Health Studies & Applied Educational Psychology

Courses

• HBS 4000 - Integrative Project Preparation

  Students will register for this course when working on their Integrative Project. This course requires a minimum of 27 hours per week of out-of-classroom work.
• HBSD 4110 - Behavior Change Strategies for Diabetes Prevention and Management

  This course explores person-centered and strengths-based approaches to working with people who have diabetes. Students will discuss the role of language/messaging in various approaches to working with people that can help them successfully manage and live well with diabetes. Students will also explore the role of age-related generations in behavior change.
• HBSD 4120 - Pathophysiology of Diabetes and its Related Complications

  This course covers the physiology of normal energy metabolism and the related pathophysiology of energy metabolism as seen in metabolic syndrome, the progression to type 2 diabetes, overt type 2 diabetes, as well as type 1, gestational, and drug-induced diabetes. Comorbid conditions and acute and chronic complications related to diabetes and hyperglycemia are also addressed.
• HBSD 4130 - Assessment of the Person with Diabetes

  This course teaches the clinician how to conduct a diabetes-focused assessment of the person with diabetes, with consideration for family dynamics, culture, and support. Emphasis is placed on cognitive, behavioral, and affective assessments, as well as select elements of the clinical assessment, i.e., the assessment of the "whole" person with diabetes. The findings from the assessment are then used as the basis for goal-setting.
• HBSD 4140 - Preventive & Therapeutic Interventions in Diabetes Management

  This course covers the specific components of multimodal therapies used to treat diabetes and associated comorbidities, as well as to reduce the risk of acute and chronic complications, referencing evidence-informed clinical practice guidelines and landmark trials whenever possible. The major elements of, indications for, rationale for, and complications of current therapeutic approaches are explored.
• HBSD 4150 - Diabetes Self-Management Education and Support (DSMES) Programs: Development, Implementation, & Evaluation

  This course provides specific guidance regarding implementation of the National Standards for Diabetes Self-Management Education and Support (Beck, et al., 2017) to create Diabetes Self-Management Education and Support (DSMES) programs that will fulfill ADA recognition or ADCES accreditation requirements.
• HBSD 4160 - Pharmacology of Diabetes

  This course offers an in-depth exploration of the medications used to treat and reduce the risk for diabetes, as well as the drugs used to treat its related comorbidities and complications. It also covers over-the-counter treatments, supplements, and medical foods used by people with diabetes. Drug classes, names, mechanisms of action, pharmacokinetics and pharmacodynamics will be discussed, as well as drugs currently being investigated. This course includes a discussion of the FDA approval process, major drug trials, considerations for special populations, and adverse effects.
• HBSE 4000 - Intro to Special Education

  Emphasis is placed on the identification of characteristics of individuals with disabilities and the impact of the characteristics on the learner and family members of the learner. The course is a study of the nature, psychosocial, and educational needs of individuals across the lifespan with physical, mental, emotional, or sensory impairments. Particular attention is placed on the way these special education programs fit, or should fit, into ongoing work in schools.
• HBSE 4001 - Teaching students with disabilities in the general education classroom

  This course addresses problems of educational assessment, curriculum and teaching, organization, and guidance of students with physical, cognitive, affective, and sensory disabilities.
• HBSE 4002 - Instructional Design and Positive Behavior Supports for Students with Disabilities

  This course will focus on curriculum developed and research-validated methods of instruction from early childhood through adolescence highlighting instructional design and delivery for learners with disabilities including the creation of accessible curriculum across disciplines. This course is designed to provide students with an understanding of the theoretical foundations of both classroom management and behavior, with a focus on proactive and preventative approaches to supporting positive student behavior. Additional course topics include the application of evidence-based approaches to addressing challenging behaviors, including the collection and analysis of student behavioral data and the development of function-based behavioral interventions to engage and support all learners.
• HBSE 4005 - Computer Applications in Special Education

  This course is intended to provide preservice and in-service special education teachers with basic information on assistive and instructional technology appropriate for use with infants, children, and youths who require special education and related services.
• HBSE 4006 - Working with families of children with disabilities

  Current and historical perspectives on parent involvement in the special education and empowerment of infants, children, and youth with exceptionalities and their families. Emphasis on strategies and materials to facilitate a continuum of parent and family participation to strengthen the relationships between home, school, and the community.
• HBSE 4010 - Children’s Development and Individual Differences: Autism and Intellectual Disabilities

  The focus of this course is on human growth and development in infancy/early childhood through adolescence with an emphasis on physical, cognitive, and social-emotional developmental processes. The course will examine how individual differences in development are related to children’s support needs and learning experiences, with a particular focus on autism and intellectual disabilities.
• HBSE 4011 - Education of persons with intellectual disability/autism

  Curriculum development and research-validated methods of instructing students with intellectual disability/autism and other developmental disabilities from early childhood through adolescence across ability levels.
• HBSE 4014 - Applied Behavior Analysis I

  This is an introductory course to ABA (Applied Behavior Analysis). Topics to be covered in this course include basic terminology and concepts about the applied science of the behavior and applications of the research-based tactics and principles in appropriate settings. This course is for those who wish to gain a preliminary understanding of the science of applied behavior analysis. PREVIOUSLY HBSE 4015 FOR NON-MAJORS
• HBSE 4015 - ABA I: Concepts and Principles in Pedagogy, Curriculum, and Management

  Basic applications for learners without reading or writing repertoires. Strategic applications of the science of behavior to instruction, management, curriculum-based assessment, isolation of locus of learning/behavior problems, and measurably effective instructional practices.
• HBSE 4016 - ABA II: Foundational Concepts and Epistemology of Basic and Applied Behavior Analysis

  Prerequisite: HBSE 4015. Advanced applications to learners with writing, reading, and self-editing repertoires. Teaching operations and curricula designed to teach academic literacy, self-management, and problem solving. Data-based applications required.
• HBSE 4017 - ABA III: Verbal Development, Curriculum, and Pedagogy

  Applications of behavior analysis to the schooling system that incorporates educating and working with families, providing classroom and school leadership, coordinating support personnel efforts across the school and home, and the development of learner independence through advanced scientifically based pedagogy and functional curriculum design, including computer-based instruction.
• HBSE 4044 - Methods 1: Research Methods in Pedagogy, Curriculum, and Management

  Pedagogical and curricular design repertoires for realizing state educational objectives for children from pre-listener to early reader skills (NYSED Standards, English Excellence in Education Standards, and CABAS® Standards Preschool through Kindergarten).
• HBSE 4045 - Methods 2: Curricular and Pedagogical Operations for Teaching the Foundations of Functional Academic Literacy

  Pedagogical and curricular repertoires for realizing state educational objectives for children with early to advanced self-editing and self-management repertoires (grades 1 through 3).
• HBSE 4046 - Methods 3: Curricular and Pedagogical Operations for Teaching Advanced Functional Academic Literacy

  Pedagogical and curricular repertoires for realizing state educational objectives for children with early to advanced self-editing and self-management repertoires (grades 4 through middle school).
• HBSE 4047 - Record-Keeping in Applied Behavior Analysis

  This course is required for NYS licensure in behavior analysis. It will cover not just the maintenance of the client’s record, but the meaning of that record and the additional parts of the record that must be maintained for each child, including all corollary materials. It is offered online to all students pursuing NYS licensure in ABA.
• HBSE 4048 - Wrk w Fam of Chldrn w ASD

  The purpose of this course is to provide an overview of the components related to successful partnerships between parents and professionals as realized through increasing positive and effective parenting skills within families of children with autism.
• HBSE 4049 - Professional and Ethical Issues in Teaching as Applied Behavior Analysis

  This course will focus on the ethical, professional, and legal issues impacting those who apply the science of behavior to vulnerable populations (e.g., young children or children with disabilities), including those who work in clinical, home, and school settings.
• HBSE 4062 - Instruction and curriculum development for infants, children, and youth with blindness and visual impairment

  Professor Cummins and Dr. Gerra. Prerequisite: proficiency in translation and transcription of the Braille-code and typing, or HBSE 4063 (may be taken concurrently). Learning theories, programs, methods, materials, and aids in the education of infants, children and youth with blindness and visual impairments. Particular emphasis is placed on the identification of appropriate instructional methods and materials for teaching reading and mathematics to learners with vision loss. Students complete 50 hours outside of class in observation and clinical practice in assessment, development of instructional objectives, and adaptation of materials. Special fee: $40.
• HBSE 4063 - Communication skills for people with blindness and visual impairments I: Literary Braille

  Professor Cummins. (First of a two-semester course. Students register for 3 points each term.) Corequisite: HBSE 4060, Research and practice in communication skills and media. Students learn transcription and translation of the Braille code in the context of development of appropriate curriculum materials and research-validated methods of instructing students with vision loss, including methods for teaching and remediation skills in reading and mathematics. Methods for teaching aural and tactile reading are covered extensively. Special fee: $40.
• HBSE 4070 - Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing

  This course introduces the fundamentals of general, special, and bilingual education and how they are infused into Deaf education. It will also acquaint students with current trends, issues, and research in the education of Deaf and hard of hearing learners of all ages, including historic and current objectives, techniques, and results. The cultural, historical, philosophical, psychological, linguistic and social aspects of the Deaf community will also be addressed from the educational perspective. Students are challenged to rethink their conceptualization of "Deaf education" as well as “general education” based on their perceptions of their own cultural dimensions.
• HBSE 4071 - Language and Literacy for the DHH

  Fall course: This course introduces the theoretical and scientific foundations of literacy and explores how reading, writing and cognitive processes are developed in early grades, particularly with deaf and hard of hearing students with language delays. Special emphasis is placed on foundational skills during the ‘learning to read’ stage with particular emphasis on the five major elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
• HBSE 4071B - Language, Literacy and Literature in the content Areas for DHH and Children with Lang. Dis,

  Course addresses the 'reading to learn' stage and explores the relationship between literacy and instruction and content area study (literature, science, math, social studies). Particular emphasis is given to the reading, language mediation and study of expository materials at all levels of the curriculum. Specific teaching and learning strategies for deaf, hard of hearing and students with language delays and/or language-based reading disabilities will be covered.
• HBSE 4072 - Language development for the DHH

  This course provides a review of the functions of language and communication, the nature and characteristics of language acquisition of typical language learners, the characteristics of language development in individuals who are d/Deaf or hard of hearing, and assessment, curricular and intervention issues. Students will learn to use the Cottage Acquisition Scales for Listening, Language and Speech (CASLLS).
• HBSE 4073 - Educational Audiology/Teaching Speech, Language, and Communication

  Course addresses audiological principles necessary to enable teachers of deaf and hard of hearing students to best support these students in their educational settings. Course topics include the identification, assessment, and management of hearing loss related to the educational setting, basic knowledge of audiograms, including type and degree of hearing loss, tympanometry, educational options, classroom acoustics, and auditory processing as well as hands-on experiences with the most current audiological equipment.
• HBSE 4073A - Educational Audiology

  No Description Found in Banner

• HBSE 4073B - Teaching speech, language, communication. DHH (phonetics/AAC)

  Course addresses audiological principles necessary to enable teachers of deaf and hard of hearing students to best support these students in their educational settings. Course topics include the identification, assessment, and management of hearing loss related to the educational setting, basic knowledge of audiograms, including type and degree of hearing loss, tympanometry, educational options, classroom acoustics, and auditory processing as well as hands-on experiences with the most current audiological equipment.
• HBSE 4075 - Selected topics: Deaf and ASL arts and literature

  This course is a study of the deaf experience as presented in artistic and literary works by deaf and hard of hearing individuals. Principles of literary analysis and criticism will be presented. Students will analyze the works using principles of literary theory and criticism. Offered on alternate years.
• HBSE 4076 - Methods and materials in teaching ASL and Deaf community and culture

  Current theories and approaches in curriculum design and instructional methods in second language acquisition and the teaching and learning of American Sign Language and Deaf community and culture will be discussed. Materials on American Sign Language and American Deaf community and culture will be introduced. Students will develop curriculum and instructional methods to apply current approaches to classroom practice.
• HBSE 4079 - Language Development and Habilitation: Auditory Verbal Practice

  This course covers listening and spoken language intervention for children with hearing loss with an emphasis on family-centered, culturally-responsive auditory verbal intervention. Domains include history and professional issues, hearing technology, auditory, speech, and language development, inclusive education, caregiver coaching, and literacy for children with hearing loss.
• HBSE 4082 - Assessment and evaluation of infants, children, and youth with exceptionalities

  An in-depth study of theoretical principles of measurement, assessment, and evaluation necessary for appropriate identification of needs as related to implementation of educational plans for infants, children, and youth with disabilities. Applications of assessment data in instructional programs for children with disabilities.
• HBSE 4092 - Introduction to foundations of special education opportunity

  Theory and practice in the rehabilitation and redress of human relationships affecting people with disabilities across the lifespan.
• HBSE 4300 - Prc Assmt Eval Excptnl Learner

  Deaf and Hard of Hearing: This class provides a comprehensive overview of assessment and evaluation of children with hearing loss, including those who have additional learning needs and those who are linguistically and culturally diverse. Developmental, academic, social-emotional, and language assessments will be covered, with opportunities for hands-on, applied learning. ID/Autism: Students will gain practical knowledge of interdisciplinary, psychoeducational assessments of students with disabilities. Analysis of observational and test data; formulation of educational programs for students with disabilities.
• HBSE 4304 - ABA Practicum Course: Children with Autism and Related Disorders

  This course fulfills the 150 (minimum) practicum hours working with children with autism required for licensure as a Behavior Analyst in NYS and may also satisfy supervised experience hours required by the Behavior Analyst Certification Board. This course also carries 3 credits (45 credit hours) worth of content; thus, students will be responsible for completing coursework and attending class at the university on a weekly basis.
• HBSE 4700 - Observation and student teaching in special education: Pre-student teaching

  Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
• HBSE 4701 - Obs & Stu Tchng-ID/Autism

  Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
• HBSE 4704 - Observation and student teaching in special education: Applied behavioral analysis and behavioral disorders

  Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
• HBSE 4707 - No Title Found in Banner

  Permission required. Course requires 5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
• HBSE 4711 - Observation and student teaching in special education: ASL and deaf community and culture

  Permission required. Course requires observation and student teaching and a weekly seminar on campus.
• HBSE 4860 - Cued Language, Multisensory Instruction, and the Science of Reading

  "This introductory course will provide students with a background in Cued Speech/Language, including its history; research studies; and applications of the system for deaf and hearing individuals in the classroom, home, and community. Students will learn the mechanics of the cueing system and know how to apply it as an educational and communication tool. Through an interactive approach, this course will assist teachers, speech language therapists, administrators, consultants, interpreters and other personnel in the field of deaf and/or special education and speech-language pathology in understanding how they can apply the Cued Speech/Language system to their respective fields."
• HBSE 4863 - Cued speech/language and multisensory reading

  Course provides students with a background in Cued Speech, including its history; research studies; and application of the system for deaf and hearing individuals in the classroom, home, and community. Students will learn the mechanics of the cueing system and know how to apply it as an educational and communication tool. Through an interactive approach, this course will assist teachers, administrators, consultants, interpreters and other personnel in the field of deaf and/or special education and speech-language pathology in understanding how they can apply the Cued Speech system to their respective fields.
• HBSE 4871 - American Sign Language I

  The purpose of this course is to build conversational competency in American Sign Language by activating visual-spatial communication skills; mastering basic vocabulary, grammar and compositional structures; and developing awareness of the history of gestural languages and deaf people in society. Courses are structured into four units: culture, communication, narration and literature. These units are designed to guide students from a conceptual understanding of American Sign Language through real-life conversational structures toward independence in practical dialogue and compositions.
• HBSE 4872 - American Sign Language II

  ASL II is a continuation of ASL I. This course is designed to continue development of American Sign Language expressive and receptive skills, grammar, vocabulary, cultural awareness, and related terminology at the intermediate level.
• HBSE 4880 - Opportunities and outcomes for people with disabilities

  Transition planning and opportunities after K-12 school. The course covers the planning, instruction, and organization of community-based opportunities for individuals with intellectual and developmental disabilities and autism. The full range of opportunities including college, employment, and increased independence to provide the supports for best outcomes for individuals with disabilities are covered in the course.
• HBSE 4901 - No Title Found in Banner

  Permission required.
• HBSE 5010 - Study of the philosophic foundations of special education

  Permission required. Required of all doctoral students in the Applied Sciences of Learning and Special Education programs in the Department of Health and Behavior Studies. Overview of major theoretical and methodological orientation within social sciences and special education.
• HBSE 5301 - Advanced practica in special education: Intellectual disability/autism

  Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
• HBSE 5304 - Advanced practica in special education: Behavioral disorders

  Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
• HBSE 5307 - Advanced practica in special education: Deaf and hard of hearing

  Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
• HBSE 5309 - Advanced practica in special education: Rehabilitation of persons with developmental disabilities

  Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
• HBSE 5901 - Problems in special education: Intellectual disability/autism

  Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
• HBSE 5904 - Problems in special education: Applied behavioral analysis and behavioral disorders

  Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
• HBSE 5907 - Problems in special education: Deaf and hard of hearing

  Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
• HBSE 5909 - Problems in special education: Guidance, rehabilitation, and career education

  Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
• HBSE 6001 - Research in special education

  Permission required. Prerequisites: HUDM 4122 and HUDM 5122. Instruction in the development, conduct, and reporting of research. Student research studies. Required of all doctoral students in Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies.
• HBSE 6005 - Research in special education: single-subject design I

  Permission required. Prerequisites: HUDM 4122 and other statistics course work. Instruction in the development, conduct, and reporting of single-case design research. Student research studies. Required of all doctoral students in the Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies.
• HBSE 6008 - Behaviorism and the science of behavior

  Permission required (for Ph.D. students in Applied Behavior Analysis and Behavior Disorders). A survey comparing and contrasting the various behaviorisms including: methodological behaviorism, paradigmatic behaviorism, interbehaviorism, social behaviorism, radical behaviorism, behavior selection, and the relationship of these to pragmatism, natural selection, positivism, and their historical roots of behavior selection and natural selection in the Scottish enlightenment.
• HBSE 6010 - No Title Found in Banner

  Permission required. Required of all doctoral students in Applied Sciences of Learning and Special Education programs in the department of Health and Behavior Studies. Instruction in the current practices and policies in the education of exceptional children with emphases on language and literacy development.
• HBSE 6015 - The verbal behavior model: Individual educational programming

  Prerequisites: HBSE 4015 and HBSE 4043. Students will master Skinner's model of communicative behavior, the associated literature, and major theoretical papers. Research and data-based schooling applications of the model will be made to pedagogy and curriculum.
• HBSE 6031 - Research methods in special education: single-subject design II

  Permission required. Course covers inter-subject and intrasubject designs, repeated measurement, generality, direct and systematic replication, and selection of group or single-case designs.
• HBSE 6401 - Advanced internships in special education: Intellectual disability/autism

  Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.
• HBSE 6404 - Advanced internships in special education: Behavioral disorders

  Permission required. Post-masters level. Intensive in-service internship requires 3-5 days per week in approved settings. Internship allows for practical applications of scientific methods and principles taught in coursework to the education and treatment of children with and without disabilities.
• HBSE 6407 - Advanced internships in special education: Deaf and hard of hearing

  Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual student's needs. Students submit reports analyzing experiences.
• HBSE 6409 - Advanced internships in special education: Guidance, rehabilitation, and career education

  Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.
• HBSE 6500 - Doctoral Certification Preparation

  At least 27 hours of out of classroom work required.
• HBSE 6501 - Advanced seminars in special education: Intellectual disability/autism

  For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
• HBSE 6504 - Advanced seminars in special education: Applied behavior analysis and behavioral disorders

  For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
• HBSE 6507 - Advanced seminars in special education: Deaf and hard of hearing

  For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
• HBSE 6901 - Research and independent study: Special Education

  Permission required.
• HBSE 7500 - Dissertation Seminar in Special Education

  Permission required. Only advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, 6001, 6003, 6005 and 6010. Development of doctoral dissertations and presentation of plans for approval.
• HBSE 8901 - Dissertation advisement in special education: Intellectual disability/autism

  Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
• HBSE 8903 - Dissertation advisement in special education: Physical disabilities

  Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
• HBSE 8904 - Dissertation advisement in special education: Applied Behavior Analysis

  Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
• HBSE 8907 - Dissertation advisement in special education: Deaf and hard of hearing

  Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ph.D. degrees.
• HBSK 4025 - Professional and ethical functions of school psychologists

  Permission required. Overview of issues associated with the school psychologist's roles within educational settings including assessment, intervention, and consultation. Education and disability law and ethics are stressed.
• HBSK 4072 - Theory and Techniques of Assessment and Intervention in Reading

  Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention.
• HBSK 4073 - Childhood Disorders

  Information involving the symptoms, life-course, prevalence, and etiology of a number of psychiatric disorders that are manifested in childhood and adolescence is presented. Information involving assessment and treatment is also considered. This course considers psycho-educational assessment, diagnosis, and treatment of child and adolescent disorders. A testing lab is included.
• HBSK 4074 - Development of Reading Comprehension

  Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
• HBSK 4903 - No Title Found in Banner

  Permission required. Individualized research and fieldwork projects in literacy assessment and intervention.
• HBSK 5031 - Family as a context for child development

  Prerequisite: Any introductory developmental psychology course. Examines theories of family functioning and empirical evidence of family processes that mediate child and adolescent development outcomes. Emphasis on family factors associated with children's cognitive, emotional, and academic development, including home-school collaboration and social functioning within cultural contexts.
• HBSK 5050 - Cognitive and Behavioral Interventions for Youth

  This course is intended to provide graduate students in psychology with an introduction to the application of cognitive behavioral interventions for the treatment of childhood disorders. The theoretical foundations of major cognitive-behavioral therapies for the treatment of psychological disorders will be studied. Treatment skills, including clinical interviewing and basic therapeutic skills, will be presented. Further, empirically supported therapeutic interventions for some of the most common psychological disorders experienced by school age children will be discussed. An introduction to cognitive behavioral case formulation and individual treatment planning will be integrated throughout the class. Empirical data pertaining to the use and efficacy of cognitive behavioral interventions with diverse populations will be reviewed. Ethical considerations will be presented and highlighted.
• HBSK 5051 - No Title Found in Banner

  Permission required. This course presents information about the history, epidemiology, etiology, assessment, prevention, and cognitive-behavioral treatment of child-adolescent post-traumatic stress disorder (PTSD) and related internalizing disorders. Analogue diagnostic and treatment training is provided.
• HBSK 5070 - Neural bases for language and cognitive development

  Permission required. Examination of neural mechanisms involved in language, reading, and the acquisition of academic skills. Particular attention is paid to language disorders, variations in cerebral organization, and hemisphere specialization.
• HBSK 5077 - Adult Literacy and Developmental/Remedial Education

  Online. This course provides an examination of the learning of reading and writing by adults who have not achieved full literacy. Populations discussed include students in programs including adult basic education, vocational/ career & technical education, continuing education, and developmental/ remedial education; adults with dyslexia and other learning disabilities; immigrants and others who have limited English language proficiency; students in correctional settings; and participants in adult literacy programs outside of the U.S.
• HBSK 5085 - Observing and assessing preschool children

  Overview of assessment procedures used with preschool and kindergarten-age children including review of related tests, the development of observation procedures, and the development of screening programs. Materials fee: $75.
• HBSK 5096 - The psychology of memory: Cognitive and affective bases

  The course focuses on several themes related to cognition and affect: historical and philosophical foundations, the effects of context. An analysis of perspectives on human memory with particular attention to knowledge, attention, strategic processes, meta-cognition, transfer, and context. The application of this information to practice is stressed.
• HBSK 5098 - Diagnosis of Reading and Writing Disabilities

  Prerequisite: HBSK 4072. Presents theory and research pertaining to reading and writing disabilities. Students obtain experience in administering, scoring, and interpreting a battery of measures and learn to formulate a diagnosis based on standardized, norm-referenced tests. The course takes a lifespan perspective in its examination of reading and writing disabilities. Materials fee: $50.
• HBSK 5099 - Writing Interventions Theory and Practice

  This is a literacy course that applies research on cognitive, linguistic, affective, social, and cultural processes underlying writing performance to the development of writing interventions. Writing is discussed within the context of language and literacy development. Students learn to evaluate evidence-based writing interventions for both typically developing and special-needs populations of differing ages and in various educational settings.
• HBSK 5271 - No Title Found in Banner

  Supervised experience in a school, hospital, or community clinic focusing on psychoeducational assessment, counseling, remediation, and consultation. Prerequisite: HBSK 5280. Students can register for this course up to six times.
• HBSK 5272 - Supervised fieldwork in remedial reading and school difficulties: Supervised field placement in reading

  Students conduct projects in a variety of field sites, including K-12 schools, community colleges, and adult education programs, under faculty supervision. The field experience provides an opportunity to understand both practical and theoretical aspects of pressing questions concerning literacy acquisition across the lifespan.
• HBSK 5273 - Supervised fieldwork in remedial reading and school difficulties: Supervised experience in supervision

  Advanced doctoral students are supervised in their supervision of the comprehensive psychoeducational assessments with clients in the Center for Educational and Psychological Services performed by first-year school psychology students enrolled in HBSK 6380.
• HBSK 5280 - Fieldwork in school psychological services

  Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes university-based supervision.
• HBSK 5320 - Individual Psychological Testing I

  Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $50 per term.
• HBSK 5321 - Individual Psychological Testing II

  Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $50
• HBSK 5373 - Practicum in literacy assessment and intervention I

  Prerequisite or corequisite: HBSK 4072, grade of B or better. This course prepares students to assess, analyze, and remediate literacy difficulties using research and theory. In class sessions, students learn to understand assessment and instruction across a broad spectrum of skill areas reflecting the most common areas of difficulty for struggling readers and writers. Students apply those skills in their work in the Dean-Hope Center for Educational and Psychological Services (CEPS) with an individual who has literacy difficulties. The practicum counts for 50 clock hours of field experience.
• HBSK 5376 - Practicum in literacy assessment and intervention II

  Prerequisites: HBSK 4072, HBSK 5373 with grade of B+ or better. This course is the second of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5376 utilizes a more advanced learning model in which a student works to assess and tutor a client at the Dean-Hope Center for Educational and Psychological Services (CEPS). In class sessions, students continue to learn techniques, skills, and materials for assessment and intervention for use with those who struggle with reading and writing. Students are expected to apply class content in clinical sessions with an individual with literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Attendance at supervision sessions is also mandatory.
• HBSK 5377 - Practicum in literacy assessment and intervention III

  Prerequisites: HBSK 4072, HBSK 5376 with grade of B+ or better. This course is the third of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5377 utilizes an independent learning model in which the student works to assess and tutor a small group of individuals in a school setting. The focus in this practicum is on differentiating instruction for students who are reading and writing below grade-level expectations. Students work collaboratively with classroom teachers and other school personnel while continuing to adhere to professional and ethical guidelines and standards in their assessment, teaching and preparation of documentation and reports. Materials fee: $100.
• HBSK 5378 - Practicum in Psychoeducational Assessment of School Subject Differences of Monolingual and Culturally and Linguistically Diverse Students

  Covers the assessment of academic skills, especially reading and cognitive functioning. The administration, scoring, and meaningful interpretation of test performance are addressed. Students work in pairs with client.
• HBSK 5480 - School Psychology Internship (Ed.M.)

  Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
• HBSK 5580 - Seminar in consultation and evaluation in reading

  The purpose of this seminar is to consider the implications of recent research in literacy assessment and intervention for the consultation, evaluation and professional development roles of Reading and Learning Specialists and Coaches. Materials Fee: $50.
• HBSK 5885 - Obsrv/Assess PreSchool Learner

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• HBSK 6362 - Group Work Children & Adolescents

  The course, through lectures, experiential activities and in-class supervision, prepares school psychologists in training to plan for and lead counseling and psychoeducation groups for children and adolescents in schools.
• HBSK 6380 - Practicum in psycho-educational assessment with culturally diverse students

  Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children and youth from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Dean Hope Center. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.
• HBSK 6382 - Evidence-based Mental Health Interventions for Youth and Adolescents II

  Permission required. Concurrent registration in HBSK 5280 required for all School Psychology students. Cognitive-behavioral interventions with children, adolescents, and their families.
• HBSK 6383 - Neuropsychological Assessment of Children and Adults

  Permission required. Prerequisites: HBSK 5320 and either BBSN 5033 or BBSN 5070. Analysis, administration, and interpretation of special procedures used to assess brain damage/dysfunction in adults and children. Special fee: $35.
• HBSK 6480 - School Psychology Internship (Ph.D.)

  Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.
• HBSK 6570 - Research in applied educational psychology: Neurosciences and Education

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6571 - Research in applied educational psychology: Family Well-being and Developmental Disabilities

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6572 - Research in Applied Educational Psychology: Minoritized Youth and School Mental Health

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6573 - Research: Psychoeducational Assessment

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6574 - Research in applied educational psychology: Cognitive processes related to studying

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6575 - Research: School Psychology

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6576 - Research in applied educational psychology: Acquisition of reading and writing ability

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6577 - Research in applied educational psychology: Psychoeducational aspects of deafness

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6578 - Research: School Psychology

  Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
• HBSK 6584 - Seminar: school psychology consultation

  In this course, students develop and practice basic skills in school consultation and counseling. Through readings, discussions, presentations, and role plays, students demonstrate an understanding of counseling theories and approaches, approaches to consultation, as well as practices consistent with professional ethics and legal standards. Students reflect on their own cultural background and acquire knowledge relevant to cross-cultural consultations.
• HBSK 6903 - Research-independent study in reading

  Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.
• HBSK 7503 - Dissertation Seminar

  Permission required.
• HBSK 8902 - Dissertation Advisement

  Permission required. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For more information please see section on continuous registration for Ed.D. degree.
• HBSN 5043 - Advanced Research Methods: Literature Review and Critique

  This online course builds on introductory research methods courses to enhance the students' abilities to design research, to interpret research findings, to critique research reports, and to write the review of literature for their dissertation proposals. Issues affecting the design of research and interpretation of research findings in Nursing Education studies are the specific focus of the course. The literature review will be done in consultation with students’ dissertation advisors.
• HBSN 5044 - Advanced Research Methods: Literature Review and Critique

  This course builds on introductory research methods courses to enhance the students' abilities to design research, to interpret research findings, to critique research reports, and to write the review of literature for their dissertation proposals. Issues affecting the design of research and interpretation of research findings in Nursing Education studies are the specific focus of the course. The literature review will be done in consultation with students’ dissertation advisors.
• HBSN 6000 - Nursing Knowledge in Nursing Education

  This course introduces students to major theoretical perspectives on nursing education/practice/research and how nursing theory can be used to guide nursing education that promotes nursing disciplinary knowledge. Students are introduced to definitions, philosophies, and patterns of knowing in nursing. Discussions focus on what makes nursing actions nursing, and how that can be taught effectively at the various levels of nursing education. Students also learn how to identify problems, research questions, and theories to guide their dissertation research.
• HBSN 6030 - Curriculum Development in Nursing Education

  This course explores the essential structures, components, and factors of curriculum development pertaining to nursing education. Concentration will be on the curriculum development process.
• HBSN 6040 - Teaching and Learning Strategies in Nursing Education

  This course explores associations of key aspects of learning development to educational interventions in higher education.
• HBSN 6043 - Innovations in Nursing Education

  This course examines innovations in education that support and promote a culture of active teaching and learning. Use of technologies in nursing education will be a focus. Evidence-based teaching strategies will be identified for use in the classroom and clinical settings.
• HBSN 6044 - Assessment and Evaluation in Nursing Education

  This course examines evaluation methods in nursing within the classroom, laboratory, and clinical setting. Current issues, trends, and research related to educational testing instruments, alternatives to standardized evaluation methods, and outcome measurement in nursing education will be discussed. Students will develop reliable and valid evaluation measures for use in nursing education.
• HBSN 6045 - Simulation in Nursing Education

  This course explores the teaching strategy of role play, focusing specifically on simulation and its application for both classroom and clinical practice within nursing education. Evidence-based simulation strategies will be explored using active teaching strategies.
• HBSN 6053 - Clinical Teaching in Nursing Education

  This course investigates best practices in nursing education for planning and developing student-centered clinical activities. A preferred specialty area of nursing practice will be the focus for planning and developing these activities.
• HBSN 6310 - Practicum I: The Nurse Educator Role

  In this course students will examine and implement the role of the nurse educator in higher education and/or health care organizations
• HBSN 6320 - Practicum II: Leadership in Nursing Education

  In this course students will examine the role of the nurse educator in relation to broader perspectives of selected higher education and/or health care agencies. Further, students will implement aspects of the nurse educator role in selected academic units, institutions, and in the profession of nursing.
• HBSN 6540 - Dissertation Design and Development

  Permission required. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning- to intermediate- level aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once HBSN 6540 is taken, continuous fall/spring enrollment in the course is required until the semester during which the departmental examination is held.
• HBSN 6541 - Advanced seminar on dissertation design development

  Focus on advanced aspects of research design and method.
• HBSN 6930 - Independent study in nursing education

  Permission required. Individual guided learning experience at the doctoral level in a selected aspect of nursing education. Topic agreed upon between student and faculty.
• HBSN 6940 - Research in Nursing Education

  Permission required. Allows student to contract with individual faculty member for research-related work in a defined area of study.
• HBSN 7500 - Dissertation Seminar - Nursing Education

  Permission required. The departmental examination, involving presentation of dissertation proposal for faculty approval. This course is required of all certified doctoral candidates and may be taken only once.
• HBSN 8900 - Dissertation Advisement in Nursing Education

  Individual advisement on doctoral dissertation following completion of all course-work. Fee to equal 3 points at current tuition rate for each term. See catalog on continuous registration requirements for Ed.D. degree.
• HBSS 4001 - Health provider communications

  Emphasizes and reviews the importance of effective communications and health literacy in promoting health of diverse communities. Effective communication strategies and approaches that foster self-management and health status are covered.
• HBSS 4012 - Eating Disorders: Awareness, Prevention, Treatment

  This course is designed to provide students with a comprehensive overview of the epidemiology, pathophysiology, prevention, and treatment of eating disorders. The integration of nutritional, medical, and psychological treatments in outpatient, day treatment, and inpatient settings will be emphasized. Current research findings will be incorporated into course work throughout the semester. Case studies will be utilized to demonstrate clinical management. No prerequisites.
• HBSS 4100 - Behavior & Social Science Foundations of Health Education

  Determinants of health; relationship between health and human behavior; the role of health education as a strategy in health promotion and disease prevention; selected issues and problems.
• HBSS 4102 - Princip Epidemiology Hlth Prom

  Principles and methods of epidemiologic investigation; application of epidemiologic to prevention and control of disease, using health education.
• HBSS 4110 - Children and Adolescent Health Issues

  Basic topics in promoting child and adolescent health; relationships between school, family, and community in promoting the health status of school-age children.
• HBSS 4111 - Addictions and dependencies

  Social-Psychological, cultural, clinical, and pharmacological factors associated with the use of psychoactive drug s and other compulsive behaviors.
• HBSS 4112 - Social policy and prevention

  Analysis of current national health policy, its social, economic, and political determinants, and implications for health education.
• HBSS 4113 - Human sexuality education

  Explore human sexuality from a variety of perspectives; explore students' own attitudes about human sexuality and how they affect them personally and professionally; examine methods of teaching and designing sexuality education programs.
• HBSS 4114 - Competence with Multicultural Populations: Research & Practice

  Health status, needs, and problems of multicultural populations in urban environments and sensitivity to these issues in effective programs.
• HBSS 4116 - Health Education for Teachers

  This course reviews the critical health issues that affect the well-being of youths today, emphasizing the practical aspects of child health that are mandated for teaching certification, including the following: reporting child abuse; preventing school violence; and promoting respect and dignity for all students. Students who take an online section of this course must also take an additional three-hour in-person workshop to meet the Dignity For All Students Act (DASA) requirement for teacher certification.
• HBSS 4117 - HIV/AIDS epidemiology and education

  The role of schools, parents, and communities in educating youth about AIDS and human sexuality; review of methods and resource materials for providing such education; consideration of controversial issues surrounding these topics.
• HBSS 4118 - Principles of Health Related Behavioral and Social Change: Initiation to Maintenance

  The course covers numerous principles to guide health related behavioral change, as well as social change--including on the individual, organizational, national and global levels. Introductory principles are covered that are rooted in theory and techniques for initiating and maintaining change for a variety of addictive and problem behaviors, including a focus on the stages of change, motivational interviewing, and relapse prevention. Additional principles are key to guiding social change, for designing leadership, resolving conflicts, and collaborating with partners on strategies for change.
• HBSS 4121 - Death education

  Designed to increase awareness/insight of the multidimensional aspects of death, dying, and bereavement. Gain skills as health care professionals in dealing with death, its causes, treatment of life-threatening illness, including AIDS, suicide, and violent death. Explore customs across cultures, afterlife beliefs, near-death experiences, and ethical issues.
• HBSS 4122 - Women's health

  Explore biologic and environmental influences on women's health risks and disease. Additionally, students will acquire knowledge to evaluate clinical studies in the literature and gain basic understanding of the process of planning and developing women's health promotion programs.
• HBSS 4123 - Violence Prevention and "All Hazards" Preparedness

  This course covers the nature and prevention of invisible and covert, as well as visible and overt violence, including intrapersonal, interpersonal, family, community, gang, school, societal, and international manifestations.
• HBSS 4160 - Introduction to Biostatistics For Community Health Education

  This course provides an introduction to the field of biostatistics and the application of statistics to health education and community health data. This course covers the collection, storage, retrieval, analysis, and interpretation of health data; design and analysis of health-related surveys and experiments; concepts essential to statistical data analysis; and the practice of statistical data analysis. Details on hypothesis testing, normality, and types of error are incorporated into several of the lessons. Research methodology (i.e., study design, data collection) and data management skills are also taught. Applications of these concepts to health education and community health data are used throughout the course. The overall goals of this course are to foster a comprehensive understanding of basic data collection and analysis methods used in health education and community health research and to help students become more comfortable working with and managing data in SPSS.
• HBSS 4161 - Environmental Health

  This course provides an introduction to the field of environmental health, while focusing upon those environmental factors that affect the health of communities - including biological, physical, and chemical factors. The relationship between the natural and built environments on human health are focused upon. In addition, the course incorporates the use of case studies and current peer-reviewed literature in the field of environmental health to promote knowledge acquisition. Health education curriculum and program development processes are incorporated into the course as well.
• HBSS 4901 - Research and independent study in health education

  Permission required. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member.
• HBSS 5000 - Health promotion in higher education

  This course will explore the complex issues and challenges facing those working to enhance the quality of student health and student learning at college and universities.
• HBSS 5040 - Research methods in health and behavior studies I

  Introduction to research, study designs, and data collection methods in research in health and behavior studies, including nursing, nutrition, and health education with emphasis on reading and understanding research literature.
• HBSS 5110 - Determinants of health behavior

  Theory-based analysis of the cultural, social-psychological, and social-structural determinants of health-related behaviors; implications for planned change at individual, small-group, and community levels.
• HBSS 5111 - Planning health education programs

  Process of developing social, epidemiological, behavioral, and educational diagnoses; principles of planning, implementing, and evaluating health education interventions.
• HBSS 5112 - Social marketing and health communications

  This course provides a detailed study of social marketing and health communication efforts and their role at facilitating behavior changes at both an individual and community-wide level. Students in this course will learn how to use peer-reviewed research and key social marketing principles to develop a comprehensive and effective social marketing campaign; learn how to target health communication efforts towards specific audiences and via varied channels of distribution; understand the role of social media and technology in facilitating/influencing behavior changes; study current examples of successful social marketing initiatives; use data analytic tools to inform changes to a campaign; discuss the ethics surrounding health communication and social marketing efforts. The course incorporates reviews of current research being conducted on social marketing and health communication efforts on a range of health issues and across different communities.
• HBSS 5113 - Community health analysis and intervention

  Survey and analysis of concepts, issues, strategies, and methods relevant to community health analysis and intervention.
• HBSS 5408 - Practicum in individual health advisement

  Individual and small group practice in the application of basic principles of counseling in the area of health problems.
• HBSS 5410 - Practicum in health education

  The course meets requirements of the Council on Education for Public Health (CEPH) by providing an opportunity for students to gain practical skills via field work or internships. This practicum course provides students with a culminating experience that is central to our mission. More specifically, the mission of the M.S. Degree Program in Community Health Education is to address the health of the public through the preparation of specialists in health education who focus on the community as the setting for analysis, assessment, program planning, intervention, evaluation, and research. Varied structures, institutions, organizations, and agencies in the community setting--including schools, hospitals, clinics, worksites, and non-profits--are engaged in collaborative relationships for the purposes of fulfilling the mission. Thus, the practicum course specifically ensures that students have a supervised experience in a community setting where they are engaged in a collaborative relationship with a supervisor, staff, and selected consumers within that setting. The intention is to ensure that M.S. degree students have received well rounded preparation for professional careers as health education specialists through a supervised experience across 180 hours within a setting of their choice; this may be a setting aligned with their goals for professional development and future employment. Of note, M.A. degree students are also welcome to participate in optional fieldwork vis this course.
• HBSS 5710 - Supervised teaching in health education

  Permission required. Advance registration required in the semester prior to taking the course. Supervised health teaching in a school. Essay required at end of teaching experience.
• HBSS 5800 - Health Disparities Research Conference

  This two day, spring semester, weekend conference event exposes participants to 1) potentially new knowledge with regard to the variety of evidence-based approaches to reducing health disparities; 2) attitudes/beliefs so multicultural sensitivity/competence begins to replace socially conditioned stereotypes that threaten interpersonal communication/interaction during service delivery/research/teaching; and, 3) skills for deployment of culturally appropriate behaviors that aim to reduce disparities.
• HBSS 6100 - Program Evaluation

  Theory, methods, and problems of measurement and evaluation; standards for evaluation of health, education, and related social programs; skills in critical evaluation of research and evaluation reports.
• HBSS 6145 - Health psychology

  Topics include social learning theory, attribution, and attitudes as they apply to health promotion, disease prevention, reactions to illness, and adherence to treatment regimens.
• HBSS 6500 - Doctoral Certification Preparation

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• HBSS 6510 - Research seminar in health education

  Permission required. Review of research literature, methods, and problems in health education.
• HBSS 6520 - HBSS 6520: Advanced Seminar for Doctoral Dissertation Data Analysis in Health Education

  This practical hands-on course is designed for doctoral candidates in health education who have dissertation data for analysis. Specifically, this course will 1) provide an overview of data analysis techniques, research methods, and statistical concepts key to the completion of a successful quantitative or mixed-methods dissertation; 2) facilitate data management and analysis skill development via use of SPSS; and 3) provide a forum in which students prepare a series of oral presentations on the results of their data analysis. Topics and skills covered in this course will include managing and organizing data, working with missing data, calculating and interpreting power analyses and effect size, conducting post-hoc tests where appropriate, using qualitative data to support quantitative data findings, and effectively presenting data.
• HBSS 6901 - Research and independent study in health education

  Permission required. Open to matriculated doctoral students. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member.
• HBSS 7501 - Dissertation seminar in health education

  Permission required. Open to certified doctoral candidates only. Development and presentation of doctoral dissertation proposals.
• HBSS 8900 - Dissertation advisement in health education

  Permission required. Doctoral candidates only. Individual advisement on doctoral dissertations.
• HBSV 4000 - Introduction to Nutrition

  (Course is offered to non-majors and to those desiring admission to the Program in Nutrition.) The course provides an overview of the science of nutrition and its relationship to health promotion and disease prevention. The primary focus is on the essential macronutrients and micronutrients, including their chemical structures, food sources, digestion and absorption, metabolism, storage, and excretion. Students analyze the nutritional quality of their own food intake and develop the knowledge and skills to estimate their daily caloric requirements and nutrient needs using tools such as Dietary Reference Intakes, My Plate, and Dietary Guidelines for Americans. This online course can be completed synchronously or asynchronously.
• HBSV 4010 - Food, Nutrition and Behavior

  For non-majors and majors. A study of physiological, psychological, and socio-cultural factors that affect eating behaviors and the development of individual and cultural food patterns. Topics include the chemical senses and why we like sweet, salt, and fat; self-regulation of what and how much we eat; effect of early experiences with food; food, mind, and behavior; interaction of food and culture through history; cooking and time use trends; meat meanings; psychosocial and cultural factors, and the impact of today’s food environment on food choices.
• HBSV 4013 - Nutritional Ecology

  A course for non-majors and majors. This course tries to answer the question, “Is our current food system ecologically sustainable?” Nutrition and food are viewed from a global, ecological perspective. Topics include limits to growth, food and population problems, food product development and promotion, energy and food relationships, food safety, organic agriculture, biotechnology, and other topics.
• HBSV 4014 - Community Nutrition

  This course examines and evaluates food assistance and safety net programs in the United States and explores the policies, history, and context that lead to unequal access to healthy food. The course includes broad thought-provoking readings as well as working "on the ground": assessing supermarkets and opportunities for safe walking and biking; volunteering at a food pantry; and visiting an urban agriculture site. This course also explores international food assistance programs. Students outside the Program in Nutrition are welcome, with permission from the instructor.
• HBSV 4150 - Sports Nutrition

  For nonmajors only. A practical course designed to assist health professionals give the most accurate and up-to-date information to active people to help them improve health and performance. Integration of principles of nutrition and exercise physiology and application to exercising individuals. Topics for discussion include energy expenditure, fuel substrate metabolism, specific nutrient needs, hydration, and weight issues for exercising individuals and athletes.
• HBSV 4902 - Research and Independent Study in Nutrition Education

  Permission required. Master's degree students undertake research and independent study under the direction of a faculty member.
• HBSV 5010 - Advanced Nutrition 1

  In-depth review of current knowledge and research on biochemical and physiological aspects of energy metabolism, carbohydrates, lipids and lipid metabolism, and proteins; regulation of intake and impact on health and disease.
• HBSV 5011 - Advanced Nutrition 2

  In-depth review of current knowledge and research on the biochemical and physiological aspects of vitamins, minerals, and phytonutrients; applications to diet.
• HBSV 5013 - Strategies for Nutrition Education and Health Behavior Change

  Understanding and application of theoretical frameworks from the behavioral sciences and education to design and deliver food and nutrition education and physical activity promotion to various groups and to facilitate the adoption of healthful behaviors. IStudents have an opportunity to develop nutrition education lessons and teach them at schools, community settings, and worksites.
• HBSV 5014 - Analysis of Current Literature and Research in Nutrition

  Critical examination and evaluation of current controversies and issues in nutrition and food. Topics are reviewed and discussed in depth. Students obtain training in the art of understanding commonly seen study designs, statistical methods, and graphics in the scientific literature to determine whether there is evidence to support (or lack thereof) for making statements about nutrition. Students also learn how to synthesize this information for use by the public. The course highlights areas to consider when analyzing research related to popular diets and dietary patterns, supplements, weight loss drugs, nutritional genomics, and microbiome research.
• HBSV 5015 - Nutritional Epidemiology and Assessment

  This course asks, “How Do We Measure What People Eat?” and provides an overview of different methods for determining nutritional status and dietary intake, for both individuals and populations. Topics include measuring food intake (e.g., using 24-hour diet recalls, food frequency questionnaires, food records), diet quality (e.g., using the Healthy Eating Index and Nova Classification System for ultra-processed food), physical activity, and anthropometry and body composition, as well as the importance of using valid and reliable measures for the populations of interest. New technology-based tools are highlighted throughout the course.
• HBSV 5016 - Food Service Operations and Management

  Nutrition professionals play an important role in food systems, food service, and management in a wide variety of settings, such as hospitals, post-acute care facilities, universities, and nongovernmental organizations. In the areas of both food service and clinical nutrition, dietitians are responsible for planning, organizing, leading, staffing, and controlling. Through Food Service Operations and Management students will gain knowledge and skills required to effectively manage food, equipment, facilities, and human resources in order to provide high-quality products and services to customers. Through assignments and role-playing, students will also develop important leadership and managerial skills.
• HBSV 5018 - Nutrition and Human Development

  This course examines the physiologic changes and nutritional needs during pregnancy, fetal development, infancy, childhood, and adolescence. Special attention is paid to promoting positive pregnancy outcomes for both mother and baby, fetal metabolic programming, breastfeeding versus formula feeding, introduction of solid foods to infants, preventing and managing food allergies, coping with picky eating, maintaining a healthy feeding relationship between caregiver and child, promoting nutritional health in children and adolescents, and preventing health and dietary problems (including eating disorders) in children and adolescents.
• HBSV 5033 - Nutrition Care Process and Medical Nutrition Therapy 1

  Through this 2-course sequence, students gain the knowledge, professional attitudes and skills required to effectively assess and manage the nutritional needs of acutely, critically, and chronically ill individuals. Pathophysiology of disease and nutritional implications are examined through a variety of case studies. The Nutrition Care Process, which includes nutrition screening, assessment, diagnosis, intervention, monitoring, and evaluation, is the tool through which students learn evidence-based adaptation of diets and lifestyles in the therapeutic management of disease. All the while, the course provides a medical vocabulary that enables students to communicate with members of a healthcare team.
• HBSV 5034 - Nutrition Care Process and Medical Nutrition Therapy 2

  Through this 2-course sequence, students gain the knowledge, professional attitudes and skills required to effectively assess and manage the nutritional needs of acutely, critically, and chronically ill individuals. Pathophysiology of disease and resultant nutritional implications are examined through a variety of case studies. The Nutrition Care Process, which includes nutrition screening, assessment, diagnosis, intervention, monitoring and evaluation, is the tool through which students learn evidence-based adaptation of diets and lifestyles in the therapeutic management of disease. All the while, the course provides a medical vocabulary that enables students to communicate with members of a healthcare team.
• HBSV 5036 - Nutrition Counseling

  This course focuses on providing students with an understanding of client-centered counseling models and practicing a variety of essential skills: nonverbal, active listening, goal assessment, motivational interviewing, and group counseling.
• HBSV 5231 - Extended Fieldwork in Nutrition and Public Health

  A block of supervised field experience required of those pursuing an MS in nutrition and public health. Fieldwork is taken near the completion of coursework. This course requires a minimum of 27 hours per week of out-of-classroom work.
• HBSV 5232 - Extended fieldwork in nutrition and education

  A block of supervised field experience required of all degrees. Fieldwork is taken near completion of coursework.
• HBSV 5233 - Extended fieldwork in nutrition and exercise physiology

  A block of supervised field experience required of all degrees. Fieldwork is taken near completion of coursework.
• HBSV 5241 - Dietetic Internship - Module I

  Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in clinical nutrition, community nutrition, food service management, and research in dietetics. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $150
• HBSV 5242 - Dietetic internship in nutrition: Module II

  Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in clinical nutrition, community nutrition. food service management, and research in dietetics. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required. Special fee: $150
• HBSV 5243 - No Title Found in Banner

  Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in research in dietetics, clinical nutrition, community nutrition, and food service management. Cumulative experience totals 1200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required.
• HBSV 5244 - No Title Found in Banner

  Internship in service settings in metropolitan New York, Rockland and Westchester counties, and Southern Connecticut. It includes experiences in food service management. Cumulative experience totals 200 hours. Malpractice/personal liability insurance, health insurance, lab coat, and physical exam required.
• HBSV 5314 - Practicum in Sports Nutrition

  This course will provide a practical venue for students to apply the knowledge gained through their academic coursework to the real-life situation of individuals and teams in various sports.
• HBSV 5333 - Practicum Community Service

  Practical experiences in community, food, and nutrition programs.
• HBSV 5350 - Global Foods Practicum

  In Global Foods Practicum students will examine the values, practices, and beliefs of different cultures, as well as their own, with regard to food. They will also explore the ways in which dietitians can better understand the cultures and food preferences/habits of their patients. Through experiences inside and outside of class, students will gain skills to effectively work with patients from different backgrounds.
• HBSV 5351 - Community Nutrition Education Practicum

  In Community Nutrition Education Practicum, students examine programs aimed at addressing food insecurity and creating a more healthful, just, sustainable food system, both nationally and internationally and in clinical and community settings. Students will discuss inequities with regard to access to healthy foods and evaluate resources created to help reduce such disparities. Students will explore how to strengthen communities and bring about change on local, national, and international levels through their coursework and experiences within different communities.
• HBSV 5352 - Medical Nutrition Therapy Practicum

  In MNT Practicum, students gain the knowledge and skills required to effectively engage in the Nutrition Care Process, which includes nutrition screening, assessment, diagnosis, intervention, monitoring and evaluation. Through role-playing and coursework, students also develop and strengthen practical skills necessary to effectively work in clinical settings, such as skills related to counseling patients, writing consult notes for medical records, and presenting patient case studies during rounds and at clinical conferences.
• HBSV 5353 - Nutrition Care Process and Medical Nutrition Therapy 3 + Practicum

  In Nutrition Care Process and Medical Nutrition Therapy 3 + Practicum, students put into practice what they learned in Nutrition Care Process & Medical Nutrition Therapy 1 & 2 and further expand their knowledge and skills with regards to MNT and the Nutrition Care Process. Students will have opportunities to learn hands-on clinical skills such as assessing blood sugar and blood pressure levels, conducting a swallow screen, inserting a nasogastric tube and administering an intramuscular injection. Students will strengthen nutrition counseling and clinical note-writing skills as well. Throughout the semester, students will also complete a variety of clinical, community, and/or foodservice rotations at worksites, utilizing and further developing their knowledge and skills within the field of nutrition and dietetics. Students will be at worksite rotations 10-15 hours per week.
• HBSV 5354 - Advanced Practicum 1

  ln Advanced Practicum 1, students will have the opportunity to utilize and build upon the knowledge and skills they gained in prior MNT, community nutrition, and foodservice courses, and related practicums, through experiential learning activities at a variety of different worksite rotations where students will work up to 28 hours per week. Students will strengthen their ability to effectively apply the Nutrition Care Process while working with patients/clients of different ages and backgrounds and with a wide range of medical conditions. Furthermore, students demonstrate knowledge of nutritional health promotion and disease prevention and apply critical thinking, professionalism, and leadership skills through continuous quality improvement projects as well as planning and running a Health & Wellness Fair for the TC community. Finally, students will examine areas of nutrition related to mental health, including nutritional psychiatry and trauma-informed nutrition care, through in-class lectures and activities.
• HBSV 5355 - Advanced Practicum 2

  In Advanced Practicum 2, students will utilize and build upon the knowledge and skills they gained in MNT, community nutrition, and foodservice courses, and related practicums, through experiential learning activities at a variety of different worksite rotations where students will work 32-40 hours per week. Students will also have the opportunity to demonstrate knowledge of evidence-based medical nutrition therapy through case study presentations and quizzes. In addition, students will learn important skills related to life after graduation such as resume and interview skills, negotiating salary, billing for MNT, starting a private practice, and more.
• HBSV 5513 - Seminar in Nutrition Education: Theory and Applications

  An in-depth examination of the use of current theories and research in the design, implementation, and evaluation of nutrition education interventions. This course is designed to supplement topics covered in HBSV 5013. Students may register for more than one semester.
• HBSV 5593 - Nutrition in Exercise and Sport

  Discussions of interactions between exercise and nutrition as applied to health and fitness. Controversial topics emphasized. Majors in nutrition are eligible to enroll during their second year of study.
• HBSV 5902 - Guided Study in Nutrition

  Permission required. Opportunity for advanced students to investigate areas of special interest in nutrition.
• HBSV 6550 - Research Seminar in Nutrition

  Required of all M.Ed. and Ph.D. candidates. Discussion of current research issues and student projects. Students may register for more than one semester. This course requires at least 18 hours per week of out-of-classroom work.
• HBSV 6551 - Research Seminar in Nutrition

  Required of all M.Ed. and Ph.D. candidates. Discussion of current research issues and student projects. Students may register for more than one semester.
• HBSV 6902 - Research and Independent Study in Nutrition

  Permission required. Open to matriculated doctoral students. Research and independent study under faculty direction.
• HBSV 7502 - Dissertation Seminar in Nutrition

  Development of doctoral dissertations and presentation of plans for approval.
• HBSV 8900 - Dissertation Advisement in Nutrition

  Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term.