Biomedical Sciences Bachelor of Science Degree

With a bachelor’s in biomedical sciences, you'll be prepared to accept top research positions or to apply to premier medical schools for medicine, osteopathic, podiatry, dentistry, veterinary, and to graduate programs in the health professions for pharmacy, physician assistant, physical therapy, occupational therapy, and more.


92%

Outcome Rate of RIT Graduates


Overview

  • Recent biomedical sciences graduates are employed at American Medical Response, American Red Cross, IBM, KAPS Biotechnology, ScribeAmerica, SUNY Upstate Medical University, and more.
  • Graduates have pursued medical school and graduate degrees in the health sciences at universities such as Boston University School of Medicine, Cornell University, Georgetown University School of Medicine, Massachusetts Institute of Technology, New York Chiropractic College, New York University School of Medicine, Philadelphia College of Osteopathic Medicine, and more

 

The biomedical sciences degree prepares students for advanced study in various areas of health care (e.g. medicine, dentistry, nursing, public health) or research. The diverse curriculum includes a broad array of elective courses and offers students career-relevant experiential learning opportunities where they can apply the knowledge they gain in the classroom to real-world experiences. Comprehensive academic and faculty advising is complemented by a pre-medical/pre-health professions advising system that provides guidance to students in their selection of course work and in completing the requirements necessary for admission to advanced degree programs.

What is Biomedical Science?

The field of biomedical science combines biology and medicine to maintain and promote the health of both humans and animals. It is also an investigative field in which you will conduct hands-on research in order to solve pressing health problems. The biomedical sciences will provide you with a solid foundation to pursue medicine, health care professions, and research in areas such as anatomy, biology, chemistry, biochemistry, nutrition, physiology and kinesiology, epidemiology, diseases, immunology, epidemiology, pharmacology, and more.

RIT’s Bachelor’s in Biomedical Sciences

The bachelor’s in biomedical sciences is a comprehensive program of study that consists of a life sciences core combined with a broad range of flexible elective options that enable you to customize your education to pursue your professional areas of interest. The life sciences core provides students with a strong grounding in mathematics and science with a complement of liberal arts in preparation for entry into medical and dental schools, graduate studies in the health professions, or direct entry into a research position in an applied area of biomedical science. In consultation with an academic adviser, and using a basic course schedule as a guideline, you will select from elective courses relevant to one of these career paths or design your own set of science track electives.

Biomedical sciences majors may also choose elective courses to engage in undergraduate research or independent study with a faculty mentor. These opportunities are not limited to the biomedical sciences faculty or their laboratories. Many of our students participate in highly interdisciplinary research with faculty from the College of Science, the Kate Gleason College of Engineering, the Golisano College of Computing and Information Sciences, and other centers and colleges at RIT. We strongly encourage you to explore the world beyond RIT–through study abroad, community service, experiential learning, and summer research internships. In addition, a minor in one of more than 100 areas of study allow you to pursue a secondary field of interest. The goal of the bachelor's in biomedical sciences is for you to develop the multidisciplinary skills, self-confidence, and cross-disciplinary literacy that allows you to thrive in the dynamic, rapidly changing world of biomedicine and biomedical sciences.

Learn more about program goals and learning outcomes for RIT's bachelor's in biomedical sciences.

Careers in Biomedical Sciences

Dynamic career opportunities in the biomedical sciences continue to grow. This increase in demand is due, in part, to advances in biotechnology, the need for more researchers studying health care problems, medical procedures, and diseases, better treatments for current and emerging health issues, and public policy challenges.

With its grounding in the sciences and mathematics, along with a complement of liberal arts courses, the bachelor's in biomedical sciences is the perfect preparation for a range of career preparation.

Medical School and Graduate Programs in the Health Sciences: The bachelor's in biomedical sciences offers excellent undergraduate preparation for careers in medicine (allopathic and osteopathic), biomedical research, exercise science, pathology, pharmacy, pharmacology and drug development, toxicology, neuroscience, and genetic counseling.

Direct Entry Into Research Positions: Along with course work related to your curriculum, you will also have vast opportunities for hands-on research experiences in a range of areas. These opportunities will prepare you well for direct entry into research positions where you will investigate and explore solutions to a range of medical and health care problems.

Premedical and Health Professions Advisory Program

Medical schools and graduate programs in the health professions (e.g., physician assistant, physical therapy, occupational therapy, etc.) welcome applications from students majoring in a wide range of academic programs. Acceptance into these programs requires the completion of pre-med requirements such as course work in biological and physical sciences, a strong academic record, pertinent experiences in the field, and key intrapersonal and interpersonal capabilities. RIT’s Premedical and Health Professions Advisory Program can help you become a competitive candidate for admission to graduate programs in the medical and health professions.

Pre-Vet Advising Program

Being accepted into veterinary school requires a strong academic record, GRE preparation, and accruing hours of direct animal care under the supervision of a veterinarian (DVM), researcher (Ph.D.), or other animal health professional. RIT’s Pre-Vet Advising Program provides you with individual, personalized support to helps you fulfill the veterinary school requirements needed for you to become a competitive candidate for admission to veterinary school. The program also helps you acquire the research and real-world experiences required for careers in veterinary medicine.

Accelerated 4+1 MBA

An accelerated 4+1 MBA option is available to students enrolled in any of RIT’s undergraduate programs. RIT’s accelerated bachelor’s/master’s degrees can help you prepare for your future faster by enabling you to earn both a bachelor’s and an MBA in as little as five years of study.

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Careers and Experiential Learning

Typical Job Titles

Clinical Research Coordinator Dietary Technician
EMT Genetics Assistant
Image Analyst Medical Assistant
Medical Scribe Optometric Assistant
Patient Care Technician Secondary Science Education

Salary and Career Information for Biomedical Sciences BS

A broad and demanding curriculum is the foundation for the career areas supported by the biomedical sciences degree. Yet, all of these areas also require some element of learning that occurs outside of the classroom. Hands-on, experiential learning allows students to explore new areas of study, solidify career goals, and acquire critical extracurricular credentials that increase the competitiveness of graduate and medical school applications and significantly enhance employment opportunities after graduation.

The program strongly encourages students to actively seek out new experiences and to expand their expertise to areas outside of the traditional classroom. These opportunities may include paid employment on campus, study abroad, volunteer work and community service, K-12 outreach and enrichment, professional career shadowing and career-relevant employment, on-campus undergraduate research, Research Experiences for Undergraduates (REUs), summer research internships, and other paid cooperative education. Students receive collaborative advising from faculty and staff in order to systematically build towards their own career goals. In addition, the RIT/Rochester Regional Health Alliance is dedicated to innovation in medical care, education, and research for the betterment of individuals in both respective institutions and the greater Rochester community. RIT is Rochester Regional Health’s official academic affiliate and Rochester Regional Health is the university’s official affiliated clinical partner.

Curriculum for Biomedical Sciences BS

Biomedical Sciences, BS degree, typical course sequence

Course Sem. Cr. Hrs.
First Year
BIOL-123
General Education – Elective: Introduction to Biology: Organisms and Ecosystems
This course serves as an introduction to biology for majors, focusing on the organismal, population, and ecosystem levels. Major themes include: evolution, structure and function, information flow and storage, pathways and transformations of energy and matter, and systems. The course also focuses on developing core competencies, such as applying the process of science, using quantitative reasoning, communicating, and collaborating. Lecture 3 (Fall).
3
BIOL-125
General Education – Elective: Introduction to Biology Laboratory: Organisms and Ecosystems
This course is an introduction to laboratory work in life sciences. The laboratory work is project-based, and may involve field work as well as laboratory experiments. The course is designed to show the huge scope of biology and will encompass how some molecular biology and bioinformatics techniques connect with organismal and ecological biology. (Co-requisites: BIOL-123 or equivalent course.) Lab 3 (Fall).
1
BIOL-124
General Education - Elective: Introduction to Biology: Molecules and Cells
This course serves as an introduction to biology for majors, focusing on the molecular and cellular level. Major themes include: evolution, structure and function, information flow and storage, pathways and transformations of energy and matter, and systems. The course also focuses on developing core competencies, such as applying the process of science, using quantitative reasoning, communicating, and collaborating. Lecture 3 (Spring).
3
BIOL-126
General Education - Elective: Introduction to Biology Laboratory: Molecules and Cells
This course is an introduction to laboratory work in life sciences. The laboratory work is project based, and the subject matter of the project(s) may vary. The course is designed to show the huge scope of biology and will encompass some molecular biology and bioinformatics techniques connect with organismal and ecological biology. (Co-requisites: BIOL-124 or equivalent course.) Lab 3 (Spring).
1
CHMG-141
General Education – Natural Science Inquiry Perspective: General & Analytical Chemistry I
This is a general chemistry course for students in the life and physical sciences. College chemistry is presented as a science based on empirical evidence that is placed into the context of conceptual, visual, and mathematical models. Students will learn the concepts, symbolism, and fundamental tools of chemistry necessary to carry on a discourse in the language of chemistry. Emphasis will be placed on the relationship between atomic structure, chemical bonds, and the transformation of these bonds through chemical reactions. The fundamentals of organic chemistry are introduced throughout the course to emphasize the connection between chemistry and the other sciences. Lecture 3 (Fall, Spring, Summer).
3
CHMG-145
General Education – Natural Science Inquiry Perspective: General & Analytical Chemistry I Lab
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer).
1
CHMG-142
General Education – Scientific Principles Perspective: General & Analytical Chemistry II
The course covers the thermodynamics and kinetics of chemical reactions. The relationship between energy and entropy change as the driving force of chemical processes is emphasized through the study of aqueous solutions. Specifically, the course takes a quantitative look at: 1) solubility equilibrium, 2) acid-base equilibrium, 3) oxidation-reduction reactions and 4) chemical kinetics. (Prerequisites: CHMG-141 or CHMG-131 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
3
CHMG-146
General Education – Elective: General & Analytical Chemistry II Lab
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-142 lecture material. The course emphasizes the use of experiments as a tool for chemical analysis and the reporting of results in formal lab reports. Topics include the quantitative analysis of a multicomponent mixture using complexation and double endpoint titration, pH measurement, buffers and pH indicators, the kinetic study of a redox reaction, and the electrochemical analysis of oxidation reduction reactions. (Prerequisites: CHMG-131 or CHMG-141 or equivalent course. Corequisites: CHMG-142 or equivalent course.) Lab 3 (Fall, Spring, Summer).
1
MATH-161
General Education – Mathematical Perspective A: Applied Calculus
This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement Exam score greater than or equal to 45.) Lecture 4 (Fall, Spring).
4
MEDS-242
Cell Structure & Function
This course will cover the foundations of cellular biology and will focus on the integration of cell structure and function as a platform for advanced work in courses such as molecular biology, endocrinology, pharmacology, histology, anatomy & physiology, neuroscience, microbiology, pathology and related areas of study. (Prerequisite: BIOL-101 or BIOL-121 or BIOL-123 or equivalent course and 1st or 2nd year student standing with a major in CHST.) Lecture 3 (Spring).
3
YOPS-10
RIT 365: RIT Connections
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring).
0
 
General Education – Elective
3
 
General Education – First-Year Writing (WI)
3
Second Year
BIOL-206
Molecular Biology
This course will address the fundamental concepts of Molecular Biology. Class discussions, assignments, and projects will explore the structure and function of biologically important molecules (DNA, RNA and proteins) in a variety of cellular and molecular processes. Students in this course will explore the molecular interactions that facilitate the storage, maintenance and repair of DNA and processes that drive the flow of genetic information and evolution. Students in this course will gain an understanding of various molecular mechanisms, structure/function relationships, and processes as they relate to molecular biology. The foundational molecular concepts in this course will be built upon in a variety of upper-level biology courses. (Prerequisite:(BIOL-101,BIOL-102,BIOL-103&BIOL-104) or (BIOL-121&BIOL-122) or (BIOL-123,BIOL-124,BIOL-125&BIOL-126)or equivalent courses with a grade of C- or higher. Co-requisite:(CHMG-141&CHMG-145)or(CHEM-151&CHEM-155) or CHMG-131 or equivalent courses.) Lecture 3 (Fall, Spring).
3
BIOL-216
Molecular Biology Laboratory
This laboratory course will address the fundamental concepts of Molecular Biology. Students in this laboratory will complement their understanding of core concepts in Molecular Biology through the implementation and practice of laboratory techniques used by Molecular Biologists. Laboratory techniques and projects will focus on recombinant DNA technology and the detection and tracking of biomolecules such as DNA, RNA and proteins. (Prerequisite:(BIOL-101&BIOL-102&BIOL-103&BIOL-104)or(BIOL-121&BIOL-122)or(BIOL-123&BIOL-124&BIOL-125&BIOL-126)or equivalent courses w/ grade of C- or higher. Co-requisite:BIOL-206&((CHMG-141&CHMG-145)or(CHEM-151&CHEM-155)orCHMG-131)or equivalent courses.) Lab 3 (Fall, Spring).
1
MEDS-250
General Education – Elective: Human Anatomy and Physiology I
This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Fall).
4
MEDS-251
General Education – Elective: Human Anatomy and Physiology II
This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Spring).
4
STAT-145
General Education – Mathematical Perspective B: Introduction to Statistics I
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).
3
 
General Education – Elective: Chemistry Sequence Course 1*
4
 
Chemistry Sequence Course 2*
3
 
General Education – Ethical Perspective
3
 
General Education – Artistic Perspective
3
 
General Education – Global Perspective
3
Third Year
 
Program Elective Requirements
12
 
Professional Electives
9
 
Professional Elective (WI-PR)
3
 
General Education – Social Perspective
3
 
General Education – Immersion 1
3
Fourth Year
 
Program Elective Requirements
6
 
Professional Electives
6
 
Open Electives
12
 
General Education – Immersion 2, 3
6
Total Semester Credit Hours
120

Please see General Education Curriculum (GE) for more information.

(WI-PR) Refers to a writing intensive course within the major.

Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.

* Students must choose one of the chemistry sequences below depending on their anticipated career path. For those interested in the pursuit of most allied health career paths: (CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I and CHMB-240 Biochemistry for Health Sciences) or (CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I and CHMB-402 Biochemistry I). For those applying to medical/dental, DPT, PharmD, graduate (research-focused MS/PhD): CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I, CHMO-232 Organic Chemistry II and CHMO-236 Organic Chemistry Lab II.

Electives

Biomedical sciences program electives

Each student must choose a minimum of two courses from each category (for a minimum total of 18 SCH) of Program Electives below. One course cannot be used more than once to this requirement. Additional courses from the list below of from the list of professional electives may be used to meet professional elective requirements.

Medical foundations
Course
MEDS-417
Clinical Microbiology
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
MEDS-418
Clinical Microbiology Lab
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course provides a hands-on experience in identifying these types of agents. The course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent. Co-requisite: MEDS-417 or equivalent.) Lab 2 (Spring).
MEDS-422
Endocrinology
This course will combine lecture, literature review, and small group discussions/presentations to introduce students to the fundamental concepts of human endocrinology. Topics covered will include: digestion and metabolism; growth and aging; arousal/mood; sexual dimorphism and reproduction; and neuroendocrinology. Discussion of relevant human diseases/disorders will be used to illustrate related biochemical/anatomical pathways and mechanisms. (Prerequisites: MEDS-250 and (MEDS-242 or BIOL-201 or BIOL-302) or equivalent courses.) Lecture 3 (Fall).
MEDS-425
Introduction to Neuroscience
This course will focus on the human nervous system, and its regulation of behavior and complex function. Background information on neuroanatomy, cellular physiology, neurotransmission, and signaling mechanisms will pave the way for an in-depth analysis of specialization at the systems level. Our goal will be to understand the cellular and molecular mechanisms underlying normal human behaviors and pathogenic states. (Prerequisites: MEDS-250 or equivalent courses.) Lecture 3 (Spring).
MEDS-520
Histology & Histopathology
This foundational course in the study of human biology and medicine provides students with a detailed exploration of the microscopic and structural anatomy of normal human tissues and organs, with special emphasis given to the relationships between the cellular architecture of human organs and organ systems and their functions. The course also examines human pathologies as a manifestation of the loss of cellular integrity leading to alterations in the histological features of diseased organs. (Prerequisites: MEDS-250 and MEDS-251 and MEDS-242 or equivalent courses.) Lab 3 (Fall).
MEDS-530
Human Immunology
Introduction to the fundamental facts and concepts on immunology to include: innate and adaptive immunity; cells, molecules, tissues and organs of the immune "system"; cell communication and interaction; antibody structure and function; and the application of these concepts to infectious diseases, vaccine design, autoimmune diseases, cancer, transplantation, regulation of the immune response, allergic reactions and immunosuppression. Students will gain an understanding of immunological principles and techniques, and their application to contemporary research, with results from instructor’s research laboratory (Prerequisites: (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (MEDS-250 and MEDS-251) or equivalent courses.) Lecture 3 (Fall).
Medicine and disease
Course
MEDS-245
Medical Genetics
This course will serve as an introduction to the field of medical genetics. Throughout the course we will survey several human variations and diseases of medical importance. Clinical case reports will be incorporated to illustrate the underlying genetic principles. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or equivalent courses.) Lecture 3 (Fall).
MEDS-313
Introduction to Infectious Diseases
This is an advanced course in the mechanisms by which bacteria and fungi cause disease in humans. The course topics include the clinical signs of each disease, diagnosis of each disease, pathogenic mechanisms used by the organisms to cause disease, treatment of the disease, and prevention of the disease. The laboratory component of this course will consist of a mixture of methodologies used in the identification of the infectious agents, evaluation of the host response to the infection, case studies, student presentations of articles related to infectious disease and other assignments aimed at deepening the understanding the infectious disease process. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Fall).
MEDS-421
Parasitology
Introduction to parasites of medical importance and the diseases they cause. It includes study of a variety of parasites classified by diseases such as blood and intestinal protozoan parasites, nematodes, trematodes, and cestodes. Examples of important parasitic diseases to be covered include malaria, sleeping sickness, elephantiasis, river blindness, leishmaniasis, amebic dysentery, and babesiosis. Coursework includes an examination of the distribution and transmission, pathogenesis, clinical signs and symptoms, diagnosis, treatment, and control. Contribution of parasitic infections to economic and health inequities between developed and developing countries will be analyzed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
MEDS-430
Epidemiology
The course covers applications of epidemiology to the study of the distribution and determinants of health and diseases, morbidity, injuries, disability, and mortality in populations. Epidemiologic methods for the control of conditions such as infectious and chronic diseases, community and environmental health hazards, and unintentional injuries are discussed. Other topics include quantitative aspects of epidemiology, including data sources; measures of morbidity and mortality; evaluation of association and causality; and various study design methods. Contemporary topics in public health (e.g. swine flu, HIV/AIDS, SARS), outbreak investigation, and containment strategies will be examined, analyzed, and thoroughly discussed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
MEDS-515
Medical Pathophysiology
This course is designed as an introductory course in pathophysiology, the study of disease and its consequences. It covers the basic mechanisms of disease, concentrating on the diseases that are most frequently encountered in clinical practice. The major topics of discussion will emphasize the general pathologic processes; this will provide a basis for understanding diseases affecting specific organ systems. Clinical correlations will be made as examples of how physiological processes can go awry in the generation of a particular disease. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lecture 3 (Fall, Spring).
Medicine and health
Course
EXSC-320
Coaching Healthy Behavior
This course will teach students to encourage those with long standing lifestyle habits that contribute to their chronic illness to change is a very challenging proposition. It addresses this problem by incorporating psychological, sociological and counseling principles, along with coaching skills, into an intervention technique that emphasizes the positive and leads people to choose and adhere to a wellness lifestyle. Students will review case studies and meet with professionals in the field. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Spring).
MEDS-402
Biomedical Ethics
This course will explore key ethical principles, guidelines and regulations that inform decision making and best practices in biomedical research, public health and clinical medicine including issues of informed consent, experimental design, acceptable risk, research integrity, medical errors, for-profit medicine, refusal of care, end-of-life decisions, physician assisted death, substance abuse and ethical use of animals in research. Students will also have multiple opportunities to further develop critical thinking and effective professional communication skills in a seminar format. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) and (UWRT-150 or ENGL-150 or ISTE-110) or equivalent courses.) Lecture 3 (Fall).
Choose one of the following:
   MEDS-360
   Placebo, Suggestion, Research and Health
This course provides a foundation for understanding the history and science of placebo effects with a focus on how these effects influence research design, therapeutics and health. A model of placebo effects – comprised of conditioning, expectation, social influence, and paradigm – is developed and applied to both health and common diseases in order to recognize that all health interventions are at least placebos. The question is whether they are anything more. The course structure and process include assigned readings, quizzes, creative class projects, studying advertisements, hearing from pharmaceutical company representatives, and class discussion designed to provoke critical thinking. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
   MEDS-361
   Applied Psychophysiology and Self-Regulation
Learn how to change your mind. This course explores the evolving field of psychophysiology and its applications for therapeutic self-regulation in health care as well as its implications for the related fields of psychology, biomedical engineering, computer science, and medical economics. By focusing on the mind as an emergent phenomenon of bidirectional brain and body interaction, we realize how much of our own physiology we can and do self-regulate. We will review research on hypnosis, biofeedback, meditative strategies, and psychophysiological monitoring. The course structure integrates lecture, demonstration, discussion and individual self-monitoring projects. Weekly quizzes provide feedback on learning. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Biannual).
Choose one of the following:
   MEDS-311
   Diagnosing the Criminal Mind
This course will introduce students within the biomedical sciences, physician assistant, psychology and criminal justice fields to understand basic clinical diagnostic terms, symptoms and behaviors that pertain to clients who commit crime. The course will introduce students to the relationship between mental health, drug addiction, crime and violence. Students will be involved in mock trials, debates and case write ups. Lecture 3 (Fall).
   MEDS-426
   Addiction Pharmacology 
This course will explore the general concepts, social consequences, policy, and other aspects of substance abuse and addiction. Multiple perspectives will be presented, including those of addicts, health-care providers, and family/friends affected by addiction. Then, commonly abused drugs will be discussed in detail. Topics to be presented and discussed for each drug class include: epidemiology, pathophysiology, drug class information, pharmacokinetic and pharmacodynamics actions, short-term and long-term consequences of misuse (including overdose), and contemporary pharmacological and non-pharmacological treatment modalities. Availability of resources used to address substance abuse will also be presented. (Prerequisites: (MEDS-311) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) or equivalent course.) Lecture 3 (Spring).
Choose one of the following:
   NUTR-215
   Foundations of Nutrition Sciences
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring).
   NUTR-300
   Sports Nutrition
This course will provide an introduction to the integration between exercise and nutrition-related topics by exploring the intimate link among nutrition, energy metabolism, and human exercise response. The course content will sort fact from fiction and help students and practitioners obtain the knowledge they need to give sound advice to athletes and active individuals. (Prerequisite: College level science course preferred.) Lecture 3 (Fall, Spring, Summer).
Biomedical sciences professional electives
Course
BIOL-265
Evolutionary Biology
This course investigates the historical framework of evolutionary biology and the meaning/nature of evidence pertinent to biological evolution. Topics will include: earth history, the evolution of proteins and the genetic code, molecular evolution, neutral theory vs. selection, genetic variation, natural selection, migration, mutation, genetic drift, fitness, population dynamics and genetics, speciation, systematics and classification systems, molecular phylogenetics, the evolution of eukaryotic organisms, behavioral evolution, historical biogeography, and human evolution and variation. (Prerequisites: (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or equivalent courses.) Lecture 3 (Fall).
BIOL-302
Cell Biology
This course will address the fundamental concepts of cell biology. Class discussions, assignments, and laboratory projects will 1) Explore the structure-function relationships that drive cellular processes at the molecular, cellular and tissue level. 2) Investigate the mechanisms of cellular signaling and the transmission of genetic information. 3) Examine energy transformation strategies and the biochemical pathways used for synthesis and breakdown of ATP and other important biomolecules. 4) Investigate the organizational strategies used by cells to form functional tissue and organ systems. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lecture 3 (Spring).
BIOL-303
Cell Physiology
This course is a study of functional eukaryotic cellular physiology with an emphasis on the role of global gene expression in cellular function and disease. Nuclear and cytoplasmic regulation of macromolecular synthesis, regulation of cellular metabolism, control of cell growth, and the changes in cell physiology in disease are covered. This course also covers the technology used for studying changes in gene expression associated with cell differentiation and disease. The associated laboratory covers microarray techniques. This includes design and implementation of an experiment to acquire gene expression data, analyzing the acquired data using simple computer programs, such as MAGIC, and writing a research paper explaining findings. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lab 3 (Fall).
BIOL-306
Food Microbiology
This course presents the microbiology of foods. Topics include microbial food spoilage, foodborne pathogens, food preservation techniques, and environmental parameters found in foods important in the survival of food spoilage microbes and foodborne pathogens. The lab will include exercises on isolating heterotrophs from all kinds of food, isolation of fungi from various foods, and the survival of various pathogens in food and beverages. (Prerequisites: BIOL-204 or equivalent course.) Lab 3 (Spring).
BIOL-314
Tissue Culture
This course will present the techniques and applications of culturing eukaryotic cells, tissues, and organs in vitro. Emphasis will be placed on mammalian systems. Lectures will cover the historical background of tissue culture, how to authenticate cell lines, basic cell culture techniques; as well as stem cells, tissue engineering, and the role of cell culture in regenerative medicine. In the laboratory, students will be introduced to growth curves, cloning techniques, primary cell culture, and making a cell line; as well as detecting mycoplasma and other cell culture contaminants. (Prerequisites: BIOL-201 or equivalent course.) Lab 3 (Fall).
BIOL-321
Genetics
Introduction to the principles of inheritance; the study of genes and chromosomes at molecular, cellular, organismal, and population levels. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lecture 3 (Fall, Spring, Summer).
BIOL-322
Developmental Biology
This course is a study of the processes of growth, differentiation and development that lead to the mature form of an organism. The course will also address how developmental biology is integrated with other aspects of biology including disease, ecology, and evolution. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lab 3 (Fall).
BIOL-340
Genomics
The overall goal of this course is to familiarize students with the theory and analysis of genomics data. Students will survey topics including the structure, organization, and expression of the genome in a diverse array of organisms ranging from microbes to humans. Students will also become familiar with the analysis of next generation ‘omics-type data through a series of computational activities and problem sets. A hands-on laboratory component will guide students through a rigorous investigation of genomes. (Prerequisites: BIOL-321 or equivalent course.) Lab 3 (Fall).
BIOL-365
Introduction to Population Genetics
This course consists of a study of DNA, genes, inheritance, genetic variation, genetic architecture, and change within and among populations. Fundamental genetics topics include DNA, gene, and chromosomal structure and function along with, transmission genetics, Mendelian inheritance patterns, sex-linked inheritance, genetic linkage, and the Hardy-Weinberg Principle. Population based topics will include genetic variation, its importance, how it originates and is maintained as well as inbreeding, random mating, mutation, migration, selection, genetic drift, the effects of small population size, fitness, population subdivision, the shifting balance theory, inter-deme selection, kin selection, neutral theory, molecular evolution, molecular clocks, multi-gene families, gene conversion, artificial selection, the genetic basis of quantitative traits and the fundamental theorem of natural selection. (Prerequisites: BIOL-265 or equivalent course.) Lecture 3 (Spring).
BIOL-375
Advanced Immunology
This course is an in-depth treatment of the molecular and cellular events associated with innate and adaptive immune responses. The response of the host to the environment of microbes and pathogens will be emphasized. Recognition and response of the host to the infectious agents and the resolution of the disease state will be examined at the cellular and molecular levels. The immune response to tumors will be treated and medical advances in treating neoplastic disease using immunological therapy will be presented. The laboratories will focus on the cellular and molecular techniques employed in the modern immunology laboratory. A laboratory module employing hybridoma techniques will provide an intensive experience with monoclonal antibodies and their use in diagnostics and disease treatment. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lab 3 (Spring).
BIOL-408
Biology of Cancer
What are the differences between cancer and normal cells? What cellular pathways and molecular mechanisms do cancer cells exploit to gain proliferative advantage, circumvent programmed cell death pathways and evade the host surveillance system? In this course, students will answer these fundamental questions through activities, class discussion, readings and other assignments. Students will explore how the products of tumor suppressor genes, proto-oncogenes and oncogenes help or hinder the process of tumorigenesis in mammalian cells. Students will gain an understanding of the cellular and molecular mechanisms that govern cancer cell growth, communication and organization. Students will become familiar with landmark findings and current research in the area of Cancer Biology and will use experimental data to formulate scientific conclusions. Students will participate in several writing assignments to practice scientific writing and learn how to clearly communicate ideas related to Cancer Biology. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Spring).
BIOL-412
Human Genetics
The course provides an overview of concepts and applications in human genetics. Topics include classical and complex mechanisms of inheritance, the human genome, human origins & evolution, forensic applications, personalized medicine, and ethical issues. (Prerequisites: BIOL-321 or equivalent course.) Lecture 3 (Fall).
BIOL-415
Virology
This course is an introduction to virology with specific emphasis on the molecular mechanisms of virus infection of eukaryotic cells and virus-cell interactions. Virus structure, genetics, the infectious cycle, replication strategies, pathogenesis, persistence, effects on host macromolecular synthesis, viral oncogenesis, viral vectors, emerging viral diseases, and strategies to protect against and combat viral infection will be discussed. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Fall).
BIOL-420
Bacterial-Host Interactions: Microbiomes of the World
This course focuses on the bacterial and host (human, insect, plant, animals and fungi) mechanisms used in interactions with hosts during both pathogenesis and symbiosis. We will explore molecular, microbiome and genomic levels, drawing on the disciplines of genomics, biochemistry, molecular biology and cell biology. Several of the agonistic and antagonistic interactions will illustrate broader principles and contribute to our fundamental understanding of biological processes. The results of these interactions have a strong impact on biological productivity, and so are also ever increasing important in human health. An emphasis will be on the roles of molecules and cell structures in determining the outcome of an interaction. Course is intended to allow students to develop knowledge of host-bacterial interactions at the molecular to organismal level, with an emphasis on several model symbiotic- and patho-systems. Knowledge about bacterial mechanisms use to associate with host organisms and the different strategies bacteria employ to gain entry, damage host tissue and obtain nutrients for growth will be explored. We will also illustrate several mutualistic relationships between eukaryotic hosts with partner symbiotic bacteria. Genomic approaches to describe microbiomes (microbial communities) on host organisms and in environments will also be explored. (Prerequisites: BIOL-204 or equivalent course.) Lecture 3 (Spring, Summer).
BIOL-427
Microbial and Viral Genetics
The goal of this course is to gain an understanding of the genetic systems of prokaryotes and their viruses. There are two major foci: (1) the mechanisms bacteria and their viruses employ to preserve the integrity of their genomes and regulate gene expression, and (2) the mechanisms by which these entities acquire new genetic material. The relevance of these processes to evolution and the development of new traits that facilitate survival under new environmental conditions (e.g., antibiotic resistance) is highlighted, especially with regard to clinically, industrially and agriculturally important microbes. Molecular processes whose discovery led to the formation of important research and/or biotechnological tools will also be discussed. Students will participate in laboratory projects which highlight important mechanisms, such as transformation, transduction, lysogeny, conjugation and CRIPSR-Cas acquired adaptive immunity. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lab 3 (Fall).
BIOL-428
Eukaryotic Gene Regulation and Disease
This course presents an overview of gene expression in eukaryotic systems, with an emphasis on how disease can result when gene regulation is disrupted. Points of control that are examined include: chromatin structure, transcription initiation, transcript processing, stability and modification, RNA transport, translation initiation, post-translational events, and protein stability. The mechanisms involved in regulating these control points are discussed by exploring specific well studied cases. The significance of these processes is highlighted by a discussion of several diseases that have been shown to be due to defects in gene regulation. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Spring).
BIOL-450
Genetic Engineering
This course is a laboratory-intensive introduction to the theoretical basis, laboratory techniques, and applications of gene manipulation. (Prerequisites: BIOL-201 or equivalent course.) Lab 8 (Spring).
BIOL-601
Genetic Diseases and Disorders
The identification of genetic causes of disease has been one of the major modern scientific breakthroughs. This course examines a range of inherited diseases, how causative genetic variations were or are being identified, and what this means for the treatment of the diseases. Scientific literature will be utilized, both current and historical. (Prerequisites: BIOL-321 or equivalent course or graduate student standing.) Lecture 3 (Spring).
CHMA-261
Instrumental Analysis
This course presents a preliminary treatment of instrumental theory and technique. The course will cover the theory and implementation of spectroscopic, mass spectrometric, and chemical separations instrumentation and techniques. Instrumental techniques include: atomic and molecular emission and absorption and emission spectroscopies, atomic and molecular mass spectrometry, gas chromatography, and high performance liquid chromatography. (Prerequisites: CHMA-161 or CHMG-142 or equivalent course. Corequisities: CHMA-265 or equivalent course.) Lecture 3 (Fall).
CHMB-240
Biochemistry for Health Sciences
This course will focus on the application of biochemical knowledge to the field of medicine. Students will learn the basic functions of water, carbohydrates, lipids, proteins, and nucleic acids in humans, then explore implications of this knowledge in nutrition and metabolism and its relationship to health and disease. (Prerequisites: CHMG-142 or equivalent course.) Lecture 3 (Fall).
CHMB-402
Biochemistry I
This course introduces the structure and function of biological macromolecules and their metabolic pathways. The relationship between the three-dimensional structure of proteins and their function in enzymatic catalysis will be examined. Membrane structure and the physical laws that apply to metabolic processes will also be discussed. (Prerequisite: CHMO-231 or CHMO-331 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
CHMB-405
Biochemistry Lab
An introduction to the theory and practice of modern experimental biochemical laboratory techniques and concepts. The weekly two-hour lecture provides a theoretical framework for the course and includes a discussion of the properties of biomolecules and how those properties are exploited in the separation and characterization of the molecules. Practical laboratory techniques include the preparation of buffers, centrifugation, chromatography, electrophoretic methods, and UV-visible spectrophotometry as applied to the isolation and characterization of proteins and nucleic acids. The manipulation of genetic material in E. coli will also be executed. This course will be offered in a writing intensive format where the students will write and submit the different sections found in scientific papers (abstract, introduction, materials and methods, results, discussion, conclusions, references, figures, tables) in an iterative fashion that will include regular feedback from the instructor. (Prerequisites: CHMB-402 or equivalent course.) Lec/Lab 5 (Fall, Spring).
CHMO-231
Organic Chemistry l
This course is a study of the structure, nomenclature, reactions and synthesis of the following functional groups: alkanes, alkenes, alkynes. This course also introduces chemical bonding, IR and NMR spectroscopy, acid and base reactions, stereochemistry, nucleophilic substitution reactions, and alkene and alkyne reactions. In addition, the course provides an introduction to the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMG-142 or CHMG-131 or equivalent course. Corequisites: CHMO-235 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
CHMO-232
Organic Chemistry II
This course is a continuation of the study of the structure, nomenclature, reactions and synthesis of the following functional groups: aromatic systems, alcohols, ethers, epoxides, and carbonyls. This course will introduce the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMO-231 or CHMO-331 or equivalent course. Corequisites: CHMO-236 or equivalent course.) Lecture 3 (Fall, Spring).
CHMO-235
Organic Chemistry Lab I
This course trains students to perform techniques important in an organic chemistry lab. The course also covers reactions from the accompanying lecture CHMO-231. (Corequisite: CHMO-231 or equivalent course.) Lab 3 (Fall, Spring, Summer).
CHMO-236
Organic Chemistry Lab II
This course teaches students to apply basic lab techniques to organic synthetic experiments reactions covered in the accompanying lecture COS-CHMO-232. This course will also help students to solidify the concepts taught in lecture. The course will continue to instruct students in maintaining a professional lab notebook. (Prerequisites: CHMO-235 or equivalent course. Corequisites: CHMO-232 or equivalent course.) Lab 3 (Fall, Spring).
EXSC-205
Sports Physiology & Life Fitness
This course goes inside the science of physical fitness providing the student with an in depth physiological understanding of how the body adapts and improves through exercise activity. Students actively perform a series of self-assessments which they must analyze in order to determine their current state of fitness. With this data students develop exercise programs tailored to their needs and interests. Stress management and nutrition are examined allowing students to incorporate these two important areas into their plans to be fit for life. Lecture 3 (Fall, Spring, Summer).
EXSC-206
Fitness Prescription
This course is designed to provide instruction to prepare students for certification as a Personal Trainer. It examines the role exercise plays in both the enhancement of health and fitness as well as the improvement of athletic performance. Students will develop a basic understanding of how the human body functions while physically active. Case studies are utilized to assist in the development of practical skills. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Fall).
EXSC-207
Exercise for Special Populations
This course is designed for those who are interested in the science of exercise and fitness for individuals with diagnosed disease states, or high performance requirements. The theoretical and diagnostic value of exercise testing will be reviewed. This information will then be used to create exercise prescriptions and understand the therapeutic benefit that exercise will have on specific conditions such as rheumatoid arthritis, diabetes, hypertension, heart disease, and obesity. High performance individuals functioning in challenging environments such as, astronauts, high altitude climbers, and ultramarathoners will also be considered. (Prerequisites: EXSC-205 or EXSC-206 or equivalent course.) Lecture 3 (Spring).
EXSC-280
Strength Training for Performance
Stronger athletes make better athletes no matter what the sport and this course teaches techniques of optimal training to enhance the muscular fitness of all manner of athletes. Physiological principles of strength development and basic musculoskeletal anatomy are reviewed and general program design is discussed. Utilizing case studies, students develop sport specific programs which will be presented to the class. Students will also produce strength training manuals outlining appropriate guidelines for improved performance. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Fall).
EXSC-320
Coaching Healthy Behavior
This course will teach students to encourage those with long standing lifestyle habits that contribute to their chronic illness to change is a very challenging proposition. It addresses this problem by incorporating psychological, sociological and counseling principles, along with coaching skills, into an intervention technique that emphasizes the positive and leads people to choose and adhere to a wellness lifestyle. Students will review case studies and meet with professionals in the field. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Spring).
EXSC-410
Kinesiology
As a study of human movement this course will cover topics that begin with a review of the functional anatomy of the musculoskeletal system including both the upper and lower extremity as well as the spinal column and thorax. Factors of linear and rotary motion are reviewed along with postural analysis and movement elements associated with pushing, pulling and throwing objects. There is no separate Lab for this class and laboratory experiences will be incorporated into specifically designated lecture times. At the conclusion of this course students will have a functional capability to assess the intricacies of human movement. (Prerequisites: MEDS-250 or equivalent courses.) Lab 3 (Fall).
EXSC-430
Theory of Athletic Injury
Even the very best athletes experience injury and being able to recognize and respond to those conditions is a crucial skill for those who will work with athletes. Students will learn the signs and symptoms of injury and the process of first response as well as how to support athletes through rehab. Successful students will learn how to incorporate injury reduction techniques into the training programs they develop for the athletes they serve. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Fall).
EXSC-480
Training High Performance Athletes
Aerobic capacity, strength, flexibility, speed, power, agility, nutrition, and rest are all crucial to the success of athletes and for trainers the need to appropriately coordinate all these factors is a significant challenge. This course explores the interrelationship of the multifactorial principles of athletic performance. Using case studies, modeling, flow sheets and scheduling plans students develop techniques that will lead athletes to success in their training routines. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Spring).
EXSC-550
Exercise Physiology
Exercise Physiology is the scientific basis for the field of exercise science. This course provides students with an opportunity to deepen their understanding of the body’s responses and adaptations to exercise. Neuromuscular physiology is reviewed along with energy systems and mechanisms of fatigue. The cardiorespiratory system is examined with a focus on control and regulation during activity and there is a look at the physiological components of exercise training. Environmental factors that impact sport activities as well as training techniques which optimize performance will be reviewed. The differences in performance and adaptation that exist between children, adolescents, and adults as well as between males and females will be compared and contrasted. Exercises influence on long term health and fitness will conclude the course. Laboratory experiences will allow students to integrate and apply the concepts of exercise physiology through investigative experiments. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lab 3 (Fall).
MEDS-201
Language of Medicine
Language is a systematic means or method of communicating ideas, events, or feelings. It is a combination of words or symbols used to encode and decode information. Medicine has a language to communicate information regarding the human body, its functions, diseases, tests, and procedures. This course explores the language of medicine, the rules of “language,” language mechanics that apply how to create words, define terms, and identify abbreviations. In addition to learning the fundamentals, the student will gain experience in writing, using the language of medicine, as well as interpreting that language into everyday English. Lecture 3 (Fall, Spring, Summer).
MEDS-240
History of Medicine
This course explores various discoveries in the history of medicine and the individuals credited with the discoveries. The course begins in ancient Greece and ends with modern times. Individuals such as Hippocrates, Vesalius, Harvey, Jenner, Leeuwenhoek and Roentgen will be discussed. (Prerequisites: (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
MEDS-245
Medical Genetics
This course will serve as an introduction to the field of medical genetics. Throughout the course we will survey several human variations and diseases of medical importance. Clinical case reports will be incorporated to illustrate the underlying genetic principles. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or equivalent courses.) Lecture 3 (Fall).
MEDS-290
Biomedical Research
This course provides an opportunity for in-depth experiential learning through collaborative work on an independent research project. Ind Study (Fall, Spring, Summer).
MEDS-310
Introduction to Pharmacology
This course provides an overview of the pharmacy profession (educational requirements, professional responsibilities and opportunities, role of the pharmacist in the health care team) and a detailed look into basic pharmacodynamics, pharmacokinetic, and pharmaceutical principles. The pharmacodynamics principles covered include mechanisms of drug action, drug-receptor interaction theory, dose-response relationships, structure-activity relationships, and principles of drug metabolism. Pharmaceutical topics include formulations, drug product design, excipients, dosage forms, and elimination rate. Lastly, specific disease states will be covered that will clearly, and effectively demonstrate many of the topics taught. The diseases will be approached by presenting the etiology followed by the pharmacotherapy, including the details of the multiple drug classes that are used for any one-disease state. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lecture 3 (Fall).
MEDS-311
Diagnosing the Criminal Mind
This course will introduce students within the biomedical sciences, physician assistant, psychology and criminal justice fields to understand basic clinical diagnostic terms, symptoms and behaviors that pertain to clients who commit crime. The course will introduce students to the relationship between mental health, drug addiction, crime and violence. Students will be involved in mock trials, debates and case write ups. Lecture 3 (Fall).
MEDS-313
Introduction to Infectious Diseases
This is an advanced course in the mechanisms by which bacteria and fungi cause disease in humans. The course topics include the clinical signs of each disease, diagnosis of each disease, pathogenic mechanisms used by the organisms to cause disease, treatment of the disease, and prevention of the disease. The laboratory component of this course will consist of a mixture of methodologies used in the identification of the infectious agents, evaluation of the host response to the infection, case studies, student presentations of articles related to infectious disease and other assignments aimed at deepening the understanding the infectious disease process. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Fall).
MEDS-333
Patient Care
Students will be introduced to key elements of integrated, high-quality patient care. Through lectures, videos, demonstrations, and discussions essential aspects of team-based patient care will be explored. Vital skills and behaviors such as professionalism, communication, documentation, workplace safety, patient assessment, patient positioning and transfers will be presented. Infection control, global health issues, and medications will also be examined. Students will be encouraged to share their personal experiences and thoughts about class topics. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or equivalent courses.) Lec/Lab 2 (Spring).
MEDS-345
Care-Based Genetic Counseling
This course will provide students with an inside look at the profession of genetic counseling and its patients through in-depth case studies of actual patient scenarios, role playing and lectures focused on realistic challenges faced by genetic counselors. This course will focus on combining scientific information about genetic disorders with the psychosocial aspects of counseling sessions that will give provide an accurate perspective of the profession. Students will participate in role playing exercises, keep detailed journals and participate in mock patient interviews. (Prerequisites: MEDS-245 or equivalent course.) Lecture 3 (Spring).
MEDS-355
Introduction to Global Health
This introductory course will evaluate the modern challenges of global health from a multidisciplinary perspective. The key concepts of global health will be discussed, including various health determinants, human rights, healthcare systems, culture’s impact on health, environmental concerns, nutrition, communicable and noncommunicable diseases, women’s health issues, child and adolescent health, injuries, natural disasters and complex humanitarian emergencies, poverty’s impact on health and more. Students will be expected to be active learners, lead classroom activities on certain days as part of group research project presentations, and actively participate in discussions. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring).
MEDS-356
Field Studies in Molecular Epidemiology
This is a study abroad course for students interested in a pre-medical, pre-health or global health experience in sub-Saharan Africa. It is designed for those interested in medical or graduate school, tropical infectious diseases or a public health career, that provides opportunity for foreign travel. The focus is on molecular epidemiology of tropical diseases of interest (malaria, schistosomiasis, soil-transmitted helminthiasis), for which opportunities to study are not available in the United States. Such opportunities include but are not limited to simple to complex molecular diagnostic methods and related laboratory hands on experience. (Prerequisites: This class is restricted to students with at least 2nd year standing.) Lecture 3 (Spring).
MEDS-360
Placebo, Suggestion, Research and Health
This course provides a foundation for understanding the history and science of placebo effects with a focus on how these effects influence research design, therapeutics and health. A model of placebo effects – comprised of conditioning, expectation, social influence, and paradigm – is developed and applied to both health and common diseases in order to recognize that all health interventions are at least placebos. The question is whether they are anything more. The course structure and process include assigned readings, quizzes, creative class projects, studying advertisements, hearing from pharmaceutical company representatives, and class discussion designed to provoke critical thinking. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
MEDS-361
Applied Psychophysiology and Self-Regulation
Learn how to change your mind. This course explores the evolving field of psychophysiology and its applications for therapeutic self-regulation in health care as well as its implications for the related fields of psychology, biomedical engineering, computer science, and medical economics. By focusing on the mind as an emergent phenomenon of bidirectional brain and body interaction, we realize how much of our own physiology we can and do self-regulate. We will review research on hypnosis, biofeedback, meditative strategies, and psychophysiological monitoring. The course structure integrates lecture, demonstration, discussion and individual self-monitoring projects. Weekly quizzes provide feedback on learning. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Biannual).
MEDS-370
Community Healthcare
This seminar course is a unique opportunity for students who are serious about pursuing a career in healthcare. The course will focus on the study of key issues concerning community health care and developing practical approaches to supporting patients. Students consider obstacles to effective health care as well as strategies for enabling at-risk patients to play a more active role in promoting their health and well-being. Topics covered include: challenges of delivering adequate healthcare in the community; population health; the concept of “underinsurance”; the business of healthcare; health literacy and measuring outcomes. Students in the course will be expected to undertake at least one subsequent internship (MEDS 475 Health Coach Practicum) with Rochester Regional Health and the Greater Rochester Independent Practice Association (GRIPA). Students complete an application before registering for this course. Acceptance into the course is contingent upon passing a screening and interview process. Lecture 2 (Fall, Spring).
MEDS-402
Biomedical Ethics
This course will explore key ethical principles, guidelines and regulations that inform decision making and best practices in biomedical research, public health and clinical medicine including issues of informed consent, experimental design, acceptable risk, research integrity, medical errors, for-profit medicine, refusal of care, end-of-life decisions, physician assisted death, substance abuse and ethical use of animals in research. Students will also have multiple opportunities to further develop critical thinking and effective professional communication skills in a seminar format. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) and (UWRT-150 or ENGL-150 or ISTE-110) or equivalent courses.) Lecture 3 (Fall).
MEDS-403
US Healthcare
The course will explore the beginnings of the healthcare delivery in America, and the economics of the healthcare enterprise. It will also explore the role of government in providing and regulating the delivery of healthcare services as well as ethical issues that affect the doctor-patient relationship. Finally, the course will examine the healthcare systems of other industrialized nations and compare and contrast those systems with that of the U.S. Lecture 3 (Spring).
MEDS-411
Researching the Criminal Mind
This course will introduce students to clinical research as it pertains to symptoms, behaviors, the prediction of violent behaviors and treatment outcomes among offenders who commit crime. The course will introduce students to evidenced based science and the application to forensic populations, manuscript preparation, clinical case write ups and small grant proposals. (Prerequisites: MEDS-311 or equivalent courses.) Lecture 3 (Spring).
MEDS-415
Pathophysiology of Organ Systems I
This course is designed to provide the students with the necessary foundation of the physiologic and pathologic processes that underlie the spectrum of human disease entities and is taught in the context of clinical scenarios that demonstrate the basic science principles in a real-world context of health care. Emphasis is placed on the fundamental principles of cell injury and repair, infection, neoplasia, and inflammation as well as hemodynamic disorders, thromboembolic disease and shock. Additional emphasis is placed on organ systems and their disorders such as the circulatory, liver, gallbladder and biliary systems. Material is presented in the context of case studies, utilizing clinical findings and addressing underlying basic physiologic, biochemical and immunologic processes as they relate to patient care and individual patient problem cases. (Prerequisites: Restricted to students in the College of Health Sciences and Technology with at least 3rd year standing who have completed MEDS-250 and MEDS-251 or equivalent courses.) Lecture 3 (Fall).
MEDS-416
Pathophysiology of Organ Systems II
This course is second in a sequence designed to provide the students with the necessary foundation of knowledge and under-standing of the physiologic and pathologic processes that underlie the spectrum of human disease entities and is taught in the context of clinical scenarios that demonstrate the basic science principles in a real-world context of health care. Emphasis is placed on the pathophysiology of the central nervous system, lower urinary tract, male and female reproductive organs, gastrointestinal tract, spleen, pancreas, kidneys and endocrine system. Material is presented in the context of case studies, utilizing clinical findings and addressing underlying basic physiologic, biochemical and immunologic processes as they relate to patient care and individual patient problem cases. (Prerequisites: MEDS-415 or equivalent course.) Lecture 3 (Spring).
MEDS-417
Clinical Microbiology
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
MEDS-418
Clinical Microbiology Lab
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course provides a hands-on experience in identifying these types of agents. The course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent. Co-requisite: MEDS-417 or equivalent.) Lab 2 (Spring).
MEDS-421
Parasitology
Introduction to parasites of medical importance and the diseases they cause. It includes study of a variety of parasites classified by diseases such as blood and intestinal protozoan parasites, nematodes, trematodes, and cestodes. Examples of important parasitic diseases to be covered include malaria, sleeping sickness, elephantiasis, river blindness, leishmaniasis, amebic dysentery, and babesiosis. Coursework includes an examination of the distribution and transmission, pathogenesis, clinical signs and symptoms, diagnosis, treatment, and control. Contribution of parasitic infections to economic and health inequities between developed and developing countries will be analyzed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
MEDS-422
Endocrinology
This course will combine lecture, literature review, and small group discussions/presentations to introduce students to the fundamental concepts of human endocrinology. Topics covered will include: digestion and metabolism; growth and aging; arousal/mood; sexual dimorphism and reproduction; and neuroendocrinology. Discussion of relevant human diseases/disorders will be used to illustrate related biochemical/anatomical pathways and mechanisms. (Prerequisites: MEDS-250 and (MEDS-242 or BIOL-201 or BIOL-302) or equivalent courses.) Lecture 3 (Fall).
MEDS-425
Introduction to Neuroscience
This course will focus on the human nervous system, and its regulation of behavior and complex function. Background information on neuroanatomy, cellular physiology, neurotransmission, and signaling mechanisms will pave the way for an in-depth analysis of specialization at the systems level. Our goal will be to understand the cellular and molecular mechanisms underlying normal human behaviors and pathogenic states. (Prerequisites: MEDS-250 or equivalent courses.) Lecture 3 (Spring).
MEDS-426
Addiction Pharmacology
This course will explore the general concepts, social consequences, policy, and other aspects of substance abuse and addiction. Multiple perspectives will be presented, including those of addicts, health-care providers, and family/friends affected by addiction. Then, commonly abused drugs will be discussed in detail. Topics to be presented and discussed for each drug class include: epidemiology, pathophysiology, drug class information, pharmacokinetic and pharmacodynamics actions, short-term and long-term consequences of misuse (including overdose), and contemporary pharmacological and non-pharmacological treatment modalities. Availability of resources used to address substance abuse will also be presented. (Prerequisites: (MEDS-311) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) or equivalent course.) Lecture 3 (Spring).
MEDS-430
Epidemiology
The course covers applications of epidemiology to the study of the distribution and determinants of health and diseases, morbidity, injuries, disability, and mortality in populations. Epidemiologic methods for the control of conditions such as infectious and chronic diseases, community and environmental health hazards, and unintentional injuries are discussed. Other topics include quantitative aspects of epidemiology, including data sources; measures of morbidity and mortality; evaluation of association and causality; and various study design methods. Contemporary topics in public health (e.g. swine flu, HIV/AIDS, SARS), outbreak investigation, and containment strategies will be examined, analyzed, and thoroughly discussed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
MEDS-440H
Cardiac Imaging
MEDS-470
Examining the Clinical Experience
This course builds off of the clinical experiences of students currently working or volunteering in a clinical setting. The course will include informal and formal writing assignments. Topics addressed include the following: the roles of the various healthcare professionals; understanding sensitivity and diversity; logistics of the health care system – in-patient and out-patient; privacy and safety issues associated with patients and care providers; documentation methods. (Currently volunteering or working in a healthcare setting) (Prerequisites: Students with at least 2nd year standing who has completed First-Year Writing and is currently working or volunteering in a healthcare position.) Lecture 1 (Fall).
MEDS-475
Health Coach Practicum
This course is a continuation of MEDS 370 and provides an opportunity for students to apply key concepts in health coaching to assist members of the community. Students will cover such topics as self-management, motivational interviewing, cultural competency and goal setting. Students will have the opportunity to collaborate with health care professionals in identifying barriers to healthcare as well as creating ways to improve patient outcomes. Journaling and progress notes are writing formats that will be covered and provide the student with a way to express their experiences in both a reflective and a professional manner. (Prerequisites: MEDS-370 or equivalent course.) Clinical 3 (Fall, Spring).
MEDS-490
Human Gross Anatomy
This course exposes students to details of human anatomy through cadaver dissection. Lecture material stresses functional and clinical correlates corresponding to laboratory exercises. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lab 6 (Spring).
MEDS-499
Biomedical Sciences Co-op
One semester of paid work experience in a healthcare related field. CO OP (Fall, Spring, Summer).
MEDS-501
Human Development
This course will provide a survey of the primary biological events, mechanisms and underpinnings of human development from conception through aging. It will use case studies, human clinical and laboratory research papers to enrich and illustrate key points related to human developmental milestones. A significant emphasis will be placed on understanding developmental disabilities and adult-onset degenerative disorders, and also in relating biological events to an individual’s larger psychosocial functioning. Students will also improve professional communication skills through discussions, writing and revision. (Prerequisites: MEDS-422 or equivalent courses.) Lecture 3 (Spring).
MEDS-510
Biomedical Research
This course provides an opportunity for in-depth experiential learning through collaborative work on an independent research project. Ind Study (Fall, Spring, Summer).
MEDS-511
Interdisciplinary Research
This course will provide an independent, interdisciplinary research opportunity to enhance the experiential learning component of the Biomedical Sciences Program. Students will engage in preparatory reading and original research in an academic discipline or environment outside of their immediate major. Proposed work may span a broad variety of disciplines within a unifying theme of project goals and potential outcomes with strong application to human health and development. Examples may include mechanical, electrical or biomedical engineering: imaging science and optics; entrepreneurship and biotechnology; epidemiology, community health, and public policy. Ind Study (Fall, Spring, Summer).
MEDS-515
Medical Pathophysiology
This course is designed as an introductory course in pathophysiology, the study of disease and its consequences. It covers the basic mechanisms of disease, concentrating on the diseases that are most frequently encountered in clinical practice. The major topics of discussion will emphasize the general pathologic processes; this will provide a basis for understanding diseases affecting specific organ systems. Clinical correlations will be made as examples of how physiological processes can go awry in the generation of a particular disease. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lecture 3 (Fall, Spring).
MEDS-518
Oral Microbiology
This course is designed to deliver an understanding of the microbial population of the oral cavity as it relates to health and disease. Throughout the course, the presence, absence, influence and consequences of various microbial species will be presented relative to the anatomy of the oral cavity and subsequent disease. The course will also illuminate the connection between the oral cavity, inflammation and surprising conditions chronic and acute conditions that seemingly are unrelated to the oral cavity. (Prerequisites: MEDS-417 or BIOL-204 or equivalent course.) Lecture 3 (Spring).
MEDS-520
Histology & Histopathology
This foundational course in the study of human biology and medicine provides students with a detailed exploration of the microscopic and structural anatomy of normal human tissues and organs, with special emphasis given to the relationships between the cellular architecture of human organs and organ systems and their functions. The course also examines human pathologies as a manifestation of the loss of cellular integrity leading to alterations in the histological features of diseased organs. (Prerequisites: MEDS-250 and MEDS-251 and MEDS-242 or equivalent courses.) Lab 3 (Fall).
MEDS-525
Advanced Clinical Neuroanatomy
This is an integrated course encompassing lectures, laboratory exercises and clinical case discussions. Laboratory exercises will focus on detailed examination of the human brain as well as the internal circuitry of myelin-stained sections through the spinal cord, brainstem, and forebrain. The exercises will reinforce concepts stressed in lectures and clinical case discussions. (Prerequisites: MEDS-425 or equivalent courses.) Lec/Lab 4 (Fall).
MEDS-530
Human Immunology
Introduction to the fundamental facts and concepts on immunology to include: innate and adaptive immunity; cells, molecules, tissues and organs of the immune "system"; cell communication and interaction; antibody structure and function; and the application of these concepts to infectious diseases, vaccine design, autoimmune diseases, cancer, transplantation, regulation of the immune response, allergic reactions and immunosuppression. Students will gain an understanding of immunological principles and techniques, and their application to contemporary research, with results from instructor’s research laboratory (Prerequisites: (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (MEDS-250 and MEDS-251) or equivalent courses.) Lecture 3 (Fall).
MEDS-599
Independent Study
This course will provide students the opportunity for independent study in a topic of strong interest. Ind Study (Fall, Spring, Summer).
NUTR-215
Foundations of Nutrition Sciences
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring).
NUTR-300
Sports Nutrition
This course will provide an introduction to the integration between exercise and nutrition-related topics by exploring the intimate link among nutrition, energy metabolism, and human exercise response. The course content will sort fact from fiction and help students and practitioners obtain the knowledge they need to give sound advice to athletes and active individuals. (Prerequisite: College level science course preferred.) Lecture 3 (Fall, Spring, Summer).
PMED-300
Premedical Studies Seminar
PHYS-111
College Physics I
This is an introductory course in algebra-based physics focusing on mechanics and waves. Topics include kinematics, planar motion, Newton’s laws, gravitation; rotational kinematics and dynamics; work and energy; momentum and impulse; conservation laws; simple harmonic motion; waves; data presentation/analysis and error propagation. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. Lab 4 (Fall, Spring, Summer).
PHYS112
College Physics II
This course is an introduction to algebra-based physics focusing on thermodynamics, electricity and magnetism, optics, and elementary topics in modern physics. Topics include heat and temperature, laws of thermodynamics, fluids, electric and magnetic forces and fields, DC electrical circuits, electromagnetic induction, opyics, the concept of the photon, and the Bohr model of the atom. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. (Prerequisites: PHYS-111 or 1017-211 or equivalent course.) Lab 4 (Fall, Spring).

Accelerated Dual-Degree Programs

Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Pathways enable you to earn both a bachelor’s and a master’s degree in as little as five years of study. You’ll earn two degrees while gaining the valuable, hands-on experience that comes from co-ops, internships, research, study abroad, and more. Learn how a Combined Accelerated Pathway can prepare you for your future, faster.

Biomedical Sciences, BS degree, Health and Well-Being Management, MS degree typical course sequence

Course Sem. Cr. Hrs.
First Year
BIOL-123
General Education – Elective: Introduction to Biology: Organisms and Ecosystems
This course serves as an introduction to biology for majors, focusing on the organismal, population, and ecosystem levels. Major themes include: evolution, structure and function, information flow and storage, pathways and transformations of energy and matter, and systems. The course also focuses on developing core competencies, such as applying the process of science, using quantitative reasoning, communicating, and collaborating. Lecture 3 (Fall).
3
BIOL-125
General Education – Elective: Introduction to Biology Laboratory: Organisms and Ecosystems
This course is an introduction to laboratory work in life sciences. The laboratory work is project-based, and may involve field work as well as laboratory experiments. The course is designed to show the huge scope of biology and will encompass how some molecular biology and bioinformatics techniques connect with organismal and ecological biology. (Co-requisites: BIOL-123 or equivalent course.) Lab 3 (Fall).
1
BIOL-124
General Education - Elective: Introduction to Biology: Molecules and Cells
This course serves as an introduction to biology for majors, focusing on the molecular and cellular level. Major themes include: evolution, structure and function, information flow and storage, pathways and transformations of energy and matter, and systems. The course also focuses on developing core competencies, such as applying the process of science, using quantitative reasoning, communicating, and collaborating. Lecture 3 (Spring).
3
BIOL-126
General Education - Elective: Introduction to Biology Laboratory: Molecules and Cells
This course is an introduction to laboratory work in life sciences. The laboratory work is project based, and the subject matter of the project(s) may vary. The course is designed to show the huge scope of biology and will encompass some molecular biology and bioinformatics techniques connect with organismal and ecological biology. (Co-requisites: BIOL-124 or equivalent course.) Lab 3 (Spring).
1
CHMG-141
General Education – Natural Science Inquiry Perspective: General & Analytical Chemistry I
This is a general chemistry course for students in the life and physical sciences. College chemistry is presented as a science based on empirical evidence that is placed into the context of conceptual, visual, and mathematical models. Students will learn the concepts, symbolism, and fundamental tools of chemistry necessary to carry on a discourse in the language of chemistry. Emphasis will be placed on the relationship between atomic structure, chemical bonds, and the transformation of these bonds through chemical reactions. The fundamentals of organic chemistry are introduced throughout the course to emphasize the connection between chemistry and the other sciences. Lecture 3 (Fall, Spring, Summer).
3
CHMG-145
General Education – Natural Science Inquiry Perspective: General & Analytical Chemistry I Lab
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer).
1
CHMG-142
General Education – Scientific Principles Perspective: General & Analytical Chemistry II
The course covers the thermodynamics and kinetics of chemical reactions. The relationship between energy and entropy change as the driving force of chemical processes is emphasized through the study of aqueous solutions. Specifically, the course takes a quantitative look at: 1) solubility equilibrium, 2) acid-base equilibrium, 3) oxidation-reduction reactions and 4) chemical kinetics. (Prerequisites: CHMG-141 or CHMG-131 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
3
CHMG-146
General Education – Elective: General & Analytical Chemistry II Lab
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-142 lecture material. The course emphasizes the use of experiments as a tool for chemical analysis and the reporting of results in formal lab reports. Topics include the quantitative analysis of a multicomponent mixture using complexation and double endpoint titration, pH measurement, buffers and pH indicators, the kinetic study of a redox reaction, and the electrochemical analysis of oxidation reduction reactions. (Prerequisites: CHMG-131 or CHMG-141 or equivalent course. Corequisites: CHMG-142 or equivalent course.) Lab 3 (Fall, Spring, Summer).
1
MATH-161
General Education – Mathematical Perspective A: Applied Calculus
This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement Exam score greater than or equal to 45.) Lecture 4 (Fall, Spring).
4
MEDS-242
Cell Structure & Function
This course will cover the foundations of cellular biology and will focus on the integration of cell structure and function as a platform for advanced work in courses such as molecular biology, endocrinology, pharmacology, histology, anatomy & physiology, neuroscience, microbiology, pathology and related areas of study. (Prerequisite: BIOL-101 or BIOL-121 or BIOL-123 or equivalent course and 1st or 2nd year student standing with a major in CHST.) Lecture 3 (Spring).
3
YOPS-10
RIT 365: RIT Connections
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring).
0
 
General Education – Elective
3
 
General Education – First-Year Writing (WI)
3
Second Year
BIOL-206
Molecular Biology
This course will address the fundamental concepts of Molecular Biology. Class discussions, assignments, and projects will explore the structure and function of biologically important molecules (DNA, RNA and proteins) in a variety of cellular and molecular processes. Students in this course will explore the molecular interactions that facilitate the storage, maintenance and repair of DNA and processes that drive the flow of genetic information and evolution. Students in this course will gain an understanding of various molecular mechanisms, structure/function relationships, and processes as they relate to molecular biology. The foundational molecular concepts in this course will be built upon in a variety of upper-level biology courses. (Prerequisite:(BIOL-101,BIOL-102,BIOL-103&BIOL-104) or (BIOL-121&BIOL-122) or (BIOL-123,BIOL-124,BIOL-125&BIOL-126)or equivalent courses with a grade of C- or higher. Co-requisite:(CHMG-141&CHMG-145)or(CHEM-151&CHEM-155) or CHMG-131 or equivalent courses.) Lecture 3 (Fall, Spring).
3
BIOL-216
Molecular Biology Laboratory
This laboratory course will address the fundamental concepts of Molecular Biology. Students in this laboratory will complement their understanding of core concepts in Molecular Biology through the implementation and practice of laboratory techniques used by Molecular Biologists. Laboratory techniques and projects will focus on recombinant DNA technology and the detection and tracking of biomolecules such as DNA, RNA and proteins. (Prerequisite:(BIOL-101&BIOL-102&BIOL-103&BIOL-104)or(BIOL-121&BIOL-122)or(BIOL-123&BIOL-124&BIOL-125&BIOL-126)or equivalent courses w/ grade of C- or higher. Co-requisite:BIOL-206&((CHMG-141&CHMG-145)or(CHEM-151&CHEM-155)orCHMG-131)or equivalent courses.) Lab 3 (Fall, Spring).
1
MEDS-250
General Education – Elective: Human Anatomy and Physiology I
This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Fall).
4
MEDS-251
General Education – Elective: Human Anatomy and Physiology II
This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Spring).
4
STAT-145
General Education – Mathematical Perspective B: Introduction to Statistics I
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).
3
 
General Education – Elective: Chemistry Sequence Course 1*
4
 
Chemistry Sequence Course 2*
3
 
General Education – Ethical Perspective
3
 
General Education – Artistic Perspective
3
 
General Education – Global Perspective
3
Third Year
 
Program Elective Requirements
12
 
Professional Electives
9
 
Professional Elective (WI-PR)
3
 
General Education – Social Perspective
3
 
General Education – Immersion 1
3
Fourth Year
WSHN-700
Research Methods in Health and Well-being
Research Methods in Health and Well-being addresses requisite foundational skills to conduct rigorous, robust, and ethical research into problems related to health, nutrition and well-being. Evidence-based and translational research issues are presented in tandem with design of research studies, measurement approaches, funding opportunities, and research management considerations. Lecture 3 (Fall).
3
 
Program Elective Requirements
6
 
Professional Electives
6
 
Open Electives
6
 
General Education – Immersion 2, 3
6
Choose one of the following:
3
   WSHN-710
   Population Health, Risk Identification & Management (Emphasis Plan 1)
This course will explore health risk assessment and management, including determinants of population health; using epidemiological, clinical, and toxicological methods for identifying health hazards. Population health surveillance combined with methods of population health risk assessment will be considered regarding regulatory, economic, and technological approaches to population health risk management. Application of principles will be practiced through the examination of case studies. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring).
   HLTH-710
   Health Care Economics and Policy (Emphasis Plan 2)
This course provides an examination of the roles and responsibilities of policy makers on the health care system and the resulting economic impact of their policies. Students will compare and contrast the regulatory functions of varying levels of government, the political process and economic impacts as they relate to health care systems as well as examine control issues, economic functions and regulatory trends in the United States. In addition, an assessment will be made of national health systems and national health policies of other countries as they compare to the United States. Lecture 3 (Spring).
Fifth Year
WSHN-701
Health and Nutrition Education and Evaluation
In Health and Nutrition Education and Evaluation, content and research expertise are applied to design effective, theory-based health and nutrition education and establish it as evidence-based. Needs assessment, behavior change models, theories of motivation, and learning styles are presented in the context of planning health and nutrition education and sampling, recruitment, participant retention, instrument development, and data analysis to foster development of evaluation expertise. (Co-requisites: WSHN-700 or equivalent course.) Lecture 3 (Fall).
3
WSHN-702
Dissemination and Implementation Science for Health and Well-being
Dissemination and Implementation Science for Health and Well-being applies constructs practices, and values of dissemination and implementation sciences to health and well-being education activities. Strategies to foster translation of evidence-based practices to standard practice in public and private programs are applied in an experiential learning format. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring).
3
 
Graduate Electives
12
 
Statistics Elective†
3
Choose one of the following Culminating Experiences:
6
   WSHN-790
   Health & Well-being Management Thesis
Application of writing and research skills and principles in an independent investigation of a focused problem under direction of thesis adviser. Components include review of literature, definition of research aims, data collection and analysis, interpretation and discussion of findings, preparation of written paper following specified guidelines and standards, and oral defense of thesis. Enrollment for 6 credits in one semester or as necessary over multiple semesters for a total of 6 credits. (Prerequisites: WSHN-702 or equivalent course.) Thesis (Fall, Spring, Summer).
   WSHN-797 
   Health & Well-being Management Project, plus an additional Graduate Elective
Application of writing and research skills and principles in an independent investigation of a focused problem under direction of a project adviser. Preparation of a Project Report following specified guidelines and standards, and oral presentation of the key report components. (Prerequisites: WSHN-702 or equivalent course.) Project 3 (Fall, Spring, Summer).
Total Semester Credit Hours
147

Please see General Education Curriculum (GE) for more information.

(WI-PR) Refers to a writing intensive course within the major.

Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.

* Students must choose one of the chemistry sequences below depending on their anticipated career path. For those interested in the pursuit of most allied health career paths: (CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I and CHMB-240 Biochemistry for Health Sciences) or (CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I and CHMB-402 Biochemistry I). For those applying to medical/dental, DPT, PharmD, graduate (research-focused MS/PhD): CHMO-231 Organic Chemistry I, CHMO-235 Organic Chemistry Lab I, CHMO-232 Organic Chemistry II and CHMO-236 Organic Chemistry Lab II.

† Statistics Elective options include PSYC-640 Graduate Statistics, MATH-655 Biostatistics or STAT-614 Applied Statistics. 

 

Emphasis Plan 1- Content Development, Implementation & Evaluation Recommended Electives
Course
EXSC-650
Exercise Physiology
Exercise Physiology is the scientific basis for the field of Exercise Science. This course provides students with an opportunity to deepen their understanding of the body’s responses and adaptations to exercise. Neuromuscular physiology is reviewed along with energy systems and mechanisms of fatigue. The cardiorespiratory system is examined with a focus on control and regulation during activity and there is a look at the physiological components of exercise training. Environmental factors that impact sport activities as well as training techniques which optimize performance will be reviewed. The differences in performance and adaptation that exist between children, adolescents, and adults as well as between males and females will be compared and contrasted. Exercise’s influence on long term health and fitness will conclude the course. Laboratory experiences will allow students to integrate and apply the concepts of exercise physiology through investigative experiments. Lab 3 (Fall).
EXSC-690
Exercise Science Research
This course will build on the knowledge of statistics and epidemiology and provide the student with an introduction to research methodology and design. The course will enable the exercise science student to read and interpret relevant literature and evaluate the findings. The course will introduce different research methods and outcomes assessments and will require the exercise science student to create a formal research project. Projects may be in the form of: exercise science curriculum development, activity-related community service project, in-depth case review, meta-analysis of specific exercise application to a disease or syndrome, or original research. Lecture 3 (Spring).
HRDE-726
Technology and the Future of Work
The rapid pace of progress in technology and the change in demographics of the workforce are anticipated to affect what work will look like in the future, in addition to the structure and nature of work itself. Some of these changes might be incremental and others more radical and disruptive affecting the conduct of business. The pace, nature, and magnitude of these changes demand that businesses, organizations, educators, policy makers, leaders, managers, and individual employees reimagine models of employment including the organization and functioning of the workforce. This course is intended to provide students with a global perspective of the future of work and employment, and insights into the implications on their designated professions and careers. Among others, this course will address the following questions: What are the skills and competencies required of the workforce for this new future of work? What skills, competencies, and job roles may become redundant? How should corporations preempt and prepare to deal with these changes? What will be the role of leaders and managers in reimagining and developing the workforce of the future? Seminar 3 (Fall).
NUTR-610
Integrative Approaches to Health
This one credit class offers an overview of controversial and accepted integrative health therapies, diet therapies, basic herbal medicine guidelines, and vitamin/mineral supplementation. Lecture 1 (Fall).
NUTR-650
Community Nutrition
Study of current nutrition issues and delivery of food and nutrition services in the community. The course is designed to allow senior level and graduate students to acquire skills necessary to deliver services in the public health and private sector markets. Individual practicum in community facility is required and arranged by the instructor. (Prerequisite: NUTR-625 or equivalent course.NUTR-625 Prereq) Lab 4 (Spring).
NUTR-655
Nutrition Throughout the Lifecycle
NUTR-680
Global Food and Nutrition Perspectives
This course provides an overview of global food and nutrition concepts and issues from both developed and developing country perspectives. Topics include breastfeeding, macronutrients and micronutrient problems, food security and access, food emergencies, maternal and child health and the impacts of socio-economic disparities on nutrition status. Also addressed are challenges in food and nutrition policy development, program design and implementation that are unique to global efforts and sustainable development goals (SDGs). Students apply course content and analytical thinking skills to a unique self-selected country and develop dissemination skills by informing others of the unique food, nutrition and health issues. (Co-requisite: NUTR-654 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
PSYC-713
Graduate Developmental Psychology
This course is designed to enhance students' knowledge and skills with regard to infant, child, and adolescent development. We will examine a variety of topics that relate to the physical, cognitive, and social-emotional development of children and adolescents in the context of classic and current theory. We will also explore issues such as attachment, resiliency, and policy issues that pertain to positive child and adolescent development. Students will gain an enhanced knowledge of the sequence of child development and the processes that underlie it by studying child development from a chronological approach. Theories that discuss the various domains of development will be examined through each age period. This course will emphasize the interdependence of all domains of development and contribute to an appreciation of the interrelatedness of theory, research, and applications. Seminar (Fall).
PSYC-716
Graduate Social Psychology
This course explores topics related to understanding individuals in a social context. Topics may include, but are not limited to: Social Perception and Social Cognition; Attitudes; Social Identity; Prejudice and Discrimination; Interpersonal Attraction; Close Relationships; Social Influence; Prosocial Behavior; Aggression; Group Behavior; Artifacts and Methodological Issues in Social Psychology. Course format is seminar focused on reading assigned texts each week, writing reaction papers, and participating in discussion. Students will also conduct a study on the topic of their choice and present their findings both in an oral and written format. Seminar (Biannual).
SERQ-723
Service Analytics
Analytics in service organizations is based on four phases: analysis and determination of what data to collect, gathering the data, analyzing it, and communicating the findings to others. In this course, students will learn the fundamentals of analytics to develop a measurement strategy for a given area of research and analysis. While this measurement process is used to ensure that operations function well and customer needs are met; the real power of measurement lies in using analytics predicatively to drive growth and service, to transform the organization and the value delivered to customers. Topics include big data, the role of measurement in growth and innovation, methodologies to measure quality, and other intangibles. Lecture 3 (Fall, Summer).
SERQ-747 
Design Thinking and Creativity
The use of creative problem solving to discover new alternatives in the design of products and services is the essence of design thinking. The innovation design thinking process seeks creative inspiration to solve a problem, generating and selecting ideas to develop a path from design to market. Design thinking tools and strategies are discussed as are “Wicked Problems” and the impact design thinking can have on developing a solution for these problems. An in-depth approach uses stories and prototypes to design products/ services in an effort to solve problems in an innovative and sustainable manner. Lecture 3 (Fall).
STAT-672
Survey Design and Analysis
This course is an introduction to sample survey design with emphasis on practical aspects of survey methodology. Topics include: survey planning, sample design and selection, survey instrument design, data collection methods, and analysis and reporting. Application areas discussed will include program evaluation, opinion polling, customer satisfaction, product and service design, and evaluating marketing effectiveness. Data collection methods to be discussed will include face-to-face, mail, Internet and telephone. (This course is restricted to students in APPSTAT-MS or SMPPI-ACT.) Lecture 3 (Summer).
WSHN-600
Principles and Practices of Health Education
Students will discover fundamental theories, principles and practices of health education to assess, plan, implement and evaluate components of health that challenge our well-being. Students will develop and apply health education skills to promote community and public health. This course helps prepare students to apply for the Community Health Education Specialist (CHES) credentialing examination. Lecture 3 (Fall, Summer).
WSHN-720
Topics in Health and Nutrition
Topics in Health and Nutrition engages learners to explore topics of current concern and interest in health and nutrition. Topic-specific literature selection, review, and dissection are the focus of group-based journal club discussions that also foster group facilitation and decision-making skills. Issues of individual interest drive investigative and summative activities that develop abilities in peer review and dissemination, including writing, graphic display, and technology-based modes. Lecture 3 (Fall, Spring, Summer).
WSHN-799
Independent Study
This course provides the opportunity for independent investigation, under faculty supervision, on a subject matter either not included in existing courses or further investigation of a topic of interest presented in another course. A student-driven, faculty mentored proposal is drafted that describes the plan of work, deliverables expected, evaluation criteria, and possible credit load. Ind Study (Fall, Spring, Summer).

 

Emphasis Plan 2- Health & Well-being Program Management Recommended Electives
Course
EDLI-733
Instructional Design
The process of instructional design is both an art and science. The framework of this course is to teach the students how to design instruction regardless of content area to allow learners to successfully achieve stated outcomes. The components of the course include problem identification, needs assessment, analysis of learner’s abilities, the design of measurable performance objectives, the development of assessment strategies within the design of instructional materials, and the formative and summative evaluation process. Lecture 3 (Spring).
HLTH-706
Leading Health Systems I
This is the first of three courses in the HSA, MS program that require students to be on campus. These “immersion” courses will be scheduled over a long weekend and will entail full days on campus as well as pre- and post-course work completed online. The concept is to immerse students in a series of experiences to support their development as high function managers and leaders within the health care industry. This course provides a detailed examination of the core principles of management as well as characteristics and disciplines that are required by persons holding management and leadership roles in health care delivery organizations. Lecture 3 (Summer).
HLTH-718
Evidence-Based Management in Health Care
The purpose of this course is to introduce students to evidence-based management practice in health care. The primary focus is to ensure that managers ask the right questions, use the best evidence available and make better decisions in carrying out their mission. Students will participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the health care team to improve processes and patient outcomes in diverse populations. Students complete an individual, final assignment demonstrating the ability to collect, document, and translate research (evidence) on the practice of health care management . Lecture 3 (Spring).
HLTH-725
Healthcare Strategic Marketing & Communications
This course is designed to build innovative, customer-centered, thinking within the future leaders of the health care industry. This is accomplished with an introduction to the role of strategic decision making through the core principles of marketing (the 4’Ps). Students will also experience basic data base management, conducting an internal and external environmental analysis, primary and secondary data gathering and interpretation and the creation of a marketing plan to meet an unsatisfied market need or build volume for a health care product or service. Finally, the role of corporate communication will be interwoven throughout the course as it supports marketing success. Lecture 3 (Summer).
HLTH-730
Health Care Financial Management I: Principles & Practice
This course provides a basic understanding of health services financial management. We begin with elementary accounting concepts and then focus on financial statement preparation and analysis. Special topics areas include discounted cash flow, risk, capital investments evaluation, debt/equity financing, and financial decision making models such as break-even analysis, cash flow forecasting and the like. Lecture 3 (Fall).
HLTH-733
Health Systems Quality & Organizational Learning
This course will incorporate an examination of contemporary organizational systems thinking focusing on concepts relevant to health service organizations and their communities; emphasizing organizational quality, leadership, environment, strategy, structure, and processes. The course provides students with the evaluation of key factors affecting an organization’s system as well as their community, through quality and analytical thinking; allowing the student to apply theories that suggest an effective organizational response to such influences and change. Lecture 3 .
HLTH-746
Leading Health Systems II
This is the second of three courses in the MHSA program that require students to be on campus. These “immersion” courses will be scheduled over a long weekend and will entail full days on campuses well as pre- and post-course work completed online. The concept is to immerse students in a series of experiences to support their development as high function managers and leaders within the health care industry. This course builds on the first Leading Health Care Systems course and provides a in-depth examination of advanced management and leadership knowledge, skills and values required of contemporary leaders within health care systems. (Prerequisites: HLTH-706 or equivalent course.) Lecture 3 (Summer).
HRDE-726
Technology and the Future of Work
The rapid pace of progress in technology and the change in demographics of the workforce are anticipated to affect what work will look like in the future, in addition to the structure and nature of work itself. Some of these changes might be incremental and others more radical and disruptive affecting the conduct of business. The pace, nature, and magnitude of these changes demand that businesses, organizations, educators, policy makers, leaders, managers, and individual employees reimagine models of employment including the organization and functioning of the workforce. This course is intended to provide students with a global perspective of the future of work and employment, and insights into the implications on their designated professions and careers. Among others, this course will address the following questions: What are the skills and competencies required of the workforce for this new future of work? What skills, competencies, and job roles may become redundant? How should corporations preempt and prepare to deal with these changes? What will be the role of leaders and managers in reimagining and developing the workforce of the future? Seminar 3 (Fall).
HRDE-735
Leading Human Resources
The goal of this course is to develop knowledge of Human Resource Development and Management practices for the purpose of analyzing, communicating, evaluating, and leading the development of strategic human resource initiatives that react to emerging organizational concerns. This course is a foundation course for those seeking a leadership opportunity in Human Resources in which students will demonstrate their ability to analyze and lead the alignment of strategic organizational goals into HR functions. Lecture 3 (Spring).
HRDE-742
Leading Change
Major change initiatives within organizations fail because of lack of understanding of the process of change and the lack of deliberate and focused attention to the change process. This course teaches students the change process and the alterations required in structures, processes, and activities to effectively implement change initiatives within organizations. The components of this course include applied approaches and tools to help analyze barriers for change, leverage power and influence, and provide frameworks to plan and implement change. Lecture 3 (Summer).
HRDE-765
Diversity in Global Workplace
As strategic partners in global workforce development, human resource development professionals guide organizations to build and maintain a diverse workforce. Diversity and inclusion exploit the natural synergies of a multicultural workforce. This course will examine dimensions of diversity beyond race, ethnicity, and gender and create opportunities to develop an understanding about how these dimensions intersect and play out in the workplace. The purpose of this course is to provide HRD professionals the knowledge required to manage these dynamics in an organizational setting and lead initiatives that will create and maintain an inclusive workplace. Project work will allow for the in-depth ability to assess the current state of diversity within a defined organization, conduct research and benchmarking to build a diverse workforce, and develop a diversity strategic plan with an on-going evaluation component to assess the success of diversity initiatives. Lecture 3 (Spring).
MKTG-761
Marketing Concepts and Commercialization
An introduction to contemporary principles and practices of marketing. The course is structured around the process of marketing planning leading to the development of successful marketing strategies, including the commercialization of products and services in domestic and international environments. Focus is on environmental scanning techniques, setting and evaluating measurable objectives, innovating and controlling the interrelated components of product/service offering, planning and executing the marketing mix (channels of distribution, price, and promotion), and enhancing customer relationships through the delivery of customer value. Lecture 3 (Fall, Spring, Summer).
MKTG-772
Internet Marketing: Strategy & Tactics
This course examines the impact that the internet has on traditional and contemporary business-to-consumer marketing activities. It explores these implications in both strategic and tactical terms to enhance organizations' levels of competitiveness. The course identifies the use of the internet in enhancing value for consumers and considers the leverage of the latest technologies, trends, e-culture and innovation through the medium of the internet. (Prerequisites: MKTG-761 or equivalent course.) Lecture 3 (Fall, Spring).
PROF-710
Project Management
This course addresses project management from a multidisciplinary perspective, covering the fundamental nature of and techniques for managing a broad range of projects. Topics cover the Project Management Life Cycle from Planning to Termination. It also addresses the behavioral and quantitative facets of project management, as well as the use of methods, tools and techniques for the initiation, planning, and execution of projects. Introduces the standard framework, processes and knowledge areas of the Project Management Institute. *Note: Bachelors degree or minimum of 5 years of work experience in a project related business environment. Recommended education or work experience in organizational behavior, mathematics and basic accounting. *Note: BUSI-510 may not be substituted for BUSI-710 in a graduate concentration or the advanced certificate in project management. Additionally, a student may not register for and receive credit for both BUSI-510 and BUSI-710, whether taken as an undergraduate or graduate student. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Fall, Spring, Summer).
SERQ-720
Service Scenario and Strategy Development
The service world has many examples of once-successful companies that failed to accomplish the primary goal of every organization: consistently design, deliver value to customers and other key stakeholder groups in a highly competitive and ever-changing service environment. Today’s organizational leaders must be able to develop and implement strategies that ensure the continued competitiveness of their organizations, and identify and leverage opportunities for growth and innovation brought about by change. Firmly grounded in the fundamentals of strategy development this course prepares students to create and sustain competitive advantage; and to apply key foresight techniques including scenario planning to anticipate future opportunities. Lecture 3 (Spring, Summer).
SERQ-722
Customer Centricity
The Customer Centricity course develops the learners ability to help their organization manage its interactions with its valued customers across multiple channels, maximize revenue opportunities, build foundations to increase customer satisfaction, and drive customer retention and loyalty. Lecture 3 (Spring).
SERQ-723
Service Analytics
Analytics in service organizations is based on four phases: analysis and determination of what data to collect, gathering the data, analyzing it, and communicating the findings to others. In this course, students will learn the fundamentals of analytics to develop a measurement strategy for a given area of research and analysis. While this measurement process is used to ensure that operations function well and customer needs are met; the real power of measurement lies in using analytics predicatively to drive growth and service, to transform the organization and the value delivered to customers. Topics include big data, the role of measurement in growth and innovation, methodologies to measure quality, and other intangibles. Lecture 3 (Fall, Summer).
SERQ-740
Leading Innovation
Achieving competitive advantage in today’s world demands that organizations know how to innovate, and do so not once, but repeatedly. Creativity, rapid learning through continuous improvement, and the ability to turn ideas into action, products, processes and services are crucial. How do leaders foster and sustain a culture of innovation? What unique competencies and skills do you need as a leader and what skills do your teams need? How is managing an innovation team different than managing other kinds of teams within an organization? Through this course, service leadership students will leverage and build on their growing knowledge about innovation, the individual and group skills required for innovating gained in SERQ-712. Students will gain deeper insights into innovation leadership requirements for creating, managing and curating a thriving environment in which cutting edge ideas are encouraged, born and grown. Open to students in the service leadership and innovation MS program and non-majors on a space available basis with department permission. (Prerequisite: SERQ-712 or equivalent course.) Lecture 3 (Fall, Spring).
SERQ-747
Design Thinking and Creativity
The use of creative problem solving to discover new alternatives in the design of products and services is the essence of design thinking. The innovation design thinking process seeks creative inspiration to solve a problem, generating and selecting ideas to develop a path from design to market. Design thinking tools and strategies are discussed as are “Wicked Problems” and the impact design thinking can have on developing a solution for these problems. An in-depth approach uses stories and prototypes to design products/ services in an effort to solve problems in an innovative and sustainable manner. Lecture 3 (Fall).
STAT-672
Survey Design and Analysis
This course is an introduction to sample survey design with emphasis on practical aspects of survey methodology. Topics include: survey planning, sample design and selection, survey instrument design, data collection methods, and analysis and reporting. Application areas discussed will include program evaluation, opinion polling, customer satisfaction, product and service design, and evaluating marketing effectiveness. Data collection methods to be discussed will include face-to-face, mail, Internet and telephone. (This course is restricted to students in APPSTAT-MS or SMPPI-ACT.) Lecture 3 (Summer).
WSHN-720
Topics in Health and Nutrition
Topics in Health and Nutrition engages learners to explore topics of current concern and interest in health and nutrition. Topic-specific literature selection, review, and dissection are the focus of group-based journal club discussions that also foster group facilitation and decision-making skills. Issues of individual interest drive investigative and summative activities that develop abilities in peer review and dissemination, including writing, graphic display, and technology-based modes. Lecture 3 (Fall, Spring, Summer).
WSHN-799
Independent Study
This course provides the opportunity for independent investigation, under faculty supervision, on a subject matter either not included in existing courses or further investigation of a topic of interest presented in another course. A student-driven, faculty mentored proposal is drafted that describes the plan of work, deliverables expected, evaluation criteria, and possible credit load. Ind Study (Fall, Spring, Summer).

Admission Requirements

First-Year Admission

For all bachelor’s degree programs, a strong performance in a college preparatory program is expected. Generally, this includes 4 years of English, 3-4 years of mathematics, 2-3 years of science, and 3 years of social studies and/or history.

Specific math and science requirements and other recommendations

  • 3 years of math is required. Pre-calculus is recommended
  • Biology and Chemistry required

Transfer Admission

Transfer course recommendations without associate degree
Courses in liberal arts, sciences, and math

Appropriate associate degree programs for transfer
AS degree in biology or liberal arts with biology option

Learn about admissions, cost, and financial aid 

Facilities

  • Classroom lab with six work tables
    Health and Life Sciences Lab

    Courses taught in the Health and Life Sciences Lab are managed by the College of Health Sciences and Technology and the College of Science and offered for students in majoring in biomedical sciences, biology, and biotechnology and molecular bioscience.

  • A group of people with laptops reviewing a video on a projector
    Behavioral Health Dry Lab

    Within this space, clinical psychology interns and undergraduate students work with computer systems to create interactive therapeutic models.

  • A research lab with measuring equipment on a benchtop
    Research Lab

    This research lab supports research conducted by students and faculty in biomedical sciences, specifically in the areas of clinical microbiology, immunology, and parasitology. 

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