Curriculum: Bachelor of Science in Health Sciences

This course covers the study of the physiological systems of the human body and how they relate to exercise and stress. Topics include energy systems, metabolism, muscle, cardiovascular, respiratory, neural, endocrine, environmental and work physiology.

An introduction to physics for future health care professionals. Lectures and labs are centered around a survey of topics that apply to the allied health profession. Topics include mechanics (units, motion, forces, friction, gravity, inertia, lever systems, momentum, work, energy, power), thermodynamics (temperature and heat), pressure and fluids, waves and sound, basic electricity and safety, and light.

This distance learning course introduces students to the language of medicine and allied health while reviewing the major organ systems of the body. Students will learn at their own pace within the boundaries of the course schedule.

This course considers ethical theories and principles applicable to the allied health professions. Using scholarly inquiry, the student will analyze ethical dilemmas that may occur in the student's professional role as well as other disciplines. The student will address ethical issues across the lifespan in diverse socioeconomic and cultural situations.

In this course, students will learn skills that are the foundation of evidence-based practice. These skills include identifying major study design approaches, formulating research questions that align with specific study designs, and interpreting the most common statistical methods used in clinical and population health research. Students will also learn about ethical research conduct and about community engagement to build trust with research participants and strengthen research equity and impact. Through interprofessional collaboration, students will learn how to locate peer-reviewed research articles, how to navigate through the different sections of a research article, summarize its key elements, and critically appraise its strengths and weaknesses. Students will also learn how evidence-based practice guidelines are derived from systematic reviews and meta-analyses.

This course is designed to provide the student with basic information in human surface anatomy and the origins, insertions, actions and nerve supply of the major muscles of the body. It also introduces the students to basic palpation and other handling techniques necessary to perform physical assessments. Basic information on common musculoskeletal injuries and conditions is included in the course.

This online course is designed to provide the student with a basic understanding of the fields of Biomechanics and Kinesiology. This includes terminology, an examination of concepts and principles, and performing the analyses and calculations necessary to examine mechanical characteristics of basic human movements. Students will also examine the basic structural and kinematic characteristics of the musculoskeletal system, including the major joints of the spine and the extremities. This course is designed to meet the skills sets described by the ACSM and the NSCA as necessary components for entry level certifications. It does not satisfy the Introductory Biomechanics or Kinesiology requirements for the HLSC-EM or HLSC-PS degree tracks.

This course will provide students with a working knowledge regarding the principles of exercise physiology as it relates to nutrition and exercise, the principles of nutritional assessment techniques related to physical fitness and physical performance, and the biochemical and physiological effects and mechanisms of action regarding performance enhancing agents.

This course looks at the importance of an appropriate diet and nutritional practices in one's life. It provides students with an introductory look at macronutrients and micronutrients. It reviews their basic metabolism,absorption, transport, and their effects on an individual's diet to promote optimal health and lessen the risk for chronic disease. Students willassess and compare dietary intakes to national reference standards.

This course is designed to provide the student with a basic understanding of the neuro-anatomic and neuro-muscular components of human movement. This includes terminology, basic neuro-anatomy as it relates to the neuromuscular system, an examination of concepts and principles of movementcontrol and motor learning. Students will execute self-directed motor learning activities, performing the observations and analyses necessaryto form conclusions regarding the neuromuscular performance characteristics of human movements. This course is designed to meet the skills sets described by the ACSM and the NSCA as necessary components to qualify to take entry level certification examinations. There are online presentations, self-directed activities, and a course project. This course meets the requirementsof the basic Bachelors degree in Health Sciences but it does not satisfy the requirements for the Health Sciences-Exercise & Movement (HLSC-EM) or the Health Sciences-Physiologic Science (HLSC-PS) degree tracks.

This is a foundational course in the Health Sciences major. It is divided into 2 parts. The first half of the semester provides students with training in Basic Life Support/CPR, essential first aid skills, HIPAA rules, regulations & compliance, and Blood Borne Pathogen protection. The second half of the course provides students with information on the professional graduate programs and the professions to which students in the Health Sciences program most frequently aspire. This will be accomplished through didactic information and by in-person or virtual presentations by graduate students and professionals in a variety of health care professions. The goals of the course are to provide students with knowledge, skills and supporting documentation which supports their attempts to secure Pre-Professional opportunities (either volunteer, internship or paid) in health care environments, and to provide students with information about professional graduate program options available to them via the Health Sciences major.

This is the fourth course in the foundations sequence of classes for Health Science majors in the College of Allied Health Sciences. The course focuses on common pharmacologic agents and their effects on health and health behaviors. The students will learn the general classifications and sub-classifications of common pharmacologic substances, their indications and contraindications for use, and their actions and side-effects. Included in the course is a discussion of basic physiology and how these agents alter it, how those alterations affect activity tolerance, and the necessary adjustments in activity programs in order for those programs to remain safe. The basic pathophysiology of common medical conditions will be introduced at it relates to the effects and side-effects of drugs commonly used for that condition.

This course is designed to give an overview of the field of Psychology and its major sub-fields: physiology (biology of behavior, consciousness, perception), cognition (learning, thought, language), social, organizational, developmental, personality, and psychopathology and its treatment. Students will be equipped to compare the advantages and disadvantages of the various research methods used in the field. Students will be encouraged to analyze psychological theories and make applications of research findings to their lives.

This course is designed to provide the student with the didactic information regarding physical activity and exercise for children, youth, aging and other special populations.. The student will utilize previous course knowledge from the areas anatomy, physiology, exercise conditioning, biomechanics, kinesiology, and motor growth and development and apply the principles to exercise and activity for these populations. The course serves as the background preparation for HLSC4038 where each student will participate in service learning in which they will apply the didactic information to either a youth or senior community based service learning site.

This course is intended for senior health sciences students who are destined for graduate school and/or advanced health care training. The students will be introduced to the systems or organ-based pathologies of diseases and their treatments. The course will briefly review normal physiology of various organs and systems and then proceed to describe diseases of various etiologies which affect them. Standard treatments for these diseases will be discussed and evaluated. The organs and systems are the gastrointestinal, cardiovascular, neuromuscular, musculoskeletal, endocrine, renal, respiratory, immunologic, and reproductive.

This course provides an introduction to developmental science, focusing specifically on developmental theories, research methods, and findings relevant to human development across the lifespan. The course will cover the development of the brain, the development of perception and cognition, social and emotional development, abnormal development, and the influences of biological, sociocultural, and psychological factors on development.

This is the seventh in the foundations sequence of courses for Health Science majors in the College of Allied Health Sciences. This is the first of two capstone courses intended to bring the student's undergraduate education to a comprehensive and cohesive conclusion. In order to demonstrate this competency, the student may participate in a research project, a community based internship at a community site, or a service learning project with a community partner. The students will be assessed throughout semester by their respective supervising faculty member. The students will submit a written summary and reflection of the semester's experience to their faculty coordinator/supervisor at the semester's end.

This is the eighth in the foundations sequence of courses for Health Science majors in the College of Allied Health Sciences. This is the second of two capstone courses intended to bring the student's undergraduate education to a comprehensive and cohesive conclusion. In order to demonstrate this competency, the student may participate in a research project, a community based internship at a community site, or a service learning project with a community partner. The students will be assessed at mid-term and at the end of the semester by the supervisor of the experience. The students will submit a written summary and reflection of the semester's experience to the faculty coordinator/supervisor. The student will present the results of the research project or a description/summary/reflection of the activity.