced Rehabilitative Audiology

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Spring Even Year

Analysis of speech perception/production. Communication skills/strategies. Sensory modalities. Rehabilitative techniques in adults, children, and infants with hearing losses. Tinnitus management. Audiology telepractice.

SLHS 5806 - Auditory Disorders in Children

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

In this course students learn about assessing hearing and listening difficulties in children ?beyond the audiogram?, as well as the pediatric-specific considerations for intervention and management of identified hearing difficulties. This course covers the anatomy and physiology of the central auditory pathway, assessments to evaluate auditory disorders and processing skills, and techniques to address auditory processing weaknesses and disorders in children. Additional topics include normal and disordered auditory processing abilities, current and historical theories and controversies surrounding auditory assessment beyond the audiogram, and advances in the assessment and management of childhood hearing disorders. prereq: [4802 or CDIS 4802, SLHS grad] or instr consent

SLHS 5807 - Noise and Hearing Conservation

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Students in this course will learn to: Describe the auditory and nonauditory effects of noise on humans, Design a successful hearing conservation program, Measure noise levels in a variety of settings, Monitor hearing, Measure hearing protection devices, Develop educational materials, and Describe federal and state regulations as they relate to hearing conservation. prereq: [8801, 8802] or [CDis 8801, CDis 8802]

SLHS 5808 - Pathophysiology of Hearing Disorders

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Fall Odd Year

Disorders of auditory system, including anatomical, physiological, perceptual, and audiological manifestations of pathologies affecting hearing. Focus will be on understanding current data on physiology, pharmacology, and novel treatment alternatives prereq: [[8801, 8802] or [CDIS 8801, CDIS 8802], SLHS grad] or instr consent

SLHS 8801 - Electrophysiologic Assessment of Auditory Function

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Basic terminology and theoretical aspects of the auditory evoked potentials, electrocochleography, acoustic reflectance, and otoacoustic emissions. Topics include case studies with clinical application of short-latency responses such as the auditory brainstem response and otoacoustic emissions in adults. Students enrolled in this course concurrently enroll in SLHS 5810. prereq: 5801 or CDis 5801 or instr consent

SLHS 8802 - Hearing Aids II

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Instrumentation and methods for fitting and evaluating personal hearing aids; ear impression techniques and materials; repair and modification of hearing aids. prereq: 5802 or Cdis 5802 or instr consent

SLHS 8803 - Signals and Systems in Audiology

Credits:	3.0 [max 3.0]
Typically offered:	Fall Even Year

This mostly laboratory class includes familiarization and application of test equipment and methods for calibrating audiometric equipment. Sessions will include topics such as sound-field calibration, earphone calibration, filters, spectra of transient signals, and use of an artificial mastoid. prereq: [3305, 3306, 4801] or [CDis 3305, CDis 3306, CDis 4801] or instr consent

SLHS 8805 - Hearing Science Foundations of Audiology

Credits:	3.0 [max 3.0]
Typically offered:	Fall Odd Year

Physiological/psychological acoustics. Emphasizes hearing loss. Acoustics of the middle and external ear, cochlear mechanics, neural codes for perception, frequency selectivity, loudness, temporal resolution, clear speech, attention, prediction of speech understanding ability using stimulus measures, and binaural hearing. prereq: Knowledge of acoustics, basic anatomy/physiology of ear, intro coursework in hearing/speech science

SLHS 8807 - Balance Assessment

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

Anatomy/physiology of vestibular mechanism. Assessment techniques to evaluate balance function. Treatment options available for persons with balance disorders. prereq: 5801, 8801

SLHS 5810 - Laboratory Module in Audiology

Credits:	1.0 -2.0 [max 10.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Intensive study of clinical methods in audiology. Supplements didactic courses in audiology curriculum. Laboratory study, individually or in small groups. Students enroll in this course concurrently with SLHS 5801, 5802, 8801, 8802. prereq: [4801 or CDIS 4801, SLHS grad] or instr consent

SLHS 5820 - Clinical Research and Practice: Grand Rounds

Credits:	1.0 -6.0 [max 6.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall & Spring

Group discussions of current professional issues in audiology. Case presentations, guest presentations on current technology, clinical/research ethics. Group meets for an hour weekly with faculty coordinator who leads discussion. Integrates academic/clinical education. prereq: [[4801 or CDIS 4801 or equiv], SLHS grad] or instr consent

SLHS 5830 - Clinical Foundations in Audiology

Credits:	1.0 -8.0 [max 24.0]
Grading Basis:	S-N or Aud
Typically offered:	Every Fall & Spring

Clinical foundations in audiology for first year AuD graduate students. prereq: Grad SLHS major

SLHS 8994 - Directed Research

Credits:	1.0 -12.0 [max 18.0]
Typically offered:	Every Fall, Spring & Summer

Directed research prereq: instr consent

University Catalogs

Speech-Language-Hearing Science M.A.