2020-2021 Academic Catalog [Archived Catalog]
Courses
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| Undergraduate Prerequisites |
Course Numbering |
| A “C-” or higher is required in all prerequisite courses |
100-299 - Lower division undergraduate |
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300-499 - Upper division undergraduate |
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500-699 - Graduate |
| Search Tip |
700-799 - Doctoral |
| Use the asterisk (*) key as a wild card. |
| Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level. |
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FRSC 119 - Murder to Trial
Credits: Three (3)
This course introduces students to the interrelationship between the investigation of a crime, the process of forensic evidence, and the use of that evidence at trial. Students will be taken to a mock crime scene where they will learn through experience as they collect evidence they will process in the lab and conclude with a mock trial.
General Education Area: Natural Science
Cross-listed: CRIM-119
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FRSC 151 - Introduction to Forensic Science
Credits: Four (4)
Introductory course that highlights all aspects of forensics as an umbrella of the work associated in the forensic process. The course will introduce topics such as ethics, observing, and obtaining physical evidence, as well as a survey of the techniques and instrumentation (chromatography, spectrophotometry, mass spectrometry, atomic absorption spectrophotometry, scanning electron microscopy, immunoassay techniques, polymerase chain reaction, spatter patterns, digital imaging, document examining, and electronic data collection and storage) used in the analysis of physical evidence (organic and inorganic materials, soil, glass, body fluids, hair, fibers, paint, DNA, bloodstains and patterns, arson evidence, fingerprints, explosive residue, tool marks, documents, and computer and internet evidence).
General Education Area: Natural Science
Prerequisite: CHEM-103
Corequisite: FRSC-151L
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FRSC 151L - Required Lab - Frsc 151
Credits: Zero (0)
Introductory laboratory experience that accompanies Introduction to Forensic Science.
General Education Area: Natural Science
Corequisite: FRSC-151
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FRSC 211 - Introduction to Criminal Investigations
Credits: Three (3)
This course is a comprehensive approach to the examination and treatment of physical evidence as it relates to the criminal justice system. Students will be involved in an interactive learning experience tied to the securing and preserving of crime scenes and maintaining the integrity of trace evidence for future court proceedings.
General Education Area: Natural Science
Cross-listed: CRIM 211
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FRSC 303 - Forensic Biology
Credits: Four (4)
This course covers biological evidence and techniques used in forensic science. Concepts and application of serology and molecular biology techniques to analyze biological evidence collected during criminal investigations, including polymerase chain reaction (PCR) and other RNA/DNA techniques.
General Education Area: Natural Science
Prerequisite: FRSC-151, BIOL-260, CHEM-204
Corequisite: FRSC-303L, BIOL 260L
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FRSC 303L - Required Lab - Frsc 303
Credits: Zero (0)
Laboratory experience that accompanies Forensic Biology.
General Education Area: Natural Science
Corequisite: FRSC-303
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FRSC 311 - Forensic Chemistry
Credits: Four (4)
This course focuses on the analytical and instrumental methods used in the forensic sciences with a particular emphasis on the analysis and characterization of trace evidence, to include separations, mass spectrometry, and atomic/molecular spectroscopy.
General Education Area: Natural Science
Prerequisite: CHEM-204, CHEM-353, and FRSC-151
Corequisite: FRSC-311L
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FRSC 311L - Required Lab - Frsc 311
Credits: Zero (0)
Laboratory experience that accompanies Forensic Chemistry.
General Education Area: Natural Science
Corequisite: FRSC-311
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HCPM 100 - Introduction to Healthcare Industry & Management
Credits: Three (3)
This course lays the foundation of the healthcare system as it relates to healthcare management. It focuses on the history, evolution, and development of the present American health care system including the role of the various health care providers.
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HCPM 102 - Healthcare Operations
Credits: 3.00
Students will examine operational concepts related to delivering quality, consistent, and cost-effective patient care within a variety of organizations and across the healthcare system. Topics include finances, project management, patient flow performance management, process improvement, and supply chain management.
Prerequisite: HCPM 100
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HCPM 109 - Healthcare Terminology
Credits: Three (3)
A basic-level medical terminology course for those who plan to be involved or are already involved in the healthcare management field. The course will cover the definition, spelling, and pronunciation of medical word roots and combining forms, prefixes, suffixes, and medical abbreviations. Healthcare management terminology is also addressed in this course.
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HCPM 210 - Professionalism and Communications in the Healthcare Setting
Credits: Three (3)
Students will gain knowledge of how to effectively communicate within healthcare settings. Consideration will be giving to understanding the range of stakeholders in healthcare settings, the impact of social media, how to effectively communicate with patients and families, and the role of communicating for purpose and policy change. In addition, students will develop personal communication skills and gain understanding of the importance of collaborative problem-solving, cultural sensitivity, and the need for continuous learning through presentations, case studies, and written assignments.
Prerequisite: HCPM-100 or HEPR 107
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HCPM 211 - Healthcare Management
Credits: Three (3)
The topics in this course are designed to provide healthcare managers knowledge and access to resources that will allow them to direct operations within their organizations. In addition to applying a systems/process improvement approach to studying healthcare operations, the course content will focus on staff development, identifying and utilizing business partners, facilities planning and maintenance, purchasing and asset management, benchmarking, and the development of a marketing and communications plan.
Prerequisite: HCPM-101 or HCPM-102
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HCPM 230 - Healthcare Human Resource Management
Credits: Three (3)
Students will enhance their managerial skills through deeper understanding of recruitment and retention of personnel, training and evaluation practices, compensation, and benefit systems, in addition to the impact of legal and regulatory environment, as well as learn about legal, behavioral, and administrative aspects of personnel management.
Prerequisite: HCPM-101 or HCPM-102
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HCPM 331 - Quality and Compliance
Credits: Three (3)
This course applies continuous healthcare quality management and performance improvement principles to the healthcare setting, focusing on practical applications, and methodologies. Includes data collection and analysis; regulatory, accreditation and patient safety compliance; patient satisfaction; etc.
Prerequisite: HCPM-101 or HCPM-102
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HCPM 341 - Revenue Cycle Management
Credits: Three (3)
Students will gain an in depth understanding of revenue cycle management.Topics include the evolution and current practice of CPT and ICD coding, including focus on chronic conditions, claims submission and processing, determining medical necessity, payment methodologies (including value-based payment systems), and accounts receivable management strategies.
Prerequisite: HCPM-211
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HCPM 360 - Software & Technology in Healthcare
Credits: Three (3)
Students will learn about the evolution of software and technology in the healthcare environment and learn how to identify what technology is appropriate based on the needs, size, specialty, and sophistication of a medical practice. They will also gain an understanding of federal mandates, such as “MACRA”, “MIPS”, etc., relate to technology. A discussion of privacy and security standards as related to HIPAA, including the application of HIPAA requirements as related to healthcare management software, will be undertaken. Students will learn how to maneuver through the software and technology selection, negotiation and implementation process through case studies and written assignments.
Prerequisite: HCPM-100 or HEPR-107
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HCPM 451 - Medical Law and Risk Management
Credits: Three (3)
Students will examine decision making along the legal and ethical dimensions of healthcare management. Course concepts include the current health care environment and the types of practices and licensing and certification of health care professionals; criminal law and torts that are relevant to the health profession, as well as ethical theories, morality, employee and patient rights and responsibilities, consent, legal reporting, professional liability, and end-of-life issues. Additionally, students will explore various risk management strategies, including the development, implementation, and maintenance of policies and procedures to prevent or minimize the impact of adverse events.
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HCPM 455 - Financial Management in Healthcare
Credits: Three (3)
This course applies financial management principles to healthcare management and healthcare systems. Topics include reimbursement, resource allocation, cost analysis, and funding sources, as well as how financial decisions are made, reported, and implemented in healthcare entities.
Prerequisite: HCPM-341
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HCPM 456 - Patient Partnering/Population Health Management
Credits: Three (3)
The trend for determining value in healthcare continues its shift towards the recognition that patient engagement and the ability to maintain or improve the health of a given population is necessary to avoid costly illnesses and unnecessary care. In this course, students will have the opportunity to examine formal and informal programs and strategies used to make this partnership and engagement enhance the healthcare organization’s performance, quality care and outcomes, and patient satisfaction.
Prerequisite: HCPM-211 or SRLM-212
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HCPM 460 - Public Health
Credits: 3.0
This introductory survey course provides an overview of public health in the United States, its core functions, and specific health issues that impact the health of the population.
Cross-listed: HEPR-460
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HCPM 490 - Healthcare Management Practicum & Seminar
Credits: Three (3)
This is a 16-week course in which students will first explore their personal/professional growth through reflection, guided activities, and class discussions. During the second half of the course, students will have the opportunity to integrate theory and practice in the context of an approved field-based experience under the supervision of the course instructor. Practicum requires completion of 50 clock hours on site over a seven-week period, along with coursework relevant to the student’s practicum experience.
Prerequisite: Must be taken after all HCPM courses have been completed, and within the last 12 hours of the program.
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HCPM 491 - Healthcare Management Capstone
Credits: Three (3)
The capstone project is the culmination of the student academic experience. In this course students will examine current healthcare policy and emerging trends. They will be asked to identify one or more current problem, initiative, or issue in healthcare management and analyze that topic from multiple perspectives drawing on knowledge gained throughout the program.
Prerequisite: HCPM-490
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HDFS 101 - Intro to Family and Human Development
Credits: Three (3)
This course is designed as an introduction to the field of Family and Human Development. Students develop an understanding of individual and family development over the life span. In particular, the course will focus on the developing individual within the context of the family system and the changes that occur in family systems over time. Normative family processes are emphasized.
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HDFS 120 - Intro to Child Life
Credits: Three (3)
This course fulfills all of the Association of Child Life Professionals (ACLP) requirements for the Child Life course. It is taught by a Certified Child Life Specialist, has a focus on children in the healthcare environment, and includes all of the applied areas of study of the Child Life Professional.
Prerequisite: PSYC-254
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HDFS 201 - Culture, Diversity, and the 21st Century Family
Credits: Three (3)
This course will provide an overview of current concepts, theories, and substantive issues in family studies from an interdisciplinary perspective. Attention is given to variation in family form and function across different social/cultural contexts and how family experience is structured by gender, race and religion. Issues of family development (such as marriage, parenting, divorce, remarriage, aging family) and the links between families and societal trends are explored.
Prerequisite: HDFS-101
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HDFS 202 - Family and Community Partnerships
Credits: Three (3)
This course will focus on the acquisition of knowledge and skills needed for forming effective partnerships with diverse families and community stakeholders. Family systems and their impact on children’s development and learning will be explored. Students will identify and collaborate with local agencies to learn more about resources available in their communities. Students will learn effective communication strategies as well as explore current state and federal initiatives for serving children and families.
Prerequisite: HDFS-101
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HDFS 220 - Infant and Toddler Development
Credits: Three (3)
This course will explore human development from conception through age 3. Students will explore how young children develop physically, cognitively, and socially to gain the ability to reason, speak, and form relationships. Students will also become familiar with theories and research relevant to the study and practices related to infant and child development.
Cross-listed: PSYC-220
Prerequisite: PSYC-254
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HDFS 230 - Family Resource Management
Credits: Three (3)
This course provides an overview of basic family management theory and application from a systems approach. Students will be asked to apply the concepts of family management to real life scenarios and examine the interplay of resources, access to systems of care and goal acheivement and management.
Prerequisite: PSYC-254
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HDFS 244 - Understanding Research in HDFS
Credits: Three (3)
This course provides a review of basic research methods and statistics as applied to human development and family studies. Emphasis will be placed on reading professional journal articles and understanding basic statistical methodology for the helping professional. Students learn the basic skills needed for managing and understanding data; analyzing data; and presenting data.
Prerequisite: SOSC-240
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HDFS 303 - Interpersonal Relationships
Credits: Three (3)
This course examines the initiation, development, and dissolution of committed relationships with same- or opposite-sex partners within familial, cultural, and societal contexts. Trends in marriage, cohabitation, re-marriage, and other alternative relationship forms and the impact to all members of family systems are also examined.
Cross-listed: PSYC-303
Prerequisite: PSYC-101
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HDFS 310 - Trends for 21st Century Youth
Credits: Three (3)
This course examines school age children and teens in the context of modern socieity. Students will examine topics of stress and anxiety, suicide and drug use, family dyanamics, mass shootings and growing up in today’s world. Applicaiton to policy changes and advocacy will also be explroed. Students will engage in virtual discussion and encouraged to explore peer reviewed research on the topics. An in depth topical exploration paper is reuired.
Prerequisite: HDFS-201
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HDFS 320 - Developmental Play and Learning
Credits: Three (3)
This course focuses on the interplay of early childhood brain development and learning with the importance of playful interaction with adults and with the environment. Discussion on the role of play in development and how play, accountability, and standards are actually fully aligned and complimentary within early childhood programs.
Prerequisite: HDFS-220
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HDFS 330 - Parent and Child Interactions
Credits: Three (3)
This course is an examination of parents’ roles on the holistic development of their children. Content emphasizes specific caregiving styles and practices and their effects on the cognitive and social/emotional development and functioning of children at each stage of life. Special attention will be given to diverse family forms, kinship care, adoption and fostering and extended family dynamics.
Prerequisite: PSYC-254
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HDFS 400 - Family Law, Policy and Advocacy
Credits: Three (3)
This course examines the influence of economic, demographic and social changes on families in the U.S. and on the opportunities of individual family members. Interactions of social class, poverty, race and gender and their effects on family life and on child and adolescent development will be explored. Topics covered Include a critical analysis of health care, employment, immigration, family leave, welfare and other social policy options that affect family life and well-being.
Prerequisite: HDFS-202
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HDFS 410 - Programming & Supervision of Youth
Credits: Three (3)
This course examines the fundamentals of youth development and the youth development profession. Through this introduction to the field, students explore the ethical, professional, and historical elements of youth development as it has evolved toward professionalism. National, regional and state regulations will be examined and students will observe youth programming institutions in their community.
Prerequisite: HDFS-202
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HDFS 420 - Best Practices in Child Guidance
Credits: Three (3)
This course provides an exploration of guidance strategies for promoting pro-social behaviors with individual and groups of young children. Emphasis is on positive guidance principles and techniques, family involvement and cultural influences. The course will also explore national, regional and state standards of care, routes to certification for childcare professionals, and supervision of child care staff.
Prerequisite: HDFS-202
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HDFS 430 - Family Life Education Practice
Credits: Three (3)
The course offers a philosophical and historical perspective on family life education across the lifespan and the role of a Family Life Educator in prevention and intervention settings. Practice in curriculum development including content, objectives, and teaching strategies for diverse social groups and settings is stressed. Ethical practice and skills for working with diverse populations will be emphasized.
Prerequisite: HDFS-202
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HDFS 440 - Careers, Ethics & Aging Populations
Credits: Three (3)
This course examines the theory and practices relevant to careers working with aging populations. Particular focus is placed on organizations providing services for the elderly. The economic, political, legal, and social issues that affect these organizations are studied in the context of the effect these issues have on direct care and services. Identification of deficiencies in current programs and the proposing of alternative modes of care for the elderly are explored.
Prerequisite: HDFS-202
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HDFS 494 - Child Life Practicum I
Credits: Three (3)
The Child Life Practicum I is designed as an introductory experience for individuals interested in pursuing a career in child life. Through experiential learning and observation of Certified Child Life Specialists®, child life practicum students begin to increase their knowledge of evidence-based, developmentally-appropriate interventions including therapeutic play, preparation and education that support and reduce fear, anxiety, and pain for infants, children, youth and families as they cope with the stress and uncertainty of illness, injury and treatment.
Prerequisite: HDFS-244; Senior Status
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HDFS 495 - Child Life Practicum II
Credits: Three (3)
The Child Life Practicum II is designed as an skills application follow up to Child Life Pracicum I. Students should either have a placement at a new setting or be given increased responsibilites in patient interaction in the second course. Through these experiences, child life practicum students will enhance their knowledge of the child life profession and investigate the process of applying child life and developmental theory to practice.
Prerequisite: HDFS-244; Senior Status
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HDFS 498 - Senior Experience: Internship
Credits: Three (3)
This course consists of supervised experiences in established career-related positions at a community agency; focus selected on basis of professional interest (some sites may require a background check). Students will do weekly work while earning 120 hours of practical experience in the field. NOTE: Internship is required for students seeking Certified Family Life Educator certification. NOTE: Internship should not be taken by students pursuing the Child Life Specialist Concentration. Rather, students in this concentration must take HDFS 494 and HDFS 495.
Prerequisite: HDFS-244; Senior Status
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HDFS 499 - Senior Experience: Capstone
Credits: Three (3)
Students will have the opportunity to integrate information from a variety of perspectives in human development and family studies and apply to a research project within their areas of interest. Each student will have a focal theme and share with fellow students throughout the course, allowing students to gain new perspectives, as well as apply knowledge from prior courses and experiences. Capstone in encouraged for Child Life Specialist Concentration students or those considering graduate school.
Prerequisite: HDFS-244; Senior Status
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HEPR 103 - Introduction to Deaf Studies
Credits: Three (3)
Students will be presented with basic factual information about individuals having severe hearing loss/deafness. Topics to be discussed will include prevalence of hearing loss/deafness, various cultures within the Deaf community, rearing children who are deaf, social stigmas associated with deafness, educational and employment opportunities available, various forms of sign language used in the Deaf community, and future of sign language usage within the hearing impaired/Deaf population in light of increased cochlear implant surgery.
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HEPR 107 - Foundations of Health Care
Credits: Three (3)
The course offers an initial study of individual health with an
emphasis on wellness and prevention. The second focus of the course
is on the history, evolution, and development of the present
American health care system including the role of the various
health care providers.
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HEPR 108 - Medical Terminology
Credits: Three (3)
A Medical Terminology course for health professionals consisting of information regarding the pronunciation, spelling, definitions of medical terms; an in-depth review of Greek-Latin roots/prefixes/suffixes, medical abbreviations, medical chart review; and supplemental studies of documentation which will enhance the application of the acquired medical terminology in clinical settings.
Note: Some sections of this course may be offered online.
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HEPR 109 - Healthcare Terminology
Credits: Three (3)
A basic-level medical terminology course for those who plan to be involved or are already involved in the healthcare management field. The course will cover the definition, spelling and pronunciation of medical word roots and combining forms, prefixes, suffixes and medical abbreviations. Healthcare mangement terminology is also addressed in this course. This survey course is not recommended for students majoring in the health professions.
Cross-listed: HCPM-109
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HEPR 150 - Intro to Gerontology
Credits: Three (3)
This course provides a multidisciplinary perspective of the biological, psychological and sociocultural aspects of aging. An overview of the issues that significantly impact the older adult, their family and society is presented. The demographics profile of America’s older adult serves as a basis for explaining issues related to physical and mental health changes, role transitions, care and living arrangements for the older adult.
Cross-listed: SRLM-150
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HEPR 197 - Aging and Physiological Adaptation
Credits: Three (3)
This course explores the processes of aging, using several theoretical frameworks and practice models to promote understanding of the biophysical and psychosocial domains of the aged person. Strategy and intervention toward health promotion is emphasized.
Cross-listed: SRLM-197
Prerequisite: SRLM-150 or HEPR-150
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HEPR 204 - American Sign Language I
Credits: Three (3)
This course introduces the students to American Sign Language, the language used by members of the Deaf community in the United States and Canada. Focuses on dialogues in ASL, basic expressive and receptive skills in ASL, grammar rules. Awareness of deaf culture also is included.
General Education Area: Humanities, Foreign Language
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HEPR 205 - American Sign Language II
Credits: Three (3)
American Sign Language 2 is a continuation of the basic aspects of American Sign Language (ASL) taught in ASL 1 with an emphasis placed on the progressive development of expressive and receptive skills. Students will focus on mastering fingerspelling, giving directions, numbers, facial expression and sentence structure. Students will also further develop the conversational/cultural behaviors necessary to hold a beginning-level conversation. Along with the focus on language, will be a deeper understanding of Deaf Culture
General Education Area: Humanities, Foreign Language
Prerequisite: HEPR-204
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HEPR 206 - American Sign Language III
Credits: Three (3)
This class will continue to focus on vocabulary expansion, idioms, manual and non-manual aspects of ASL, ASL linguistics, cross-cultural communication and cultural knowledge at an advanced level. At the conclusion of this course, students will be able to communicate fluently with native ASL signers. Material covered in class will provide linguistic principles of American Sign Language at the advanced level and grammatical structures for complex sentences. ASL expressive presentations will be performed in small groups and on an individual basis. An increased focus is on the improvement of a student’s ability to express him/herself using ASL.
General Education Area: Humanities, Foreign Language
Prerequisite: HEPR-205
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HEPR 220 - Introduction to Health Professions
Credits: 3
This course is primarily for students planning a career in health care or a health related field. It will provide an introduction to a variety of health professions, strategies for career planning and include the concepts of professionalism, ethics, interdisciplinary health care, as well as world health issues and health policies. The course will also include basic health care skills and practices including universal precautions and body mechanics. This course is not meant for the Pre-Med major, but does not exclude the Pre-Med Student from enrollment.
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HEPR 228 - Introduction to Positive Psychology
Credits: Three (3)
Positive Psychology is an emerging field that involves the study of satisfaction among workers, policies that result in the strongest civic engagement, and how people’s lives can be most worth living. Positive Psychology focuses on building factors such as resilience, coping skills, protective factors, and strengths so that people may not just face and manage the problems of life but flourish and thrive. This course will involve an exploration of positive emotion, meaning and purpose, positive relationships, and positive accomplishments. Students will also learn about factors that influence levels of happiness, and strategies to increase well-being, life satisfaction, and longevity.
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HEPR 242 - Alzheimer’s and Dementia Care
Credits: Three (3)
This course presents the behavioral, affective, cognitive, physiological and causative theories of delirium and dementia. The assessment of individuals with cognitive impairment and interventions for the related disorders are discussed. The course also examines the effects of Alzheimer’s Disease on the total family functioning. The impact of this disease on the physical, emotional and social health of the caregiver is explored. Caregiver burden is defined and ways of assisting the caregiver are outlined.
Cross-listed: SRLM-242
Prerequisite: SRLM-150 or HEPR-150
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HEPR 298 - Pharmacological and the Elderly
Credits: Three (3)
The course focus is pharmacological therapies prescribed for common illnesses in the aged, with regard to complex drug regimes, polypharmacy, potential for drug-drug interruptions, side effects, and drug metabolism in the elderly. In the course, health promotion and disease prevention behaviors are discussed in relation to physiological changes associated with aging and disease states.
Prerequisite: SRLM-150 or HEPR-150
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HEPR 299 - Exercise and Rehabilitation In The Aged
Credits: Three (3)
This seminar course discusses the issues and concerns about exercising and rehabilitation programs in aged population. Topics discussed in class include: effect of exercise on the older adult, physiological characteristics of the elderly, precautions for the aged, starting an exercise program, and rehabilitation concerns for the older adult.
Prerequisite: HEPR 150/SRLM 150
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HEPR 300 - Cultural Diversity in Health and Illness
Credits: Three (3)
This course explores the theoretical and conceptual aspects of cultural healthcare. Topics include culture and ethnicity, cultural variations in response to actual or potential problems of health and illness; review of research literature; and methods of caring for and treat individuals with culturally influenced responses.
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HEPR 307 - Issues in ASL/Deaf Studies I
Credits: Three (3)
Contemporary issues dealing with individuals having significant hearing impairment or deafness will be covered in four units. Topics will include:(1) Deafness in the Media/Movies, (2) Black Deaf People’s Studies, (3) Deaf Women’s Studies, and (4) Employment for Individuals with severe hearing impairment or deafness.
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HEPR 308 - Issues in ASL/Deaf Studies II
Credits: Three (3)
A continuation of contemporary issues facing individuals with severe hearing impairment or deafness. Topics to be discussed will include (1) ramifications from acquired severe hearing impairment/deafness, (2) dynamics of oppression from hearing loss, (3) oral traditions in the Deaf community, and (4) educational options for those with severe hearing loss/deafness.
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HEPR 310 - History of Health Care
Credits: Three (3)
This course explores the history of a health profession from its
earliest beginnings to the present. The development of the
profession from a social and cultural aspect is emphasized.
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HEPR 350 - Counseling for Health Care Professionals
Credits: Three (3)
This course is an introduction to more effective ways to communicate, skills/techniques of counseling and the dynamics of the professional/client relationship. Where possible, application is made to the health profession setting.
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HEPR 355 - Counseling Skills for Healthcare Professionals
Credits: 3 (Three)
This course provides an introduction to core counseling skills that incorporates therapeutic listening and empathy communication techniques, crisis management, etc. related to professional/client relationships across cultures-specifically in health profession settings.
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HEPR 370 - Fitness, Wellness And Nutrition
Credits: Three (3)
This course will provide a thorough introduction, discovery, analysis, and integration of the normal components of exercise, fitness, nutrition, and wellness throughout the lifespan. Bioenergetics, neuromuscular and metabolic response and adaptations to exercise, environmental influences, and training optimization will be addressed.
Prerequisite: CHEM-104, and BIOL-394
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HEPR 400 - Health Care Ethics
Credits: Three (3)
This course provides an overview of the discipline of ethics in the healthcare context. Ethical theories and approaches are studied, followed by an exploration of general bioethics issues. The course then proceeds into a more specific focus on ethical issues that will face the individual health care practitioner. The goal of this course is to provide the basic ethical tools necessary for recognizing ethical issues and working toward the resolution of ethical problems.
Self-awareness tools, case studies, and exams and assignments that emphasize analysis and application will be used to facilitate the development of the ethical dimension of the students growth as competent and caring health care professionals.
Prerequisite: HEPR-107
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HEPR 420 - Clinical Epidemiology
Credits: Three (3)
This course introduces the student to epidemiological methods: the study of disease occurrences in the human populations, making predictions about individual patients regarding diagnosis, prognosis, and treatment, and to the application of epidemiological data in clinical patient care. A core component of the course will be using four different recurrent models to emphasize epidemiological methods and ideas
Prerequisite: HEPR-108
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HEPR 430 - Genetics for Health Care Professionals
Credits: Three (3)
An interprofessional course for students in the health professions. Students will study transmission genetics, DNA and chromosomes, population genetics, genetics of immunity and cancer and ethical aspects of genetic counseling.
Prerequisite: BIOL-102
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HEPR 440 - Health Care Systems
Credits: Three (3)
This course is designed to integrate information about health care systems and the delivery of health care in the United States. Future trends, historical development, political, economic, scientific, educational, and social factors in health care will be assimilated. Information pertaining to ideas, beliefs, customs, and practices concerned with ensuring health, as well as preventing and curing illness and diseases will be presented. The International Classification of Functioning, Disability and Health (ICF) and Disablement models will be integrated throughout this course. As a capstone course, information presented in health care systems will be synthesized, evaluated, and experienced through a service learning project.
Prerequisite: HEPR-107, and HEPR-400
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HEPR 460 - Public Health
Credits: Three (3)
An introductory survey course providing an overview of public health in the United States, its core functions, and specific health issues that impact the health of the population.
Cross-listed: HCPM-460
Prerequisite: HEPR 107 or HCPM 100
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HEPR 470 - Healthcare Policy
Credits: 3 (Three
Students will examine the policy, structure, and trends of heathcare delivery in the US, and then compare those to health services in other countries across the globe.
Prerequisite: HEPR 107, HCPM 100
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HEPR 495 - Healthcare Capstone
This program culminating course will review, synthesize, and summarize the fundamental understandings that were taught in the General Studies with Concentration Healthcare Program. It provides students the opportunity to see the relevancy of their coursework and how it applies to careers in health sciences. This information will be used to develop a detailed project proposal and complete a final capstone project linking the student’s chosen area of concentration with career and intellectual interests. The final written project will consist of research, reviews, analysis, and recommendations based on the proposal that the student defines. A presentation of the project is required.
Prerequisite: Senior Status, taken in last term
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HEPR 496 - Special Studies
Credits: One (1) to Four (4)
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HIST 103 - U.S. and the Contemporary World
Credits: Three (3)
This class investigates the controversies and questions at the heart of modern American diplomacy. World War II made the United States a global hegemonic power, and its decades-long cold war with the USSR prompted new debates and challenges about the use of legitimacy of that power, both at home and abroad. Students will examine U.S. diplomatic decisions from WWII to the present, asking such questions as: what was the legacy of FDR’s conduct in the war, and how have the doctrines of subsequent presidents, from Truman through Trump, shaped U.S intervention abroad? How much power does the president really have in dictatingforeign policy? Was the Cold War avoidable, and how has the threat of nuclearannihilation transformed diplomacy? What grounds, if any, has the U.S. had to intervene in the self-determination of other nations, from Vietnam to Iraq? What moral and ethical considerations shape diplomatic decisions? Students will investigate these and other questions in order to gauge the impact of the U.S. on global diplomacy through the twenty-first century.
General Education Area: Social Science
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HIST 110 - Women in American History
Credits: Three (3)
This course explores the impact of historical events on the lives of American women and, in turn, the many roles women played in shaping American history. Topics include native American women’s lives; gender and family life under slavery; the impact of industrialization on women of different classes; the ideology of separate spheres; women’s political activities including the anti-slavery movement, the suffrage movement, the 19th Amendment, and the resurgence of feminism in the 1960s; and transformations in the lives of modern women including work, politics, sexuality, consumption patterns, and leisure activities.Fulfills Social Science Requirement.
Note: Fulfills state requirements.
General Education Area: Social Science
Cross-listed: WGS-110
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HIST 115 - History of American Indians
Credits: Three (3)
This course explores topics in American Indian History.
General Education Area: Social Science
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HIST 121 - American History to 1877
Credits: Three (3)
“Lincoln once said that America was founded on a proposition that was written by Jefferson in 1776. We are really founded on an argument about what that proposition means.” Joseph Ellis’ quotes encapsulates the driving questions of this course: what are the many meanings of America, and how can we understand the historical development of the United States? This course investigates the “creation” of America, and the development of American identities, from the pre-colonial period to the end of Reconstruction in 1877. Topics will include: the peoples and cultures of North America circa 1491; encounters between indigenous peoples and early European colonizers; the political and religious tenor of the early British colonies; American independence and westward expansion; slavery and the Atlantic world; and the legacies of the Civil War and Reconstruction.
General Education Area: Social Science
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HIST 122 - American History Since 1877
Credits: Three (3)
In this course students continue to investigate the many meanings of America from the end of Reconstruction to the present day. Using diverse primary sources materials from newspapers articles, to private diaries, to film, students will explore key controversies and debates in American history. Topics and themes include, but are not limited to: Reconstruction, lynching, and the Jim Crow era; Native American persecution and resistance in the face of Manifest Destiny; successive waves of immigration from Europe and Asia; the Gilded Age, the roaring 20s and Great Depression, the world wars, Cold War, and culture wars; recent American wars from Vietnam to Iraq; and current debates about American identity in an age of global immigration.
General Education Area: Social Science
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HIST 131 - World History to 1500
Credits: Three (3)
This course explores significant people, movements, events, and ideas in the major civilizations of the world to about 1500. Our class will permit students to compare civilizations, empires, religions, epistemologies, and cultures on a planetary scale. From the Epic of Gilgamesh to Machiavelli’s The Prince, students will analyze primary sources to better understand human societies in their own words and works. This class will also incorporate the use of games, the sampling of global cuisines, and the analysis of art and music to achieve an in-depth, yet broad survey of human history to the Early Modern period
General Education Area: Social Science
Cross-listed: HIST-331
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HIST 132 - World History since 1500
Credits: Three (3)
What does it means to live in a truly “globalized” world? How have human societies, and the identities of their members, changed in response to human migration on a planetary scale? This course investigates these and other questions about human cultural and civilizational encounters following the Colombian Exchange. Students will explore the most recent five hundred years of human history, interrogating the global impact of such phenomena as the Atlantic slave trade; the Reformation; the emergence of nation-states and European empires; the industrialization of nations and the embrace of capitalism; political revolutions and the unraveling of empires; the two world wars and the Cold War; climate change, and extremist terrorism.
General Education Area: Social Science
Cross-listed: HIST-332
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HIST 200 - Historical Methods & Digital Humanities
Credits: Three (3)
This course introduces history majors and minors to the many skills sets required to pursue their careers in history and related fields. Students will develop an individual research project in their stated career trajectory (post-graduate study, public history, or alternative academic) which will be the first step in building their job market portfolio. The course will introduce students to traditional archival and digital research methods; reading and writing like an historian; academic publishing; and networking in academia. In this class, students will also begin to develop their public, professional personas as they build personal websites, craft their social media presence, and professionalize their CVs
General Education Area: Social Science
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HIST 220 - Rebel Girls: Women and Gender in the West and the World
Credits: Three (3)
This course prompts students to explore an intersectional range of women who profoundly transformed American and Western societies, from indigenous women’s lives to the Suffragettes to the Riot Grrls of Third Wave Feminism. The class takes a comparative approach, pairing American women and gender histories with the lives, achievements and struggles of women more globally. By the end of the course, students will have a firm grasp on the evolution of women’s history as a historical field and will have explored complex and dynamic notions of sex, gender, and race within that field. [M; W; S]
General Education Area: Social Science
Cross-listed: WGS-220
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HIST 225H - Pirates, Princes, Popes: The Medici and Early Modern Europe
Credits: Four (4)
This course explores the history of Florence, “the most turbulent city between Ghent in the 14th century and Paris in the 19th” and the dynasty which struggled to govern it over the course of four hundred years. Florentine history witnessed great revolutions in science and state building, in international commerce and overseas exploration. Between the death of Lorenzo the Magnificent in 1492 and the end of their line in 1737, the Medici transformed Florence from a weak city-republic to a state powerful enough to hold its own against the major continental monarchies. As one of the most politically cunning dynasties in Europe, the Medici indelibly shaped the course of western history. With humble beginnings as bankers and merchants, the Medici family rose to command the papacy in the sixteenth century, and a great pirate fleet in the seventeenth. By the end of the early modern era, they had intermarried with the most powerful royalty in Europe, and their patronage of artists like Michelangelo, Botticelli, and Vasari ensured that their influence on the religious, political, and cultural evolution of Europe would carry through to the present day.
Class participants will learn about the Medici and their world through secondary readings and such contemporary works as Machiavelli’s Il Principe or Pietro Aretino’s bawdy letters. By the semester’s end, students will have a firm grasp of key Renaissance and early modern developments in art and patronage; gender, sexuality, and power; epistemology and the history of science; and the emergence of nation-states and national identities in early modern Europe. [M; W; I]
General Education Area: Social Science
Prerequisite: Membership in Bascom Honors Program
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HIST 227H - Social Misfits and Empires
Credits: Four (4)
This class explores histories of class, gender, race, religion, and systems of thought from the perspective of social outsiders in early modern empires. We will explore why and how certain kinds of people were pushed to the boundaries of their societies, and what their view looked like from the edge. In these centuries, humans redefined how and why people belonged to certain societies, and redefined what would happen to those who didn’t conform. Pirates of the Caribbean; colonies of escaped slaves; men and women who dared attempt their own interpretations of Christianity; Muslim travelers who admired Italian culture; women and children who confessed to being witches; madmen who murdered kings: all of these outsiders provide unique perspectives on the imperial powers which reshaped the early modern world. This period witnessed the emergence of nation-states and the development of modern science, but it also produced biological theories of race, new global pandemics, and genocide. Our class will seek to better understand the importance of the early modern period and its expanding empires through the eyes of those who were told they didn’t belong, and to learn what the experiences of outsiders can teach us about “otherness” and prejudice today. [M; W; C, I]
General Education Area: Social Science
Prerequisite: Membership in Bascom Honors Program
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HIST 230 - US Social Justice Movements
Credits: 3
This class offers an interdisciplinary overview of the history of social justice movements in the United States of America. This course explores the various views on the relationship between politics, economics, equality, and quality of life. Special attention is given to oppositional consciousness, collective action, alliances, technology, cultural significance, politics, and conflict resolution.
General Education Area: Social Science
Cross-listed: PSCI-230
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HIST 296 - Independent Study
Credits: One (1) to Four (4)
General Education Area: Social Science
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HIST 297 - Special Studies
Credits: 1-4
These courses are offered periodically based on the interests of our students and faculty.
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HIST 297H - Honors Topics in History
Credits: Four (4)
These courses are offered periodically based on the interests of our students and faculty.
Fall of 2020: This Bascom Honors program seminar will explore some of the darkest and most difficult to understand topics in recent human history - the Holocaust and other genocide events of the twentieth century. Particular cases examined will vary from year to year, but will include, e.g., Armenia, Cambodia, the former Yugoslavia, and the Nazi genocide of the Jews, Sinti, and Roma. The main objective off the course is to explain the important political, intellectual, social, and cultural forces that have shaped the genocides of the twentieth and twenty-first centuries.”
Spring of 2021: Alexander Hamilton: Worlds At War . Who lives, who dies, who tells your story? This course explores the beginnings of American history through the life and times of Alexander Hamilton and the award-winning musical written by Lin-Manuel Miranda. We will watch and analyze the musical along with newspapers, journal entries, and Hamilton’s own letters from the period. Together we will explore issues like women’s lives in the early republic; the lives of enslaved peoples and the fight to end slavery; the spy networks of George Washington, and the ideological and cultural ramifications of the American Revolution.
General Education Area: Social Science
Prerequisite: Membership in Bascom Honors Program
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HIST 300 - Local History Seminar
Credits: Three (3)
Your own backyard has a history, and this class will teach you to uncover it. Whether in St. Louis or Pittsburgh, Pennsylvania, students will explore the history of their region through local archives, site visits, and original research projects. This class will incorporate an oral history component, in which students will interview members of their community in an attempt to understand how the unique social fabric of their village, town, or city came to be woven together. The on-campus St. Louis version of this course will feature visits to museums and notable sites in St. Louis history, while the online version will encourage students around the country to explore places in their own hometown, either by visiting historical sites, or through an exploration of local newspapers, online archives, or historical websites. In the online version, students will complete a series of short research projects on certain aspects of St. Louis history (Cahokia/Dredd Scott/Ferguson etc.) as well as create a short vlog about their own “local” history, whether they live in north STL or Belleville or NYC. This course will have a discussion forum component, allowing STL natives to compare their history with students from other parts of the region/country.
General Education Area: Social Science
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HIST 301 - Britain and Blood: British History from Brexit to Anne Boyle
Credits: Three (3)
What does it mean to have a national identity? Just as Americans argue over what it means to be American, similar debates over identity rage in Britain - a debate which has endured for centuries. In 1701, the Englishman Daniel Defoe wrote in a scathing satire, “Thus from a mixture of all kinds began /That het’rogeneous thing, an Englishman / In eager rapes, and furious lust begot /Betwixt a painted Britain and a Scot.”
So what does it mean to be a “Briton”? This course examines English, Irish, Scottish & Welsh histories from the reign of the Tudors through the end of the 20th century. How was British identity shaped by historically shifting notions of race, class, gender, and religion? We’ll explore these and other questions in the lives of British slaves, pirates, playwrights, & politicians in an attempt to understand what Britain’s multicultural past can teach us about our own society today. [M; W; C, I]
General Education Area: Social Science
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HIST 307 - Humanity’s Darkest Century: The World Wars & Twentieth Century History
Credits: Three (3)
Was the twentieth century humanity’s darkest hour? How have the two world wars continued to effect us today? Empires fell at the outset of the twentieth century and were replaced by nation-states; revolutions - social, cultural, and economics - swept across the globe in the 1960s and 70s; global economic crises brought on by our reliance on fossil fuels provoked new waves of violence in the 80s and 90s; the Cold War ended and a new threat, in the many forms of global extremist terrorism, took it’s place, all in the twentieth century. Yet in these one hundred years we also witnessed women gain the right to vote in many countries, the emergence of the civil rights movement, and innovations in food production which have produced greater food security (for some) in certain countries. So what is the enduring legacy of the twentieth century? Students will use evidence from newspapers, film, music, and an array of other primary and secondary sources to answer these and other persistent questions about humanity’s “darkest” century. {M; W; C, I]
General Education Area: Social Science
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HIST 309 - Public History
Credits: 3
This course is designed to introduce students to the field of public history in all it’s various forms. The course will explore approaches to public history in the 21st century and its practical applications in the history field. From this course, students will gain a deeper understanding of the meaning of public history by learning about careers in the field through lectures and readings, examining and discussing issues and approaches to public history, completing practical exercises designed to introduce students to real life applications, and hearing from current public history professionals.
General Education Area: Social Science
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HIST 324 - African- American History
Credits: Three (3)
This course will introduce students to the major debates in African-American history from the early modern period to the present. Students will explore African-American identity and history through film, music, and an array of primary source documents. Some of the themes and topics that will be covered are: African life at the time of the arrival of European slavers; African resistance and cultural hybridization under slave conditions in the American colonies; the Civil War and Reconstruction; Jim Crow segregation; the Civil Rights movement; and contemporary African-American and Black culture and political activism. [M; W; C, I]
General Education Area: Social Science
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HIST 331 - World History I: To 1500
Credits: Three (3)
This course explores significant people, movements, events, and ideas in the major civilizations of the world to about 1500.
General Education Area: Social Science
Cross-listed: HIST-131
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HIST 335 - Jews and Christians in Nazi Germany
Credits: Three (3)
“This course deals with the reactions of German Protestants and Catholics to the Nazi regime’s oppression of Germany’s Jewish population and its attempt to annihilate European Jewry as well as the experiences and reflections of German Jews living in such desperate times. To what degree did German Protestants and Catholics, who together represented nearly ninety-five percent of the German populace, support Nazi policies? Did German Protestants and Catholics living in the Third Reich seek “a world without Jews,” as did the Nazi regime, and many fellow Germans? How did their identity as Germans inform their views of Jews? Were German Protestant perspectives on Jews and Judaism uniform, or did shades of antisemitic and anti-Judaic thought co-exist along with pockets of philosemitism or disinterest about the plight of German and European Jews? How did German Jews view their Christian neighbors and Christianity during such grim times? Culture and religion will form the dual points of focus for the course. We will pay significant attention to the ways in which religion and ideology appreciably shaped the lives of people living in Germany during the Third Reich.
General Education Area: Social Science
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HIST 342 - Nazi Germany and the Holocaust
Credits: Three (3)
This seminar provides an introduction to Nazi Germany. We will discuss and analyze the Weimar Republic (1919-1933), the rise of Nazism, the Republic’s collapse and the Nazi “seizure of power”, the importance of Hitler and the “Fhrer principle”, German society under the Nazi regime, popular support and political dissent, Jewish life under the Nazis, the creation and maintenance of a “racial state”, National Socialist ideology, anti-Judaism and antisemitism in Weimar Germany and the Third Reich, the role of religion and the churches, Germany’s role in the Second World War, the Holocaust, and the interconnectedness between war and genocide. We will pay significant attention to the ways in which ideology and religion appreciably shaped the lives of people living in Germany during the Third Reich.[M; W; C, I]
General Education Area: Social Science
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HIST 350 - The History of Western Medicine from Plague to Penicillin
Credits: Three (3)
What has it meant to be “sick” throughout history? Who were physicians and nurses, how were they trained, and what roles did they have in western society? When did we as a species turn away from magical understandings of illness, toward a modern scientific understanding of disease and infection?
This class seeks to answer these questions by examining an array of first-hand stories, anatomical designs, medical case studies, and cultural histories of medicine. We will explore such themes as: changes in our understanding of sexual difference from the Greeks to the present, the emergence of the modern hospital, the development of germ theory, and the evolution of the physician’s, the nurse’s, and the midwife’s role in western society from the middle ages to the twentieth century. [P, M; W; I]
General Education Area: Social Science
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HIST 362 - Investigating the Mythic Middle Ages
Credits: Three (3)
Did knights in shining armor really exist? What were the real motivations for the Crusades begun in 1095? What roles did women play in medieval society - how much truth is there to the “damsel in distress”? This course investigates these and other common misperceptions about the middle ages (ca. 500-1500 CE) in Europe. Students will employ primary and secondary source evidence to explore questions about race, class, gender, politics and religion, comparing the historical rec-ord to the ways in which the middle ages have been depicted in such modern pop culture as television shows and films. [P; W; I]
General Education Area: Social Science
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HIST 363 - Renaissance to Revolution: Early Modern Europe
Credits: Three (3)
“There was no such thing as the Scientific Revolution, and this is a book about it.” Taking inspira-tion from this quote by Stephen Shapin, students in this course will interrogate our accepted knowledge of the Renaissance, Reformation, and the social and scientific revolutions which oc-curred in Europe in the early modern period (1450-1789). While studying the glories of Renais-sance achievement in the innovations of artists and thinkers like Michelangelo and Machiavelli, students will also query the depth and spread of the Renaissance in an attempt to understand how much the rebirth of classical knowledge actually changed life for non-elite people, and women. We will examine the centuries of warfare that attended the Reformation, and the kinds of unexpected social phenomena, such as witch crazes, which attended religiously-motivated violence. As for the scientific revolution: did Galileo invent the telescope? Was this “revolution” the product of great men like Isaac Newton, or a network of scholars working together? What about the female scientists who contributed to the advance of science? Students will investigate these and other questions about our accepted views of the emergence of modern science. Finally, students will examine the Enlightenment roots of Revolution, seeking to understand how notions of a social contract and human rights could develop at the same time that African slavery drove Early Modern Europe and the Atlantic world’s economy. [M; W; I]
General Education Area: Social Science
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HIST 370 - Stonewall to the Supreme Court: Queer Histories in America
Credits: Three (3)
What does it mean, and has it meant, to be queer in America? This course examines the histories of gay, lesbian, bi, transgender, and non-binary identifying people in the United States. Students will examine how our understanding of sex, gender, and sexuality has changed over the last century, and the impact that capitalism and nationalism have had on these definitions, and on the lives of queer-identifying people. This course takes an intersectional approach, asking how age, class, (dis)ability, gender, ethnicity and race all effect our understandings of queer identity. It places particular emphasis on the struggles of queer people to obtain equal rights, from the Stonewall riots to the landmark 2016 Obergefell v. Hodges Supreme Court ruling, which declared that a ban on same-sex marriage was unconstitutional.[M; W; S]
General Education Area: Social Science
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HIST 371 - The Crescent & The Globe: Histories of Islam & The Middle East
Credits: Three (3)
What do we mean by the “middle east”? How can we understand the history of a region that fostered humanity’s first written laws and urban settlements, yet now according to some is the epicenter of a “clash of civilizations”? This class will explore these and other questions about the history and governments of the Middle East, from Hammurabi to Mehmed the Conqueror to the rise of Daesh (ISIS). The course is divided into three broad chronological units. The first explores the middle east before Islam, the subsequent expansion of Muslim societies under the Umayyad and Abbasid Caliphates, and the changes wrought by Mongol invasions in the 13th century. The second unit examines the rise and dominance of the Ottoman Empire, and the kinds of cross-cultural exchanges which occurred between the peoples of the Middle East and other regions during the early modern period. The final section interrogates the legacy of European incursions in the region, beginning with the French and British in Egypt, through both world wars and the present conflicts in Iraq, Afghanistan, and the Mediterranean.[P,M;N;C,I]
General Education Area: Social Science
Cross-listed: PSCI- 371
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