Health Care, Human Services, and Behavioral Sciences
Health Care, Human Services, and Behavioral Sciences programs provide a multidisciplinary learning environment that supports innovative, interprofessional education for careers related to health care, human services, and behavioral sciences. These programs support an experiential approach that fosters professional growth and advancement.
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Behavioral Science (BEHS)
BEHS 445 - Homeland Security and Emergency Management
Credits: 4
This course presents an overview of the homeland security and emergency management field and enables students entering the profession or expanding their roles to function effectively given a broad array of emergency management issues. This course provides students with a broad view of issues that focus on policy considerations and align with the five National Preparedness System mission areas of prevention, protection, mitigation, response, and recovery. Students learn critical concepts such as the Department of Homeland Security all-hazards approach of emergency management, risk prevention, counter-terrorism, and consequence management and mitigation. This course takes a behavioral science risk-based approach, assessing capabilities and identifying gaps within existing emergency management programs. This approach is instrumental to planning future homeland security and emergency management programs, which facilitate our nation's ability to improve emergency management.
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOC 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D-.
Equivalent(s): BEHS 505G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Define the core concepts of emergency management and how they relate to best practices in the field.
- Illustrate how the emergency management profession defines itself.
- Discuss strategies for integrating teamwork to improve contributions to emergency management teams.
- Apply the behavioral science risk-based approach to emergency management capabilities.
BEHS 510 - National Incident Management Systems (NIMS)
Credits: 4
This course examines the comprehensive approach guiding the whole community - all levels of government (federal, state, county, and town), nongovernmental organizations (NGOs), and the private sector - to work together seamlessly to prevent, protect against, mitigate, respond to, and recover from the effects of emergency incidents. The course provides students with an understanding of National Incident Management Systems (NIMS) concepts, principles, and components.
Prerequisite(s): BEHS 445 with a minimum grade of D- or BEHS 505G with a minimum grade of D-.
Equivalent(s): BEHS 510G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe how uniting all incident personnel, from on-scene responders to individuals in Emergency Operations Centers (EOCs), helps to prepare the nation for catastrophic disasters.
- Describe how NIMS concepts and principles aim to promote consistency in NIMS implementation across the nation.
- Compare the effectiveness of organizations that have and have not met the requirements for NIMS criteria in the nation’s all-hazards approach to emergency management.
- Design a project-based tabletop exercise, a comprehensive approach that guides the whole community (WC), that represents the unique and diverse needs of a population, including its demographics, values, norms, community structures, networks, and relationships.
BEHS 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Behavioral Science. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): BEHS 544G
Grade Mode: Letter Grading
BEHS 595 - Practicum in Behavioral Science
Credits: 4
This practicum is an entry-level field experience designed to assist behavioral science majors in exploring career and vocational settings in which they can use and apply their behavioral science knowledge and skills. The nature of the practicum is exploratory, involves extensive initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum instructor. A supplementary objective of the practicum is to explore and assess possibilities for settings and situations in which the student may engage in an upper-level behavioral science internship. Earlier registration deadlines may apply.
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOC 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or CRIM 410 with a minimum grade of D-.
Equivalent(s): BEHS 540G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Assess how behavioral-science-related education is operationalized in an authentic work environment in terms of how theory transfers to professional practice.
- Illustrate how the sponsoring organization, agency, and/or program is structured, funded, and administered.
- Reflect on the impact of the field-based experience on the formation of career aspirations.
- Demonstrate networking, communication, and professional proficiency in an authentic work environment that aligns with industry performance standards.
- Develop a profile of personal career opportunities and compensation that reflect an accurate assessment of the employment marketplace.
BEHS 610 - Community Emergency Response
Credits: 4
The focus of this course is on disaster preparedness and training and organizing teams that can support communities during disasters. The course provides disaster response process knowledge, such as fire safety, light search and rescue, and disaster medical operations. Community emergency response knowledge is used to develop strategies to protect families, neighbors, and co-workers if a disaster occurs. How to plan, execute, and evaluate disaster preparedness desktop exercises will be addressed.
Prerequisite(s): BEHS 445 with a minimum grade of D- or BEHS 505G with a minimum grade of D-.
Equivalent(s): BEHS 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Develop a portfolio of strategies and skills for effectively and appropriately managing a community emergency response.
- Identify necessary resources and how to obtain them to help mitigate disaster damage while improving community emergency response.
- Describe various public health emergencies and the resources needed to minimize the threat to and effects on the public.
- Analyze the psychological impact of disasters on both civilians and first responders, as well as strategies to mitigate this impact.
BEHS 644 - Special Topics: Upper Level
Credits: 1-4
A study of current and variable topics in Behavioral Science. Course content changes from term to term. It is expected that the learner will have prior coursework or experience in the subject area.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): BEHS 644G
Grade Mode: Letter Grading
BEHS 665 - Disaster Management
Credits: 4
This course addresses the complexity of issues related to disaster management, including a history of the field, key legislation impacting the field, comprehensive emergency management and integrated emergency management, and current issues in the field. This course explores emergency management systems used to lessen the potential impact of disasters. Approaches related to policy, sustainability, public education, disaster exercises, programming, and the built environment are all considered.
Prerequisite(s): BEHS 445 with a minimum grade of D- or BEHS 505G with a minimum grade of D- or FSA 605 with a minimum grade of D- or FSA 605G with a minimum grade of D-.
Equivalent(s): BEHS 617G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Articulate the foundations of an all-hazards approach to disasters and associated natural/human events.
- Discuss disaster management theory.
- Describe the Department of Homeland Security (DHS) strategic framework for countering changing threats and existing emergency management strategies, which encompass policy, sustainability, public education, and disaster exercises.
- Analyze methods of gaining community involvement as an essential part of successful humanitarian assistance in an all-hazards approach to disaster management.
- Explain how technological innovations in disaster risk reduction provide advantages for better disaster mitigation preparedness.
- Analyze methods of disaster management by conducting independent disaster management research about a case study, including a data search and trend analysis, and presenting the results of this analysis.
BEHS 675 - Terrorism: Domestic and International
Credits: 4
This course is designed to acquaint students with the major issues in the growing threat of domestic and global terrorism. Topics include an overview of the history and development of terrorism, types of terrorism, terrorist groups, the psychology of terrorism, the structure and dynamics of terrorist groups, terrorists' techniques, financing of terrorism, the media and terrorism, legal issues, and terrorism of the future.
Equivalent(s): BEHS 615G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Compare and contrast the tenets, history, and development of domestic and international terrorism.
- Analyze the necessity of studying both domestic and international terrorism.
- Compare and contrast distinct types of terrorist groups and summarize the groups’ dynamics.
- Apply select emergency management theories to terrorist events and their prevention.
- Analyze the legal issues related to dealing with global terrorism.
BEHS 695 - Internship in Behavioral Science
Credits: 4
This course is a field-based internship designed to develop and hone the practical application skills of a Behavioral Science major. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the general auspices of their faculty mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where behavioral science-related knowledge and skills are applied. NOTE: It is recommended that students have completed the majority of upper level course work in their major prior to enrolling in this course. Registration for this course is by permission of Academic Affairs. Earlier registration deadlines may apply.
Equivalent(s): BEHS 640G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Complete an in-depth, supervised experience in a field setting that is related to the behavioral sciences and the student’s chosen career path.
- Explain the internship site’s mission statement and how the organization and its services serve the community and its designated clientele.
- Apply behavioral science knowledge, skills, and methods to specific field settings, client populations, or service clientele.
- Improve their behavioral science-related skills, methods, and techniques.
- Describe the importance of assessment, evaluation, and quality assurance in the context of the internship site’s work.
Criminal Justice (CRIM)
CRIM 410 - Introduction to Criminology
Credits: 4
This course introduces the learner to the field of criminology by reviewing the historical underpinnings of the modern-day study of crime and criminals, examining the theoretical causes of crime and criminality, and evaluating society's responses to crime. Learners are introduced to the sociological, biological, and psychological schools of criminological thought. Topics include crime statistics and social and legal mechanisms used to address criminal activity and the individual criminal.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): CRIM 500G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Define crime and the historical precedents of modern criminology.
- Identify the characteristics of various crime typologies, e.g., violent crime, such as rape, murder, and arson, and property crime.
- Explain the measurement of various types of crime and trace its extent historically.
- Explain the social and financial costs of crime.
- Describe how theoretical perspectives, such as those from sociology, psychology, and biology, may offer possible explanations for criminal behavior and/or criminality.
- Discuss responses to crime and criminal activity within American society.
CRIM 425 - Juvenile Justice
Credits: 4
This course will take an in-depth view of how the components of the criminal justice system address juvenile delinquency. How and why a juvenile is entered into the criminal justice system will be examined and alternatives to entry will be explored. These alternatives include diversionary programs and second-chance protocols. Social and economic disparities will be discussed regarding how those factors figure into the propensity of crimes being committed by juveniles. Additionally, youthful offender procedures that result in juveniles being charged, tried, and, in some cases, incarcerated in the adult system will be explored. Lastly, the course will explore the basic competencies of professionals who interact with juveniles in the criminal justice system and in the agencies that contribute to the rehabilitation and reintegration of juveniles after a finding of delinquency.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): CRIM 525G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the history of how juvenile delinquency has been handled in the criminal justice system over time.
- Explain how socializing agents, such as family, peers, schools, sports, organizations, and law enforcement, affect the juveniles decision-making capacity.
- Examine the origins, approaches, and theories of juvenile delinquency.
- Compare and contrast the levels of juvenile delinquency based on different sociological factors.
- Research contemporary issues of criminal justice reform from a juvenile justice perspective and the implications to the various actors and agencies in the criminal justice systems that specialize in juvenile justice at the national and state levels.
CRIM 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Criminology. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): CRIM 544G
Grade Mode: Letter Grading
CRIM 555 - The Criminal Justice System
Credits: 4
This course presents an overview of the criminal and juvenile justice systems and the variety of agencies charged with the detection, prosecution, and subsequent application of penalties. The course begins with an examination of the extent and nature of crime in the U.S. It then reviews the subsystems associated with the criminal and juvenile justice fields, including the police, criminal and juvenile courts, and corrections and treatment processes. The review of each subsystem includes a discussion of its historical development as well as issues currently confronting the profession. Students also explore and evaluate differing philosophies underlying corrections. The course concludes with an examination of the future of the criminal and juvenile justice systems from political and sociological perspectives.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): CRIM 555G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Discuss the complexity of the criminal and juvenile justice system as a whole, as well as its subsystems: the police, criminal and juvenile courts, corrections, and treatment programs.
- Trace the historical development of each subsystem to present-day “state-of-the-art” approaches.
- Differentiate between informal and formal methods of social control, recognizing current political and social attitudes toward crime and delinquency.
- Describe the evolution of police departments in the U.S. and the political, economic, and social factors affecting their development and organization.
- Describe the role of prosecutors, defense attorneys, judges, and juries in both the criminal and juvenile justice systems.
- Explain the various sentencing options available to criminal and juvenile court judges and factors taken into consideration in the application of each.
- Trace the evolution of prisons and juvenile correctional facilities in the U.S, various treatment modalities, and current issues confronting corrections today.
- Discuss the impact of politics on the criminal justice system as well as suggested reforms designed to reduce the crime rate.
CRIM 600 - Crime Prevention and Control
Credits: 4
This course focuses on situational crime prevention by both law enforcement personnel and the general public. Theoretical and practical aspects of techniques of situational prevention are examined. Students formulate their own theories on crime prevention and control, and evaluate methods for the reduction of crime and corresponding financial and social costs.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-.
Equivalent(s): CRIM 600G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze the theories of crime prevention and control.
- Apply the issues of philosophy, politics, and policy as they relate to crime prevention and control.
- Apply the theories of crime prevention and control to situational crime prevention.
CRIM 644 - Special Topics: Upper Level
Credits: 1-4
A study of current and variable topics in Criminology. Course content changes from term to term. It is expected that the learner will have prior coursework or experience in the subject area.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): CRIM 644G
Grade Mode: Letter Grading
CRIM 645 - Crime Victim Rights and Remedies
Credits: 4
The course examines the various relationships between the crime victim and the police, courts, advocates, and other agencies such as the media. Specific categories of crime victims are studied, including drunk driving victims, sexual assault victims, domestic violence and stalking victims, hate crime victims, and child and elderly victims.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOC 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D-.
Equivalent(s): CRIM 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain statutes protecting crime victims.
- Discuss a victim advocate’s role and duties.
- Evaluate the different systems responses to victims.
- Critically examine community support programs to which certain victims may be referred.
- Identify the ways in which victims can be compensated.
- Analyze a victim's reactions and behavior after a criminal act.
CRIM 680 - Corrections, Probation and Parole
Credits: 4
This course presents an extensive examination of the organization and operations of correctional, probation and parole agencies as particular segments of the United States criminal justice system. Learners study corrections, probation and parole from a variety of standpoints, including historical and philosophical foundations, the theoretical concerns that the options present, as well as the practical aspects of those services. Other topics include a review of community-based corrections, options for treatment and intermediate sanctions, issues surrounding court orders and pre-sentence reports, and an examination of correctional and probation and parole officers' professional roles, and the legal decisions affecting practice in this field.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): (CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-) and (CRIM 555 with a minimum grade of D- or CRIM 555G with a minimum grade of D-).
Equivalent(s): CRIM 606G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate the historical and philosophical context for the emergence of prisons as a means of imposing the criminal penalty of incarceration.
- Describe the historical basis for probation and parole.
- Explain corrections within the context of the various roles and functions of the criminal justice system.
- Identify the roles of correctional professionals in various environments.
- Identify and evaluate the various types of present-day confinement facilities.
- Critically evaluate the various forms of mental health and drug dependence treatments available in the corrections system.
- Analyze contemporary challenges in the correctional system.
- Identify programs that develop social controls and evaluate their methodologies and relationship to correctional custody.
- Analyze the processes and outcomes of mandatory and alternative sentencing.
CRIM 707 - Constitutional Law
Credits: 4
This course examines the United States Constitution and the New Hampshire Constitution using a substantive approach. Learners participate in a critical analysis of how both the United States Supreme Court and the New Hampshire Supreme Court deal with constitutional issues of major societal importance. The course also focuses on the historical development of constitutional law by studying the many diverse and often controversial matters with which the U.S. and NH Supreme Courts deal. An emphasis is placed on reading and analyzing leading constitutional case law and gaining in-depth knowledge of the relationship between the NH and U.S. Constitutions.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): (CRIT 501 with a minimum grade of D- or CRIT 501G with a minimum grade of D-) and (POL 554 with a minimum grade of D- or POL 554G with a minimum grade of D-).
Equivalent(s): CRIM 607G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Summarize the major content of the U.S. and New Hampshire Constitutions.
- Demonstrate appropriate application of the procedural rules utilized in the criminal justice system.
- Identify the major Constitutional Amendments and discuss their practical application.
- Analyze constitutional law and its application to various criminal justice and legal matters.
- Articulate the relationship between the U.S. and New Hampshire Constitutions.
- Discuss various U.S. Supreme Court and New Hampshire Supreme Court cases as they relate to constitutional issues.
- Brief and analyze constitutional case law.
- Describe the significance of, as well as the application of, the Bill of Rights within constitutional law.
- Apply the 14th Amendment of the U.S. Constitution and the New Hampshire Constitution in analyses of case studies.
- Explain the major U.S. Constitutional Amendments including, but not limited to, the 4th, 5th, 6th, and 8th Amendments.
- Analyze the modern societal impact of the U.S. Constitution and the New Hampshire Constitution.
CRIM 725 - Ethical Decision Making in the Criminal Justice System
Credits: 4
This course introduces students to the discipline of ethical decision making by criminal justice professionals in a system where great authority is given, and even greater responsibility is expected. The concept of discretion will be an ever-present factor in discussions of critical decisions made by law enforcement, the courts, and corrections. In this course, students will be exposed to ethical scenarios, and they will be asked to discuss what the proper course of action was, or should have been. In addition to real-life case studies, students will be asked to work through challenging hypotheticals that test their understanding of ethical dilemmas in the criminal justice field. In sum, the student of this course will have the opportunity to develop a much greater awareness of the ethical tests faced by criminal justice professionals on a daily basis and the expectations of society in that regard.
Attributes: Writing Intensive Course
Prerequisite(s): CRIM 555 with a minimum grade of D- or CRIM 555G with a minimum grade of D-.
Equivalent(s): CRIM 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze the many practical aspects of using discretion in the criminal justice system.
- Investigate and question ethical decision making within actual criminal justice events.
- Enact ethical decision making within hypothetical scenarios from the perspectives of law enforcement, the courts, and corrections.
- Examine the occupational pitfalls of unethical actions within the criminal justice system.
- Evaluate contemporary ethical issues such as cultural competence, implicit bias, and procedural justice from both a national and a state lens.
CRIM 795 - Integrative Capstone: Internship in Criminal Justice
Credits: 4
This capstone course is a field-based internship designed to develop and hone the practical application skills of a Criminal Justice major. The course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where criminal-justice-related knowledge and skills are applied. NOTE: Registration for this course, an internship, is by permission of Academic Affairs. Early registration deadlines may apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): CRIM 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Complete an in-depth, supervised experience in a field setting that is related to Criminal Justice and reflective of the student’s professional development.
- Apply knowledge of systems, operations, and roles fundamental to the field in the context of an individually developed project that includes evidence-based sources of information.
- Apply discipline knowledge, skills, and methods to a specific field setting, client population, or service clientele.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Clearly and professionally communicate all aspects of the project, including the student's reflections on the integration of knowledge achieved through the completion of the internship.
CRIM 797 - Integrative Capstone: Project in Criminal Justice
Credits: 4
This capstone course in the Criminal Justice degree program is designed to offer learners the opportunity to reflect upon and synthesize prior learning and to apply it at a higher level of understanding. Knowledge and skills from other courses in the program and from experience are integrated in focused individual projects. Such projects might include independent research or a work-related or other applied project. Analysis of the individual project in light of theory and research in the field is a key component of this course. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): CRIM 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and discuss common themes and issues in various branches of criminal justice.
- Identify and propose a capstone project idea, e.g., research, work-related, or applied project with instructor guidance.
- Conduct scholarly research using library resources to locate evidence-based, peer-reviewed sources and incorporate these sources into the capstone project.
- Analyze the capstone project in light of current issues/trends in the field, particularly as they relate to the student’s own career goals, and clearly and professionally communicate the synthesized findings of the project.
- Follow college policy that all research activities which involve human participants, regardless of the level of risk foreseen, require review and written approval by the College’s Institutional Review Board prior to the initiation of the activity, if appropriate.
Health Care (HLTC)
HLTC 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Health Care. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): HLTC 544G
Grade Mode: Letter Grading
HLTC 550 - The Emerging U.S. Health Care System
Credits: 4
This course traces the evolution of the U.S. health care delivery system over the last century with a focus on the structure and function of the contemporary managed care system. The course examines a wide range of factors (sociocultural, political, economic, legal and technical) which have impacted the evolution of the current system. Economic factors related to the delivery of health care services are extensively covered. Comparative health care systems are examined. The impact of the changing demographics of the U.S. population on the design and delivery of health care is reviewed.
Attributes: Writing Intensive Course
Equivalent(s): HLTC 550G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the forces (sociocultural, political, economic, legal, technical) and historic milestones in the evolution of the contemporary U.S. health care system.
- Describe how culture (socioeconomic, ethical, political factors) have shaped health care delivery and population health.
- Define "managed care" and analyze how managed care impacts the manner in which health and human services are delivered.
- Describe the broader context in which the health care workforce provides services and trains inter-professionally to maximize quality health care and improve patient outcomes.
- Define the meaning of the term "vulnerable populations" and describe how the current health care system addresses the population health care needs.
- Describe the impact of information technology on health care services and health service outcomes.
HLTC 560 - Health Behaviors: Theoretical Foundations for Health Education
Credits: 4
This course explores how psychological theories and techniques can minimize unnecessary morbidity and premature mortality. Applied behavioral and cognitive techniques that target primary and secondary prevention efforts are identified through theory and research. Effective health coaching and education techniques that support the compliance of healthy behaviors will be introduced.
Attributes: Writing Intensive Course
Equivalent(s): HLTC 560G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify factors that promote and inhibit the health of individuals and communities.
- Describe and discuss theoretical constructs that influence individual responses to health and illness.
- Identify the obstacles that prevent individuals from health behavior change.
- Apply appropriate best practice interventions for health promotion and behavior change.
- Demonstrate research skills to locate, utilize and report on primary resources using American Psychological Association (APA) guidelines for in-text citations and the reference list.
HLTC 590 - Introduction to Fiscal Management in Health Care
Credits: 4
This course is designed for health care managers who do not have a background in financial management. As an introduction to the tools and processes that empower managers entrusted with budgetary oversight, the course provides fundamental skills for effective financial management in the rapidly changing health care environment. Students become prepared to make their organizations more effective in the four managerial functions of planning, organizing, leading and controlling by balancing inflows (revenues) and outflows (expenses), successfully monitoring and controlling costs and staffing, and identifying areas to be targeted for improvement. Strategies to acquire and allocate funds and to plan, analyze, and control financial operations are introduced.
Equivalent(s): HLTC 555G, MGMT 555G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify drivers of revenue generation in health care including the health care chargemaster, coding and claims, and legal and industry regulations.
- Explain governmental, commercial and other third-party payor payment systems, contract negotiations and recording third party payments in the financial records.
- Examine partnership roles between community stakeholders and health care organizations for fundraising and revenue generation.
- Compile, analyze and explain financial statements and financial ratios.
- Analyze financial operating budgets, capital budgets and forecasts based on both financial and non-financial metrics.
- Demonstrate aspects of product costing and managerial control planning for budgeting and benchmarking using cost accounting concepts.
- Gain skills in explaining healthcare finance to non-financial audiences.
HLTC 595 - Practicum in Health Care
Credits: 4
This project-based practicum is an entry-level field experience designed to assist health care-related majors in exploring career and vocational settings in which they can use and apply their knowledge and skills. The practicum is exploratory in nature, involves extensive student initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum mentor. A supplementary objective of the practicum is to explore and assess possibilities for settings and situations in which the student may engage for the internship of HLTC 795 or to investigate an evidence-based health and wellness topic for HLTC 798. Earlier registration deadlines apply. Please consult your advisor.
Prerequisite(s): HLTC 550 with a minimum grade of D- or HLTC 550G with a minimum grade of D-.
Equivalent(s): HLTC 540G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Assess how health care is operationalized in an authentic work environment in terms of how theory transfers to professional practice.
- Illustrate how the sponsoring organization, agency, and/or program is structured, funded, and administered.
- Reflect on the impact of the field-based experience on the formation of career aspirations.
- Demonstrate networking, communication, and professional proficiency in an authentic work environment that aligns with industry performance standards.
- Develop a profile of personal career opportunities and compensation that reflect an accurate assessment of the employment marketplace.
HLTC 612 - Population Health
Credits: 4
This course outlines how health care and health education delivery for various populations and communities have evolved. Topics include health behaviors, social determinants of health, cultural influences, health policy and economics, and how frameworks for health care systems influence disease prevention strategies. This course analyzes population health issues from multiple perspectives and examines community assessment strategies. The course also emphasizes the promotion of a healthy lifestyle for the individual and populations to reduce morbidity and mortality rates.
Prerequisite(s): HLTC 550 with a minimum grade of D- or HLTC 550G with a minimum grade of D- or HMSV 424 with a minimum grade of D- or HMSV 500G with a minimum grade of D- or BEHS 502G with a minimum grade of D-.
Equivalent(s): HLTC 612G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply an evidence-based approach to address population health.
- Identify health risk factors for diverse populations and differentiate disparities between groups.
- Organize and present a logical and concise argument for supporting interventions for a specific population.
- Develop and articulate interventions to address a population health problem implementing evidence-based practices.
- Identify and describe social determinants of health that create or alleviate community health problems or issues.
HLTC 627 - Reimbursement and Financing Techniques in Health Care
Credits: 4
This course analyzes various methods of health care financing, including Medicare/Medicaid, private insurance (including HMOs), and self-funding. It then discusses the various methodologies for reimbursement under these programs, including fee-for-service, capitation, and DRGs, and their impact on the health care organizations providing the services. Students will analyze how budgets, expenses, and financial statements, etc., are linked to the reimbursement process, and they will examine the role of the non-financial manager in health and human services in these processes.
Prerequisite(s): HLTC 555G with a minimum grade of D- or HLTC 590 with a minimum grade of D-.
Equivalent(s): HLTC 627G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the various methods of health care financing and reimbursement within the U.S. health care system.
- Explain the cause and effect of the various methods of health care financing and reimbursement at both the macro (system) and micro (individual or institution) levels.
- Demonstrate familiarity and competency with accounting and financial methods and with the tools utilized in the financing and reimbursement of healthcare.
- Discuss the complex interrelationships between the various mechanisms of health care financing and reimbursement and the delivery of services within the U.S. Health Care System.
HLTC 690 - Law and Ethics for Health Care and Human Services
Credits: 4
This course provides students with legal and ethical frameworks for working through increasingly complex issues that affect health and human services delivery from the standpoint of the individual, the public, and the system of providers. Through an overview of current law, regulation, standards of ethics, and moral theory, students will evaluate pervasive issues and dilemmas present in their field of study. This course incorporates case studies with philosophical and theoretical analysis to equip students with nuanced perspectives regarding the ethical, legal, and health policy challenges facing society.
Attributes: Writing Intensive Course
Equivalent(s): HLTC 629G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify how and by whom legal and ethical frameworks are decided in our society.
- Identify the role of ethics in the delivery of health and human services.
- Explore the ethical frameworks, laws, and regulations that impact health systems and society.
- Examine legal and ethical issues encountered in the health system from multiple perspectives.
- Apply legal and ethical frameworks to support evidence-based decision-making regarding health or health systems issues.
- Compare or contrast different approaches to addressing ethical issues and dilemmas.
- Analyze the role of health professionals toward supporting patient/client values and safety and minimizing organizational risk for liability.
HLTC 695 - Internship or Project in Health Care
Credits: 4
This upper level course is a field-based experience designed to develop and hone the practical application skills of a health care, human services, or wellness-related major. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty internship mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where health care, human services, or wellness-related knowledge and skills are applied. A non-field-based project may be substituted with approval of Academic Affairs. NOTE: Registration for this course as an internship is by permission of Academic Affairs. Early registration deadlines may apply. All major requirements must be completed prior to enrollment in this course.
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HLTC 640G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Acquire an in-depth supervised experience in a field setting that is related to their health care major and their chosen career path thus bolstering their professional development.
- Integrate and apply their health care knowledge, skills, and methods to a specific field setting.
- Understand the internship site's mission and identify how the organization and its services serve the intended market.
- Understand the nature and importance of ethical practice in the internship setting.
- Complete a project-based assignment for a selected organization and, where possible, present results of the internship experience to a supervisor or senior management.
- Acquire an experientially based knowledge foundation to inform and guide their future career choices in the health care field.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Follow college policy that all research activities which involve human participants, regardless of the level of risk foreseen, require review and written approval by the College's Institutional Review Board prior to the initiation of the activity.
HLTC 720 - Health Program Planning and Evaluation
Credits: 4
This course addresses the principles of planning, development, implementation, and evaluation of health programs with an emphasis on addressing community health frameworks, individual health and lifestyle risk factors, and the appropriate interventions to manage these risks. Partnership building with stakeholders will also be addressed.
Prerequisite(s): MTH 504 with a minimum grade of D- or MATH 504G with a minimum grade of D-.
Equivalent(s): HLTC 620G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Examine the components of needs assessment tools that measure individual and population health.
- Develop strategic health and wellness programming interventions based on health needs assessment data and evidence-based best practices.
- Evaluate community, state, and national public health stakeholders, and the interdisciplinary professional roles that optimize health outcomes for individual and population health.
- Demonstrate effective communication techniques that support individuals and populations pursue optimal health.
- Employ responsible disciplinary methods of attribution to document sources that support evidence-based practices in the health professions.
HLTC 737 - Informatics for Health Professionals
Credits: 4
Health care professionals interact with patients, families, communities, and populations in technology rich environments. This course provides students with the opportunity to explore communication technologies and informatics tools integral to the health care system. Students will investigate how data is collected and utilized to inform decisions. Consideration of the impacts of information and communication technologies relative to ethical standards, quality improvement, regulations, and the experience of patients and providers shall be explored by students.
Attributes: Writing Intensive Course
Equivalent(s): HLTC 637G, NUR 608G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze various information and communication technology tools used in the care of patients, communities, and populations.
- Identify the appropriate use of information and communication technology to gather data, create information, and inform decision-making to improve health care delivery.
- Evaluate how information and communication technology processes enhance patient care and improve clinical interactions and workflow.
- Explore how information and communication technologies support interdisciplinary care and communication between providers, patients, and systems.
- Demonstrate the importance of utilizing information and communication technologies in accordance with legal, professional, and regulatory standards, and workplace policies in the delivery of care.
HLTC 738 - Health Care Policy
Credits: 4
This course explores the multifaceted issues affecting health care policy in the United States. The course reviews the history of health care policy and provides students with an understanding of how it has shaped our current health care delivery system. Major health care policies and initiatives are reviewed. The course also explores the many political challenges (state and national), political process, impact of the presidential administration, and political interest groups. Students examine the impact that various parties have on health care policy and the challenges facing reform efforts.
Prerequisite(s): HLTC 550 with a minimum grade of D- or HLTC 550G with a minimum grade of D-.
Equivalent(s): HLTC 638G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate an awareness of the history of national health care policy.
- Identify and explain major health care policies and initiatives as well as their implications.
- Identify and discuss the challenges facing health care reform efforts.
- Explain the complexities of the political process with regard to health care legislation.
- Analyze the multiple state and national efforts over the past decade which have resulted in successes and failures toward health care reform.
HLTC 795 - Integrative Capstone: Internship in Health and Wellness
Credits: 4
This upper level course is a field-based experience designed to develop and hone the practical application skills of a health care, or wellness-related major. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty internship mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where health care, or wellness-related knowledge and skills are applied. This course is the capstone for the BS in Health and Wellness. NOTE: Registration for this course as an internship is by permission of Academic Affairs. Early registration deadlines may apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HLTC 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Acquire and complete an in-depth supervised experience in a field setting that is related to. a student's health major, chosen career path, and/or area of interest.
- Integrate and apply historical knowledge, skills, and methods to a specific field setting, client population, or service clientele.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Synthesize information resources to reveal patterns, connections, and/or comparisons.
- Produce a substantial, evidence-based research paper or equivalent project using discipline-specific writing and attribution.
HLTC 797 - Integrative Capstone: Project in Health Care Management
Credits: 4
This project-based capstone integrative seminar focuses on the concepts and techniques of successful health care management practices. It analyzes the process of developing and executing strategies designed to optimize a health care organization and its management. Students apply their knowledge of health care systems, policy, financing, and information systems to a course project. The project integrates essential knowledge from the degree program at both the practical and the theoretical levels while fulfilling the student's own field of professional interest. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HLTC 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate knowledge of historical contexts and perspectives, along with their significance, on a chosen health care management topic.
- Conduct thorough research by employing discipline-specific methodology to locate and evaluate a variety of sources and perspectives.
- Synthesize information resources to reveal patterns, connections, and/or comparisons to assess a health care management issue.
- Assess best practices for professionals within a health care management area of specialty. 5, Produce a substantial, evidence-based research paper or equivalent project using discipline-specific writing and attribution.
- Clearly and professionally communicate all aspects of the project, including its nature, theoretical foundations, conclusions, and the student's reflections on the integration of knowledge achieved through the completion of the project.
HLTC 798 - Integrative Capstone: Project in Health and Wellness
Credits: 4
This capstone course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Conforming to the clinical, research and ethical health standards, students will complete an independent project, which includes the written analysis and synthesis integrating theory and practice. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HLTC 652G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate knowledge of historical contexts and perspectives, along with their significance, on a chosen health and wellness topic.
- Conduct thorough research by employing discipline-specific methodology to locate and evaluate a variety of sources and perspectives.
- Synthesize information resources to reveal patterns, connections, and/or comparisons to assess a health and wellness issue.
- Assess best practices for professionals within a health and wellness area of specialty. 5, Produce a substantial, evidence-based research paper or equivalent project using discipline-specific writing and attribution.
- Clearly and professionally communicate all aspects of the project, including its nature, theoretical foundations, conclusions, and the student's reflections on the integration of knowledge achieved through the completion of the project.
Human Services (HMSV)
HMSV 424 - Human Services and the Helping Process
Credits: 4
This course provides an introduction to the helping process in the context of a human service agency. There are two essential components to this course. The first examines the economic, social, and political forces that have shaped the development of human service organizations and their status today. It reviews the issues and obstacles involved in providing quality service to various populations in our society. The second major emphasis offers students the opportunity to review the basic elements of the helping process. Students examine the development of a professional working relationship with clients. They also learn what the process of helping includes. Emphasis includes the influence of personal experiences and values on prospective workers in the helping professions.
Equivalent(s): BEHS 502G, HMSV 500G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the history and current state of human service agencies in the United States.
- Construct the profile of persons in need of services including eligibility for either short-term help or long-term care.
- Recognize the attitudes, beliefs, and values that inform the work of the human services practitioner and describe how these values are expressed in ethical decision making.
- Identify and apply the common basic elements of the methods, skills, and techniques used by the human services practitioner, both personally and professionally, regardless of formal training or practice setting.
- Define the historical, economic, political, and social factors that impact the delivery of human services, including illustrating the economic, cultural, medical, and educational influences that lead consumers to seek assistance from human service organizations.
- Identify one’s own values, attitudes, communication skills, professional boundaries, and motivation and relate these to the necessary elements of the helping relationship.
HMSV 480 - Case Management
Credits: 4
This course examines the theories, roles, and functions of case management. Students study examples of case management to include the professional skills necessary to be a successful case manager. The course explores case management issues with special populations and includes a discussion of the importance of ethics and the essential elements of case-note documentation, along with challenges and legal issues that case managers are faced with in organizations.
Prerequisite(s): (HMSV 424 with a minimum grade of D- or HMSV 500G with a minimum grade of D- or BEHS 502G with a minimum grade of D-) and (PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-).
Equivalent(s): HMSV 501G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Differentiate between case management protocols in at least two service provider organizations.
- Articulate clear documentation of an agency case observation according to agency guidelines.
- Articulate the theories, roles, and functions of case management.
- Identify and articulate the unique case management issues that come into play while working with special populations.
- Recognize and strategize the signs of burn-out and the importance of self-care within the case management profession.
- Discuss the legal issues, liabilities, and challenges within the case management profession.
HMSV 595 - Field-Based Practicum in Human Services
Credits: 4
This field-based practicum is an entry-level field experience designed to assist Human Services majors in exploring career and vocational settings in which they can use and apply their knowledge and skills. The practicum is exploratory in nature, involves extensive student initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum mentor. A supplementary objective of the practicum is to explore and assess possibilities for settings in which the student may engage in a Human Services capstone internship or ideas for a potential Human Services capstone project. NOTE: This practicum requires students to complete a 25-hour work experience at a college-approved practicum site. Registration for this course is by permission of Academic Affairs. Early registration deadlines may apply.
Prerequisite(s): HMSV 480 with a minimum grade of D- or HMSV 501G with a minimum grade of D-.
Equivalent(s): HMSV 540G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain the connections between on-going academic training and the site-specific work environment.
- State how the site-specific human services organization is structured, funded, and managed.
- Articulate knowledge of career expectations, realities, and opportunities within the site-specific human services organization including range of salary, benefits, and other compensation.
- Demonstrate effective use of workplace engagement strategies including, but not limited to, taking initiative to network, conducting interviews and being interviewed, and/or promoting one's capabilities and assets in the field setting.
- Describe and assess personal career aspirations in the Human Services field including locating and critiquing a potential internship site.
- Display professionalism and standards of ethics, including, but not limited to, adherence to any and all work site policies and use of responsible quotation and citation practices based on impeccable documentation in all communications.
HMSV 597 - Project-Based Practicum in Human Services
Credits: 4
This project-based practicum is designed to assist Human Services majors in exploring career and vocational settings in which they can use and apply their knowledge and skills. The practicum is exploratory in nature, involves extensive student initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum mentor. A supplementary objective of the practicum is to explore and assess possibilities for settings in which the student may engage in a Human Services capstone internship or ideas for a potential Human Services capstone project. NOTE: Students must follow college policy that all research activities which involve human participants, regardless of the level of risk foreseen, require review and written approval by the College's Institutional Review Board prior to the initiation of the activity.
Prerequisite(s): HMSV 480 with a minimum grade of D- or HMSV 501G with a minimum grade of D-.
Equivalent(s): HMSV 541G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain the connections between on-going academic training and several possible work environments.
- Compare and contrast how human services organizations are structured, funded, and managed.
- Differentiate knowledge of career expectations, realities, and opportunities within human services organizations including range of salary, benefits, and other compensation.
- Demonstrate effective use of workplace engagement strategies including taking initiative to network, conducting interviews and being interviewed, and/or promoting one's capabilities and assets in the field setting.
- Describe and assess personal career aspirations in the Human Services field including locating and critiquing a potential internship site.
- Display professionalism and standards of ethics including use of responsible quotation and citation practices based on impeccable documentation in all communications.
HMSV 795 - Integrative Capstone: Internship in Human Services
Credits: 4
This capstone course is a field-based internship designed to develop and hone the practical application skills of a Human Services major. The course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to practical situations. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the general auspices of their college mentor. The internship requires documented evidence of 80 hours of supervised experience and practice in a field setting where human services knowledge and skills are applied. NOTE: Registration for this course, a field-based experience, is by permission of the Academic Affairs. Early registration deadlines will apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602G with a minimum grade of D- or CRIT 602 with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HMSV 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Complete an in-depth, supervised experience in a field setting that is related to Human Services and reflective of the student’s professional development.
- Apply discipline knowledge, skills, and methods to a specific field setting, client population, or service clientele.
- Articulate and apply professional behavior, fundamental rights, ethical principles, and overarching policies that guide Human Services practitioners while working in a field setting.
- Apply knowledge of systems, operations, and roles fundamental to the field in the context of an individually developed project that includes details of the internship (including the site’s mission/vision, services, clientele, etc.), relevant evidence-based sources of information, and the student’s integrative conclusions and reflections on the knowledge achieved through the completion of the Human Services program and this field-based experience.
- Clearly and professionally communicate all aspects of the project, including responsible quotation and citation practices in accordance with American Psychological Association (APA) standards.
HMSV 797 - Integrative Capstone: Project in Human Services
Credits: 4
This project-based integrative capstone course in Human Services focuses on the concepts and techniques of successful Human Services practitioners. Students integrate the knowledge and skills gained from other courses in the Human Services program and demonstrate the ability to apply knowledge to new subject matter and practical situations. Students develop and implement a project within their chosen concentration (professional interest) that includes an applied research project, a written rationale, and synthesis of theory and practice. NOTE: Students must follow college policy that all research activities that involve human participants, regardless of the level of risk foreseen, require review and written approval by the College's Institutional Review Board prior to the initiation of the activity. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602G with a minimum grade of D- or CRIT 602 with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): HMSV 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and use evidence-based research and resources in Human Services to develop a capstone project that integrates prior learning and experience with personal and professional goals.
- Demonstrate critical analysis of sources and articulate connections between current theory and practice in Human Services within the capstone project.
- Clearly and professionally communicate the synthesized findings of the capstone project.
- Employ responsible quotation and citation practices in accordance with American Psychological Association (APA) standards.
- Articulate and apply the fundamental rights, ethical principles, and overarching policies that guide Human Services practitioners.
Interdisciplinary Studies (IDIS)
IDIS 410 - College Success Seminar
Credits: 2
College Success Seminar provides the foundation for an informed and meaningful college experience. In the seminar, students discover how their individual capacities position them for the attainment of their goals within the academic community of the college. The course broadens understanding of key concepts common to integrative learning within higher education settings, particularly focusing on the ways multiple academic disciplines can improve success in applied careers. It empowers students to become informed users of information as well as engage in research and planning for subsequent courses. Students in this course will consider the ways various learning opportunities relate to one another and to the individual's personal, academic, and career goals. College Seminar fosters the self-awareness and intellectual perspective that are the hallmarks of well-educated persons and lifelong, engaged learners. For students in the AA General Studies program, this course will also guide students in developing their twenty credit academic concentration within the associate degree.
Equivalent(s): IDIS 502G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the culture, norms, practices, and terminology that characterize integrative learning in higher education, with specific emphasis on learning resources within the college academic community.
- Discuss personal strengths in relation to integrative, college-level learning and identify strategies for overcoming obstacles.
- Identify and use key strategies for finding and using information appropriately in higher education.
- Summarize the key elements of career development and make appropriate use of career planning tools.
- Write clear and precise personal, academic, and career goal statements.
- Develop an appropriate course selection strategy that logically follows from the self-reflection fostered throughout the course.
IDIS 560 - Research Methods in the Behavioral Sciences
Credits: 4
In this course, students will investigate research methods relevant to the behavioral sciences. Topics will include the scientific method, research ethics, behavioral measurement, experimental and nonexperimental research design, statistical analysis, and scientific writing. Students will apply knowledge of research design, ethics, scientific writing, and APA formatting to propose a viable empirical study to address a practical problem.
Attributes: Social Science (Discovery); Inquiry (Discovery); Writing Intensive Course
Prerequisite(s): (ENG 420 with a minimum grade of D- or ENG 500G with a minimum grade of D- or ENGL 401 with a minimum grade of D-) and (CRIT 501 with a minimum grade of D- or CRIT 501G with a minimum grade of D-) and (MTH 504 with a minimum grade of D- or MATH 504G with a minimum grade of D-) and (PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or EDU 510G with a minimum grade of D- or EDC 500 with a minimum grade of D-).
Equivalent(s): IDIS 501G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate an understanding of the major concepts related to research design, measurement, statistical analysis, and the scientific method.
- Reflect on the ethical issues relevant to behavioral research in the context of both historical and current examples.
- Demonstrate an understanding of the requirements for safeguarding human research participants, and specifically the College’s Institutional Review Board process.
- Conduct scholarly research using library resources to locate peer-reviewed sources and incorporate these sources into an applied research proposal.
- Identify and critically evaluate the research methods used in the empirical research relevant to a specific topic.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
- Connect behavioral research concepts to everyday events and personal experiences.
- Generate a project on a chosen topic (related to the behavioral sciences) that reviews the relevant literature and proposes a viable empirical study to address a practical issue.
IDIS 601 - Interdisciplinary Seminar
Credits: 4
Many problems in today's society are complex with no simple method of solving them. It is therefore imperative for civic-minded people to explore issues from multiple viewpoints and frameworks. The course analyzes specific themes as they relate to local or global communities while encouraging civil discourse among classmates. The seminar's specific topic varies by individual course section. Students approach a contemporary issue or problem and explore its causes and significance. Students are asked to use advanced problem-solving skills and methodologies to reflect on the topic, discuss possible approaches with peers, and investigate solutions using interdisciplinary research and analysis. The final product for this course contains a presentational component.
Attributes: Interdisciplinary Sem (Gen Ed); Writing Intensive Course
Prerequisite(s): ((COM 460 with a minimum grade of D- or COMM 542G with a minimum grade of D-) and (COM 480 with a minimum grade of D- or COMM 543G with a minimum grade of D-) and (MTH 402 with a minimum grade of D- or MATH 502G with a minimum grade of D- or MTH 504 with a minimum grade of D- or MATH 504G with a minimum grade of D- or MATH at GSC or in transfer with a score of MET) and (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-)) or Has Accred Bachelor Deg with a score of WAIV or ((CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and Has Accred Associate Deg with a score of WAIV).
Equivalent(s): IDIS 601G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Use interdisciplinary knowledge to connect and analyze information on a specific topic from multiple perspectives and cultural frameworks.
- Construct a problem statement with evidence of the most relevant contextual factors, identify multiple approaches for solving complex problems, and evaluate solutions within their historical, cultural, geographic, or political climate.
- Utilize current information resources to conduct research, synthesize material, and present findings.
- Ethically and respectfully engage in civil discourse concerning complex, real-world issues.
- Integrate academic work with community engagement, producing a tangible product (for example: piece of legislation or policy, management survey, research paper, grant proposal, informational webinar on proposed solutions, module lesson plan, or community project) and responding to community needs and assets throughout the process.
- Identify and reflect on the relationship between learning in this course and future academic goals (especially Integrative Capstone planning) or professional practice.
Management (MGMT)
MGMT 410 - Principles of Management
Credits: 4
This course examines a wide range of business theories and practical applications related to effective management. In addition to learning about what management is and what managers do, students also explore and assess their own management skills and styles. Students apply critical thinking skills to core business functions. Focus is on contributing factors to management styles such as communication, the role of the manager, design of the organization, ethical issues, social responsibility and globalization. Course format may include the application of these management roles and competencies through experiential activities, group exercises and case analysis.
Attributes: Writing Intensive Course
Equivalent(s): MGMT 500G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the value, scope, role, and function of effective managers in diverse settings and in a variety of sectors.
- Compare and contrast key management theories and trace their evolution to current management theory and practice.
- Demonstrate the ability to work as a member of a team toward achieving a predetermined goal according to structured models of teamwork.
- Describe how planning, organizing, leading, and controlling are supported by team building, coaching, communication, presentation, and ethical reasoning.
- Illustrate how the four traditional management functions are applicable in diverse global contexts.
MGMT 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Management. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): MGMT 544G
Grade Mode: Letter Grading
MGMT 566 - Organizational Behavior
Credits: 4
This course focuses on practical application of current research and concepts in human behavior in order to understand and analyze organizations. Interpersonal processes, problem-solving, and managerial decision-making are considered through examination of the roles of power, politics, ethics, and conflict in organizations. Topics may include individual behavior, motivation and performance, interpersonal relations, small group relations, the role of leadership, and organizational culture.
Attributes: Writing Intensive Course
Equivalent(s): MGMT 566G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Illustrate how a systems approach is applied to managing human and organizational behavior according to evidence-based practice.
- Explain how leadership, ethics, personality, and perception affects behavior in organizations according to organizational behavior theory.
- Compare and contrast approaches to building employee motivation and performance through communication.
- Describe how group dynamics, organizational power, and politics influence organizational decision-making, efficiency, and effectiveness in organizations.
- Analyze the impact of globalization on individual, group, and systemic functioning within organizations according to organizational behavior theory.
MGMT 569 - Budget Management
Credits: 4
One of the primary roles of a manager is to manage budgets and to communicate with accounting and finance professionals. This course is designed to provide budgeting skills to managers, enabling them to help in the decision-making process related to the financial health of their organizations. Students will have the opportunity to become familiar with processes related to development and management of the budgeting process, accounting practices, and financial oversight.
Prerequisite(s): CMPL 402 with a minimum grade of D- or CMPL 502G with a minimum grade of D- or MGMT 502G with a minimum grade of D- or CMPL 512 with a minimum grade of D- or CMPL 612G with a minimum grade of D-.
Equivalent(s): MGMT 569G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the role and principles of budgeting within an organization.
- Design an organizational and programmatic budget for a business context.
- Create a budget utilizing various budgeting tools and techniques.
- Analyze financial and accounting statements for an organization.
- Illustrate the interdependence of business functions in accounting and finance.
MGMT 595 - Practicum in Management
Credits: 4
This project-based practicum is an entry-level field experience designed to assist Business Management majors in exploring career and vocational settings in which they can use and apply their business-related knowledge and skills. The nature of the practicum is exploratory in nature, involves extensive student initiative in designing and implementing the practicum, and is conducted under the supervision of the practicum mentor. A supplementary objective of the practicum is to explore and assess possibilities for settings and situations in which the learner may engage in an upper level Business Management Internship. Registration for this course is by permission of Academic Affairs. Earlier registration deadlines may apply.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D-.
Equivalent(s): MGMT 540G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Gain knowledge of the relevance of their business-related academic training to the work environment.
- Acquire knowledge related to their major and understand how their business management skills and knowledge fit into the sites visited.
- Acquire knowledge of how product or service-based enterprises are structured and managed.
- Refine and develop their career aspirations in the management field including locating and assessing an internship site.
- Develop knowledge and skills related to involvement in the work environment including taking initiative to network, conduct interviews and be interviewed, and promote their own capabilities and assets in field settings.
- Acquire knowledge of career relevance, realities, and opportunities with regard to their business management training including range of salary, benefits, and other compensation.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Follow college policy that all research activities which involve human participants, regardless of the level of risk foreseen, require review and written approval by the College's Institutional Review Board prior to the initiation of the activity.
MGMT 608 - Fostering Inclusion and Diversity in the Workplace
Credits: 4
Today's workforce is diverse; individuals are frequently interacting with peers, managers and customers, each with different backgrounds, experiences, group affiliations, neurodiversity, sexual orientations, religions, and identities. With equity and respect, these differences can enhance performance and creativity; workplace diversity can also help to increase employee and customer engagement, contentment, and inclusion. This course explores ways in which employees and managers can cultivate an inclusive workplace culture and offers means for expanding appreciation of each individual's uniqueness. This course may review paradigms that limit and promote inclusion, such as unconscious biases, behavioral change, leadership, acknowledgement of the dimensions of diversity, and enforcement of patterns by employers, employees, and society as a whole. Recommended: MGMT 566.
Equivalent(s): MGMT 608G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Develop strategies for discussing diversity and inclusion in the workplace according to standards for inclusivity.
- Evaluate the aspects of personal identity and experiences that shape how people interact and engage in organizational settings.
- Propose how an organization can effect change and improvement by employing strategies for diversity leadership.
- Identify and evaluate the trends and issues confronting managers that result from increasing workforce diversity and globalization.
- Propose diversity strategies for leadership and organizational management through the collection, analysis, and synthesis of information.
MGMT 625 - Legal and Ethical Issues in Business Management
Credits: 4
This course addresses the nature, functions, and operations of the legal system and how legal rules affect business operations. Students examine the legal framework of laws, rules, health and safety regulations, and judicial opinions that have direct and profound impacts on managerial decision-making and practice. Considerable emphasis is placed on the federal, state, and local regulations that directly impact business practice; consumer laws, labor and employment law; and the social and ethical environment of business policy and management practice.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PADM 500 with a minimum grade of D- or PADM 500G with a minimum grade of D- or MGMT 501G with a minimum grade of D- or MGMT 566 with a minimum grade of D- or MGMT 566G with a minimum grade of D-.
Equivalent(s): MGMT 625G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze the legal complexities inherent in the practice of ethical business management and operations.
- Examine the frameworks of legislative process and judicial organization and their impacts on managerial decision-making and practice.
- Examine the means to assert and protect fundamental individual rights within corporations according to consumer, labor, and employment law.
- Interpret the intent and effect of industry-specific legislation, e.g., mining, music, e-commerce, and the internet.
- Apply social and ethical decision making to managerial contexts as they apply to the environment of business policy, management practice, and society.
MGMT 626 - Project Management Strategies
Credits: 4
This course examines tools and methods used to manage projects of varying size and scope, and explores how these tools can be deployed to plan, schedule, execute, and assess projects from start to finish. Topics may include cost, risk, and quality management frameworks. While designed primarily for students in management-related and technology-related fields, the course takes a broad approach, recognizing the diversity of professions which require project management skills and knowledge. Students may be introduced to the roles and responsibilities of project and program managers in various settings, to the knowledge areas of the Project Management Institute, and to the significance of project management teams.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PADM 500 with a minimum grade of D- or PADM 500G with a minimum grade of D- or MGMT 501G with a minimum grade of D-.
Equivalent(s): MGMT 626G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Implement industry terminology in written communication, project management documents and plans, and use technology appropriate to the task.
- Apply project management concepts including scope, time, costs, and quality, and risk management to the various stages of a project.
- Explain the value of quality management frameworks as they pertain to organizational settings.
- Predict issues that can affect projects across various fields and the impact of these issues while managing projects.
- Attribute traits of successful project management, including interpersonal skills, organizing, managing and leading the team, using effective strategies to influence others, and managing conflict.
MGMT 634 - Contemporary Management Issues
Credits: 4
In this course, students examine how such issues as globalization, technology, the environment, business ethics, and business-government relations impact how businesses are managed. They also examine how leaders manage leaner and flatter organizations comprised of diverse employees working in teams. Students may explore the broad impacts of these contemporary management issues through reading, research, case studies, and active discussions.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PADM 500 with a minimum grade of D- or PADM 500G with a minimum grade of D- or MGMT 501G with a minimum grade of D-.
Equivalent(s): MGMT 601G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify, research, and critically analyze contemporary management issues for their impact on the contemporary business environment.
- Analyze how globalization, technological innovation, and other external forces affect how an organization is managed.
- Analyze how empowerment, team building, diversity, and internal forces affect how an organization is managed.
- Evaluate the behaviors essential to productive work groups and assess participation as an effective member.
MGMT 642 - International and Cross-Cultural Management
Credits: 4
Globalization, remote work environments, outsourcing, new technology, supply chains and current business practices require working across time zones, countries, and cultural norms, all of which challenge traditional assumptions about how to manage people and organizations. Students may study how growing worldwide interconnections impact globalization on managing organizations and people worldwide. This course reflects new and emerging individual and interrelated factors influencing international managers which may include legal, political, economic, competitive, socio/cultural, technological, and environmental factors. The class incorporates real-world examples, research, and practical application, allowing students to adjust, adapt, and navigate the changing global business landscape, assessing opportunities and addressing potential challenges.
Equivalent(s): MGMT 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Compare and contrast the major concepts and paradigms in global management, including historical, current best practices and predicted trends.
- Develop entry strategies and ongoing management techniques specific to the local culture.
- Examine similarities and differences in political, cultural, environmental and economic systems, among nations engaged in international business and trade.
- Assess potential opportunities, challenges and strategies for working and managing in an international environment.
- Differentiate the skills and knowledge required to successfully manage an international business from managing a domestic business.
MGMT 644 - Special Topics: Upper Level
Credits: 1-4
A study of current and variable topics in management. Course content changes from term to term. It is expected that the learner will have prior coursework or experience in the subject matter.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): MGMT 644G
Grade Mode: Letter Grading
MGMT 680 - Global Business
Credits: 4
This course introduces the concept of global business as a system and the theories which underlie it; institutions that are visual evidences of it; production, marketing, financial, legal, human resource management, culture, politics and other subsystems which comprise the total system. It also examines national governmental and international institutional controls and constraints, which impact the environment in which the system operates. Students may examine growing worldwide interconnections to gauge the impact of globalization on managing organizations and people worldwide. Global business has an impact on all businesses, regardless of size or location of your business.
Attributes: Writing Intensive Course
Equivalent(s): MGMT 633G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze how the economic, political/legal, and financial environments affect global business operations.
- Demonstrate how culture affects all business activity.
- Attribute how geographic features of a country or region contribute to natural capital.
- Evaluate strategies used by business in the competitive international market.
- Explain how global businesses differ from domestic business.
MGMT 685 - Global Innovation
Credits: 4
This course recognizes the deep connection between global trade, technology, and innovation. Combining studies in global business and its responsible management with the specialized knowledge of technology and global innovation management gives students the opportunity to prepare for successful careers in a global environment for firms that compete on the basis of innovation in products and services. Students may learn how the product life-cycle influences the commercialization of new technology products in a diverse and ever-changing global market.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D-.
Equivalent(s): MGMT 632G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Attribute how the underlying theories and models on innovation, organizational structure, and market penetration operate in a global business setting.
- Articulate how the business innovation process is affected by local, national, and global influences.
- Determine which cultural and organizational drivers impact global technology and innovation.
- Describe how the product life-cycle influences the commercialization of new technology products in a diverse and ever-changing global market.
MGMT 695 - Internship in Management
Credits: 4
The upper level Business Management Internship is a field-based experience designed to develop and hone the practical application skills of a Business Management major. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the general auspices of their faculty internship mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where business management-related knowledge and skills are applied. NOTE: It is recommended that learners have completed the majority of upper level course work in their major prior to enrolling in this course. Registration for this course is by permission of Academic Affairs. Earlier registration deadlines may apply.
Equivalent(s): MGMT 640G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply business management skills and methods to an in-depth, supervised, internship setting.
- Research mission, competitive environment, leadership roles, and ethics within the organization of the specific internship setting.
- Carry out a project for the specific internship setting that results in a presentation to supervisor or senior management.
- Demonstrate professionalism and standards of ethics while working in a field setting.
MGMT 706 - Fundraising and Resource Development
Credits: 4
Fundraising is the act of soliciting for contributions or pledges. Development, on the other hand, refers to nurturing and building relationships over time between donors/philanthropists and organizations. The purpose of this course is to differentiate fundraising, grant writing, and development strategies in organizations. Students will examine the roles and responsibilities of the individuals within an organization that motivate, nurture, engage, and maintain donor relationships. This course may review ethics and transparency within fundraising, technology to facilitate resource development, social and business trends, and organizational adaptation.
Attributes: Writing Intensive Course
Equivalent(s): MGMT 605G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Distinguish how fundraising and development advances an organization’s needs and goals.
- Attribute the roles responsibilities of the individuals within an organization that motivate, nurture, engage, and maintain donor relationships.
- Analyze how ethical and transparency codes are implemented in nonprofit fundraising.
- Evaulate effective fundraising processes, strategies, and sources in a non-profit organization.
- Determine how resource development innovations and potential opportunities for social enterprise advance the needs and goals of non-profit organizations.
MGMT 707 - Nonprofit Management
Credits: 4
This course guides participants in understanding nonprofit organizations and their management. Topics may include motivations for starting nonprofit organizations as well as theories and strategies to balance the unique needs of nonprofits within market economies. This course covers considerations for staffing and volunteer management, funding sources, asset management, program evaluation and leadership structures as elements of identifying qualities of successful nonprofit organizations at various stages of development. Projects may include interviewing, building a nonprofit business plan, and presentations.
Prerequisite(s): MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or MGMT 566 with a minimum grade of D- or MGMT 566G with a minimum grade of D-.
Equivalent(s): MGMT 638G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Distinguish the unique elements of nonprofit organizations from the for-profit and public sectors in organizational makeup and delivery systems.
- Explore the different aspects of management and operations including the supervision of employees and volunteers.
- Investigate the historical, philosophical, theoretical and ethical perspectives of nonprofit organizations, including current trends and challenges facing nonprofits.
- Describe the various stakeholders in nonprofit organizations and the role of the Board of Directors.
- Analyze the importance of strategic planning, fundraising strategies, finances, marketing, and program evaluation within nonprofit organizations.
MGMT 715 - Financial Management for Nonprofit Organizations
Credits: 4
Nonprofit management is becoming a recognized specialty, with a growing number of individuals and entities specializing in nonprofit financial management. Concepts cover financial management considerations related to ethics, governance, policy and mission frameworks that are unique to nonprofit organizations and practices.
Prerequisite(s): (ACCT 532 with a minimum grade of D- or ACCT 511G with a minimum grade of D- or MGMT 511G with a minimum grade of D-) and (MGMT 707 with a minimum grade of D- or MGMT 638G with a minimum grade of D-).
Equivalent(s): MGMT 639G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Model nonprofit management from a financial leadership viewpoint.
- Attribute how discipline-specific concepts of ethics, governance, policy, and financial management inform non-profit business decisions.
- Illustrate financial management concepts in a variety of nonprofit settings.
- Illustrate how mission frameworks inform the management and financial structure of non-profit organizations.
MGMT 795 - Integrative Capstone: Industry-Based Internship
Credits: 4
This capstone course is a field-based internship designed to develop and hone the practical application skills of a Business Management major. The course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where management-related knowledge and skills are applied. Students will also be required to submit professional documents such as a cover letter, resume, and professional portfolio as part of the course. NOTE: Registration for this course, an internship, is by permission of Academic Affairs. Early registration deadlines may apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 02G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): MGMT 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply business management skills and methods to an in-depth, supervised, internship setting.
- Develop professional documents to promote an individual's brand.
- Research mission, clientele, assessment, and quality insurance within the organization of the specific internship setting.
- Carry out a project for the specific internship setting that results in a presentation to supervisor or senior management.
MGMT 796 - Individualized Studies Capstone
Credits: 2-9
This course is an independent learning experience used to satisfy the integrative requirement. The purpose of the integrative experience is to provide the learner with a capstone project in which to reflect on and synthesize his or her prior learning and apply it at a new, higher level of understanding. It is the final learning experience of your degree program and is undertaken after all other coursework is completed. This capstone may incorporate some new aspects of learning, but the project must integrate foundation and specialized coursework into the experience. No transfer, assessment or validation credit may be used to fulfill this requirement. Course content is approved by Academic Affairs.
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): MGMT 670AG
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate proficiency in the methods of inquiry pertinent to the primary discipline of the Individualized Studies major.
- Demonstrate proficiency in the use of information resources for the primary discipline of the Individualized Studies major.
- Demonstrate how the existing body of knowledge of the selected topic is relevant to the proposed thesis and its theoretical framework.
- Synthesize prior learning in the major with current research or scholarship in the field to produce a qualitatively unique perspective on the selected subject matter.
MGMT 797 - Integrative Capstone: Industry-Based Project
Credits: 4
This capstone course builds on all previous coursework. By completing a course project, students synthesize practical knowledge and academic theories to develop and implement effective managerial strategies in their own field of professional interest. Students will have the opportunity to explore current research in the field of management to meet their personal professional goals and goals of their organizations. Professional documents such as a cover letter, resume, and professional portfolio are developed by students in this course. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): MGMT 660G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply current research in the private, public, and nonprofit sectors to meet goals of a selected organization.
- Evaluate ethical principles as they pertain to the execution of a capstone project.
- Prepare a plan for ongoing professional development as leaders and managers based upon an individual strengths assessment.
MGMT 798 - Integrative Capstone: Strategic Management Experience
Credits: 4
This capstone course focuses on the concepts and techniques of business management. It analyzes the process of developing and executing strategies designed to maximize a company's competitive advantage. With this information, students will develop skills to determine the appropriate strategy to fit the company's unique resources and environment. Students will have the opportunity to participate in experiential learning that will allow them to apply previous learning and degree content by crafting and executing strategy. They will also apply their knowledge of strategic management to their own field of professional interest by completing a course project. Students will also be required to submit professional documents such as a cover letter, resume, and professional portfolio as part of the course. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): MGMT 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Evaluate management processes that would optimally achieve an organization’s strategic goals.
- Analyze and execute a management strategy regarding external environmental factors.
- Use the organizational strengths, weaknesses, opportunities, and threats (SWOT) analysis to determine a company's resources and competitive position against its competition.
- Evaluate the nature and application of ethics, social responsibility, and sustainability in the creation and execution of a business strategy.
- Develop a portfolio of documents to promote an individual's professional brand.
Nursing (NUR)
NUR 600 - Enhancing Your Nursing Career
Credits: 2
This course provides the RN to BSN student the opportunity to explore the contemporary nursing issues related to the major concepts that form a basis for the program outcomes and the additional nursing courses. Nursing knowledge is gained through a combination of experiential, evidence based, and classroom experiences. This course introduces the structure of evaluation and includes emphasis on evidence based practice, professional trends, and an opportunity to explore potential capstone project ideas.
Equivalent(s): NUR 600G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate writing skills that consider context, audience, and purpose with a clear focus on the assigned task and the utilization of American Psychological Association style and format.
- Analyze the current issues in society and healthcare affecting nursing education and practice including accreditation.
- Critically evaluate trends in nursing education.
- Describe the development of contemporary nursing knowledge.
- Evaluate strengths and weaknesses of the major nursing and healthcare organizations.
- Implement practices that meet the legal and ethical requirement related to patient care during Experiential Learning in nursing education.
- Demonstrate knowledge of capstone project requirements and explore possibilities within your current role as an R.N.
NUR 615 - Evidence-Based Nursing
Credits: 4
The contemporary nurse is continually faced with a wide variety of problems encountered in the care of patients. Thus the nurse must have a repertoire of problem-solving skills that is based on sound evidence. Identification, evaluation, application, and/or compilation of evidence from a variety of resources to apply to health-related problems of individuals, families, communities, and the health care delivery system are essential tools of the contemporary nurse. Students will identify problems encountered in practice and find pertinent resources to assist in resolving them. The student will apply specific criteria to assess the quality of evidence, and as part of a team, will discuss whether it could feasibly and ethically be applied to care of patients. In addition, students will identify a problem or aspect of a problem to be researched, find relevant resources and/or literature, and determine what additional information is needed to resolve the problem. In collaboration with team members, a method of gathering pertinent data will be developed. Active R.N. License, or transfer credit in Statistics accepted as requirements prior to taking this course.
Attributes: Writing Intensive Course
Prerequisite(s): (NUR 600 with a minimum grade of C or NUR 600G with a minimum grade of C) and (MTH 504 with a minimum grade of C or MATH 504G with a minimum grade of C).
Equivalent(s): NUR 602G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Develop an appreciation of the role of nursing research in contemporary health care.
- Differentiate among several different types of research commonly used by nurse scientists.
- Describe the steps of the nursing research process.
- Retrieve and analyze literature about a specific nursing problem.
- Describe basic sampling techniques.
- Appreciate the legal and ethical ramifications of conducting research.
- Critique a research article found in a peer-reviewed nursing journal.
- Discuss use of evidence in clinical practice.
- Assess potential barriers to applying evidence-based practice to a clinical problem.
NUR 635 - The Nurse as Leader
Credits: 4
The nurse of today and tomorrow must inevitably be a leader, whether at the bedside in assisting an individual patient toward enhanced health or leading health care organizations, public policy initiatives, and professional associations to maximize their contributions to the health of the nation. The nurse, as the most plentiful, versatile, and wide-spread of health care providers, must be prepared to develop and implement new visions and models of care delivery, applications of technology, stewardship of costly resources, evaluation and improvement of health care quality, and delivery of safe, effective health care in a variety of settings. The student will explore leadership theories and styles, evaluate appropriate application of several leadership approaches, practice the leadership role in a project to create a health-care related change, and offer collegial peer evaluation of classmates' work. Active R.N. License required prior to taking this course.
Prerequisite(s): NUR 615 with a minimum grade of C or NUR 602G with a minimum grade of C.
Equivalent(s): NUR 606G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Organize interdisciplinary teamwork to produce high-quality, cost-effective, safe, legal, and ethical care of diverse patients and populations.
- Differentiate between leadership and management and function in each role appropriately and productively.
- Lead teams through the process of change.
- Create a culture of mutual respect, fairness, cooperation, and collaboration in the workplace.
- Advocate for optimum care for patients and optimum work conditions for staff.
- Develop partnerships in and out of the organization to achieve strategic goals.
- Recognize and guide teams through conflict to resolution.
- Manage staff, time, equipment, and budgets to meet goals efficiently and effectively.
- Select, develop, and evaluate staff in ways that empower and energize.
- Evaluate and recommend evidence-based strategies for practical application.
- Identify professional resources for implementing management and leadership roles.
- Practice strategies for personal health and career development.
NUR 670 - Nursing Care of Populations
Credits: 4
This course expands the student's focus from the care of individual patients to the care of aggregates. Aggregates may range from small to large, and include families, groups, communities, and the global population. Students will investigate the concept of community assessment and use a systems-based epidemiological model to organize data about health problems and populations at risk. Health challenges of specific diverse populations will be investigated along with resources for change and health promotion within the community. Students will perform a problem-focused literature review about a selected problem and create a community-based plan of care. Students will also become familiar with public health resources and functions. This course involves a clinical experience which comprises thirty hours spent in virtual simulation.
Prerequisite(s): NUR 615 with a minimum grade of C or NUR 602G with a minimum grade of C.
Equivalent(s): NUR 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Evaluate the differences of role and practice components in an institutional setting with those in the community.
- Understand theoretical principles and issues in the care of aggregates.
- Apply knowledge regarding epidemiological frameworks and concepts to promote and manage health and health alterations.
- Understand the impact of cultural, socioeconomic, political, and environmental forces on the health of diverse aggregates.
- Analyze the different resources available for retrieving and/or gathering data pertinent to the health of a community and its components.
- Analyze assessment outcomes among communities and over a period of time, identifying trends and populations at risk.
- Apply concepts related to bringing about change to a community health problem.
- Apply knowledge gained about a selected global health problem.
NUR 700 - Nursing Implications of Genetics and Genomics
Credits: 4
The human genome project has forever changed the understanding of human nature, health, illness, and approaches to patient care. During this course, topics will include current applications of genomic information and genetic interventions in health care. Students will learn to assess patients for possible genetic risk factors, genetic mutations occurring as a consequence of person-environment interaction, and specific health problems with known genetic bases. The nurse's role in assessment, case-finding, referral, and intervention will be emphasized. Students will also determine present regional applications of genetic medicine and familiarize themselves with existing community resources for assisting individuals with genetic issues.
Prerequisite(s): NUR 615 with a minimum grade of C or NUR 602G with a minimum grade of C.
Equivalent(s): NUR 607G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Update previous knowledge of genetics and genomics with current science.
- Acquire essential nursing competencies for use in genetic-related care of diverse patients and families.
- Discuss legal, ethical, and social policy ramifications of current genetic applications in nursing and medicine.
- Assess family history and risk for genetic predispositions to health problems.
- Provide basic genetic counseling and referral to patients throughout the testing process.
- Understand the role of genetics in the genesis and treatment of cancer and other physical and mental illnesses.
- Use principles of health promotion to prevent or mitigate genetic predispositions and facilitate adaptation.
- Assess current local/regional and national health care practices in the use of genetic testing and interventions.
NUR 740 - Nursing Care of Vulnerable Populations
Credits: 4
Nursing care of vulnerable populations requires the nurse to integrate concepts of vulnerability, disparities, and social determinants of health with prior knowledge in caring for individuals and populations. This course includes information from different cultures and at-risk groups of individuals considered to be vulnerable. Key concepts to be covered include, understanding of the unique challenges in caring for the vulnerable, relevant health care research, and skills required to work with and advocate for vulnerable populations.
Prerequisite(s): NUR 670 with a minimum grade of C or NUR 603G with a minimum grade of C.
Equivalent(s): NUR 604G, NUR 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze health determinants and health disparities within the region, the nation, and the world.
- Analyze the components of successful programs that serve vulnerable populations.
- Apply principles of evaluation to a health care delivery program that serves vulnerable populations.
- Incorporate concepts of social determinants of health and health care disparities in the provision of nursing and interprofessional care.
- Integrate principles of evidence-based practice in the design and implementation of nursing care for vulnerable populations.
- Identify health policy priorities and the effect on vulnerable populations.
NUR 795 - Integrative Capstone: Nursing Practicum
Credits: 4
This course offers the opportunity to develop and implement a personalized precepted experience. The experience will include a project designed to solve an evidence-based problem or improve the quality of an aspect of nursing practice in the work place. The student will incorporate throughout the practicum the knowledge, skills, and enhanced professionalism acquired in the B.S.N. program. The role of the faculty will be that of consultant. The project will be presented and/or implemented in the work place as well as in the peer group, and the student will elicit evaluation of his/her work from colleagues and peers. Using evaluation feedback, the student will hypothesize and present ways of improving the project's quality. Prior to capstone enrollment, students are expected to complete the majority of their required major courses along with having an Active R.N. License. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of C or CRIT 602G with a minimum grade of C or CRIT 502G with a minimum grade of C) and (IDIS 601 with a minimum grade of C or IDIS 601G with a minimum grade of C).
Equivalent(s): NUR 655G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Envision a preferred role for future professional practice.
- Support and encourage in practical ways the preferred developmental trajectory of peers in seminar and/or on a discussion board.
- Develop learning outcomes with faculty consultation for personalized precepted practicum.
- Select a preceptor based on his/her knowledge, experience, and capacity to serve as a role model for professional development trajectory.
- Analyze components of the preceptor's role In light of desired future role.
- Design and implement a project in the workplace with consultation of faculty and preceptor to improve safety, quality, cost-effectiveness, and/or patient care outcomes.
- Re-assess the preferred characteristics of the role for future professional practice in light of practicum experience.
- Design a path including any additional preparation needed to function in the envisioned role.
Psychology (PSY)
PSY 410 - Introduction to Psychology
Credits: 4
This survey course provides an introduction to the science of psychology. It examines many of the major areas of applied and experimental psychology. A selection of topics from the following specialty areas are covered: History of Psychology, Research Methods, Biological Psychology, Cognition, Learning, Memory, Human Development, Stress, Emotion, Health Psychology, Personality Theories, Psychopathology, and Social Psychology. Students will apply knowledge of these topics to interpret personal experiences, current events, societal issues, and practical problems.
Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)
Equivalent(s): PSY 501G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Recognize aspects of the scientific nature of psychology, including its methods, history, and/or ethics and describe how science is used in the research and clinical practice of psychology.
- Identify the basic components and functions of the central and peripheral nervous systems and recognize the role of biological function in mental processing.
- Describe cognitive processes and the roles of these mechanisms in human thought and/or problem solving.
- Identify the sociocultural contexts and major theories of human development.
- State the major theories of personality and abnormal psychology as well as identify the role of theories in the definition and treatments of mental health (e.g., stress, anxiety, depression, schizophrenia, etc.).
- Conduct scholarly research using library resources to locate appropriate sources and incorporate these sources into an applied project.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
- Connect psychological theories to everyday events and personal experiences.
PSY 470 - Child Development
Credits: 4
This course focuses on the development of children from birth to early adolescence. It includes the major developmental theories and perspectives as well as an overview of the research methodology used in the field. Through reflective writing, current research in the areas of physical, cognitive, and social and emotional development is explored in the context of the child's environment.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 508G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain three major issues addressed by developmental theories, e.g., the role of biology vs. the environment, the nature of change (qualitative vs. quantitative), and the role of the individuals in their own development (active vs. passive).
- Compare and contrast the world views from which developmental theories arise.
- Identify major developmental theories including ethological, psychoanalytic, psychosocial, behavioristic, social learning, and cognitive theories and compare them in light of their basic principles and tenets.
- Differentiate between the major research methods and techniques employed in the study of development.
- Identify and describe the major milestones in the physical, cognitive, social, and emotional development of infants and children.
- Summarize current research findings on factors that impact development, e.g., genetics, nutrition, environmental stimulation, and human interaction.
- Analyze the dynamic interaction between biological, psychological, sociocultural, and ecological factors and explain how they affect development.
- Apply knowledge of child development in making recommendations for enhancing development in various situations (e.g., family, child care, education, community).
- Critically reflect on best practices to promote children's development.
- Demonstrate reflective learning skills and professional growth in the NAEYC Standards through a written assignment.
PSY 480 - Infant and Toddler Development
Credits: 4
This course focuses on major theoretical perspectives of child development with particular attention to infant and toddler development. Topics include the physical, social, emotional, and cognitive milestones of the growing child along with factors that contribute to optimal development. There is an emphasis on the importance of creating high quality, safe, and supportive environments as well as on attachment and the role of communication in the development of trust and autonomy. Students observe children to develop strategies for creating and maintaining developmentally appropriate environments. Prior completion of PSY 525 or PSY 470 recommended.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 510G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain major theories and basic principles of infant and toddler development.
- Compare and contrast biological and environmental factors that influence development.
- Articulate the major physical, cognitive, and social milestones of infant and toddler development.
- Discuss the significance of the development of attachments and trust in infants, explain factors that influence the development of attachment, and develop examples of environments and interactions that are likely to promote secure attachments.
- Describe the sensorimotor orientation of infants and toddlers and explain how it is their primary path for learning.
- Observe and record the physical, cognitive, and social development of an infant and a toddler and evaluate the quality of the environment for promoting development in these domains.
- Analyze the research regarding the significance of the development of autonomy in toddlers.
- Apply principles of development in the design of a physical environment which will maximize freedom to explore and learn.
- Identify and share appropriate resources to support parents of infants and toddlers.
- Critically reflect on best practices to promote children's development.
PSY 525 - Human Development
Credits: 4
This course focuses on the development of the individual from conception to death. Major developmental theories, milestones, processes, and influences are covered. Research findings about these topics are examined. Growth and development are viewed as products of interacting biological, psychological, and social factors. The risks and opportunities in the developing person's social environment, as well as the application of theories and research findings, are emphasized.
Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)
Equivalent(s): PSY 509G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the major psychological theoretical perspectives of human development.
- Compare the basic assumptions and concepts of the major developmental theories.
- Identify and explain the major milestones in physical, cognitive, emotional, and social development occurring in each period throughout the lifespan.
- Discuss the dynamic interaction among biological, psychological, and social factors and their contribution to development.
- Describe and analyze the development and behavior of specific individuals using the perspectives of developmental theories and research findings.
- Discuss the ethical considerations and parameters that guide the conduct of research and govern the use of research results in the field of human development.
PSY 530 - Social Psychology
Credits: 4
Social Psychology is the scientific study of how individuals, groups, organizations, and culture influence and are influenced by their social environment. This course provides an overview of classic and contemporary work in this field and explores topics such as aggression, attitude formation and change, social thinking, individual and group influence, prejudice, friendships and romantic relationships, leadership, social influence, altruism, and/or conformity.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 502G, PSY 608G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explore how social environmental variables impact behavior, belief systems, and affect.
- Describe factors influencing perceptions and beliefs about other people and ourselves, and the impact of these factors on behavior.
- Examine attitude formation and change, persuasion, social influence, and ways to resist persuasion and influence.
- Explore the development of prejudice, discrimination, interpersonal conflict, and aggression.
- Explain the influence of groups on decision-making and performance.
PSY 565 - Core Principles of Addiction
Credits: 4
This course introduces students to the basic issues discussed by addiction support workers, including the Twelve Core Functions of the alcohol and other drug (AOD) counselor. Students will also have an opportunity to explore the possible professional certifications (e.g., Certified Recovery Support Worker (CRSW), Licensed Alcohol and Drug Counselor (LADC), etc.) within this career. A wide array of topics related to addiction may be discussed in this beginning-level course. Topics may include the economic, political, and/or cultural consequences of addiction and potential consequences of addiction on the individual’s relationships, mental health, and physical health.
Equivalent(s): PSY 515G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Name and discuss the Twelve Core Functions of Addiction Counselors.
- Describe and differentiate among the types of addictions-related professions.
- Formulate an inclusive definition of substance use disorders.
- Explain the impact of addiction on the individual, family systems, communities, and/or society.
PSY 602 - Theories of Personality
Credits: 4
This course examines specific theories of personality for the purpose of explaining normal and abnormal development and behavior. Psychoanalytic, trait, humanistic, existential, cognitive, behavioral, and social learning theories, among others, are reviewed and critiqued based on research evidence. Each theory or theoretical perspective is presented in terms of historical context, basic assumptions, and hypothetical constructs. Students explore behaviors and motivations from the perspective of different personality theories. The application of personality theories in helping-profession contexts is introduced.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 602G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Examine and articulate the role of theory and the scientific method to organize, test, and predict various aspects of personality.
- Distinguish between personality assessment and personality research.
- Describe and differentiate the historical context, basic assumptions, and hypothetical constructs of each theory considered.
- Apply contemporary theories to explain normal and abnormal behavior.
- Demonstrate how therapeutic methods that stem from each theory are applied to improve an individual's understanding of self and others.
PSY 603 - Crisis Intervention
Credits: 4
This course focuses on crisis theory, methods of crisis intervention, and specific crises that occur with individuals and families such as suicide, unemployment, natural disasters, illness, divorce, and death. Students are expected throughout the course to apply their exploration of theory to their work and life experiences.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): PSY 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Differentiate between maturational, situational, and sociocultural crises.
- Define a crisis state, identify the crisis origins, and analyze whether the primary contributors are situational, sociocultural, or maturational.
- Explain the phases of a crisis event.
- Describe crisis intervention techniques and methods and differentiate them from other forms of psychotherapy.
- Apply crisis planning to a case example with reference to its origins and its crisis manifestations.
- Compare and contrast a healthy grieving process and an incomplete or maladaptive one.
- Differentiate between self-destructive and suicidal behaviors and recognize when professional mental health treatment is needed.
- Discuss the impact of violence or other trauma on vulnerable individuals.
- Examine and evaluate the crisis plan of a social institution or a business in light of the research in the field.
PSY 626 - Educational Psychology
Credits: 4
This course focuses on the study of teaching and learning, including several theoretical perspectives specific to human and cognitive development. Course topics include motivation, critical thinking, student assessment and achievement, and implications of approaches to each. The course critically examines the relationship between research and education, including the contributions and limitations of measurement in instructional settings and the interplay with educational policy.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): (IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-) and (EDC 500 with a minimum grade of D- or EDU 510G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D-).
Equivalent(s): PSY 606G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Articulate the role of the teacher in the teaching/learning environment.
- Apply principles of cognitive theory in teaching strategies.
- Utilize instructional theory in the development, implementation, and delivery of instructional material.
- Develop specific classroom management strategies.
- Develop various motivational strategies and describe characteristics of the students who would benefit most from them.
- Discuss individual differences, including those related to ethnicity, socioeconomic status, gender, and exceptionality, in the teaching/learning environment.
- Develop specific assessment strategies and measurement instruments for assessing student learning.
- Interpret standardized tests accurately and demonstrate effective reporting of the information to parents and school officials.
PSY 630 - Psychology of Adulthood
Credits: 4
This course is a life-span developmental approach to adulthood in contemporary American society that includes the major theoretical perspectives regarding developmental transitions and age-related tasks. The following topics are included: 1) methodological issues related to the study of development, 2) patterns of stability and change across adulthood with regard to processes such as biological functioning, sensation and perception, cognition, personality, identity, gender and social roles, relationships, career, and mental health, and 3) death and dying as the final stage of life. Students can consider their own development in light of this content.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 615G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain the major issues and controversies concerning the nature of adult development and aging.
- Articulate the developmental process from the perspectives of the traditional theoretical models, e.g., biological, psychoanalytic, psychosocial, cognitive, and personality theories.
- Compare and contrast traditional perspectives with more recently developed perspectives.
- Describe changes in the biological, perceptual, and cognitive processes associated with age.
- Describe the research regarding age-related change/stability in identity and personality.
- Examine the social processes associated with adulthood, for example, intimacy, marriage, sexuality, career choice/adjustment, parenting, divorce, retirement, and widowhood.
- Analyze the perspectives and processes related to gender, ethnicity, and socioeconomic status.
- Relate theories and research on the psychology of adulthood to one's own psychological processes and development, explaining which perspectives are useful in understanding oneself.
- Discuss death and dying as the final stage of life.
PSY 646 - Psychology of Occupational Stress
Credits: 4
This course focuses on occupational stress research, including the identification of organizational and psychosocial sources of stress. It defines workplace stress and eustress and explores factors including work environments, stress perception, diversity stress, personality, and interpersonal relationships with managers, staff, and co-workers. This course evaluates measurement tools, prevention and remediation strategies for individuals and organizations, and other approaches that create healthy workplaces. Each area is examined from the individual worker's perspective and that of management. Learners apply the major theoretical principles and processes to their own experiences as employees, employers, or military personnel.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or ECO 470 with a minimum grade of D- or ECO 512G with a minimum grade of D- or MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D- or PSY 502G with a minimum grade of D- or PSY 530 with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): PSY 616G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify characteristics of healthy workplaces and discuss how “stess” and “eustress” apply to the occupational field of study.
- Summarize the current research to understand the relationships among psychosocial environments, physical enviroments, organizational structures, personality types, and workplace stress.
- Recognize individual reactions, both positive and negative, to workplace stress and compare best-practice approaches for both individuals and orgranizations to mitigate negative and promote positive outcomes.
- Examine the dynamics and root causes of “diversity stress” and investigate inclusive initiatives that have proven effective.
- Differentitiate the role of government, private industry, unions, and the individual in developing and implementing social policy pertaining to work conditions in the United States and other countries.
- Integrate theoretical findings and personal observations to develop a program for promoting workplace health and reducing stress in a specific work organization.
PSY 654 - Counseling Theories
Credits: 4
This course provides an overview of counseling theories developed by major theorists. The course examines how both the historical context and the scientific knowledge of the time helped to shape the theories developed during the past century. Research findings evaluating the effectiveness of therapeutic modalities are reviewed. Important elements of the counseling process, which include assessments, confidentiality, the therapeutic alliance, and the impact of funding sources on decision making, are examined.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the key elements characteristic of a formal counseling relationship.
- Identify the key concepts of major theories and illustrate how they correspond to their developed techniques.
- Describe an assessment process used to establish a working diagnosis.
- Compare and contrast how several theorists would evaluate a case study.
- Analyze research findings evaluating the effectiveness of therapeutic modalities.
- Examine several ethical dilemmas that counselors may encounter.
- Describe how counselors frequently have to manage the conflicting requests of the individual client, the family system, and outside influences.
- Illustrate how the counselor needs to develop an effective level of self-knowledge to be able to make good use of this asset in the counseling process.
PSY 665 - Principles of Assessment
Credits: 4
This course is a survey of assessment issues and methods for students pursuing studies in education-related fields or the behavioral sciences. Topics include differences between formal and informal assessment and evaluation, reliability and validity, differences between norm-referenced and criterion-referenced tests, development of assessment and evaluation instruments and plans, methods for observing and recording behavior, and how to use assessment information to develop and/or modify programs and environments. NOTE: MTH 402 or MTH 504 is recommended.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.
Equivalent(s): PSY 605G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Discuss the meaning and uses of assessment in various fields.
- Explain the differences between objective and subjective assessments and evaluations.
- Compare and contrast the psychometric properties of assessment instruments, i.e., objectivity, reliability, and validity, and how they influence the interpretation of assessment data.
- Explain basic statistical concepts used in testing, including measures of central tendency and variability (e.g., mean, median, mode, range, and standard deviation).
- Compare and contrast norm-referenced and criterion-referenced tests, including an explanation of normative data (e.g., normal curve, percentiles, z-scores, T-scores, and stanines), and discuss appropriate uses of each.
- Describe various types of observational methodology and the usefulness of each.
- Discuss how information from both formal and informal assessment measures can be used to plan individualized programs.
- Explain the importance of multifaceted approaches to both formative and summative evaluation with particular attention to the relationship of outcomes to assessment and evaluation.
PSY 675 - Foundations of Addictions Counseling
Credits: 4
This course provides students with an opportunity to study the important theories, strategies, and skills of addictions-related counseling. Topics are derived from the Twelve Core Functions of Addiction Counselors and will include concepts like screening, referral, intake, assessment, crisis management, treatment, recovery, support, and/or client education.
Prerequisite(s): PSY 565 with a minimum grade of D- or PSY 515G with a minimum grade of D-.
Equivalent(s): PSY 625G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the key elements involved in the therapeutic treatment of clients.
- Describe theories that inform the techniques employed by addictions counselors.
- Identify techniques used throughout the continuum of care.
- Develop strategies for working with individuals, families, and groups.
- Evaluate the effectiveness of treatment methods and modalities.
- Examine unique ethical dilemmas that counselors may encounter in addiction-related situations.
PSY 685 - Principles of Psychopathology
Credits: 4
The focus of this course is on the societal definitions and impact of abnormal and deviant behavior, and what is considered psychopathology. It examines both how mental illness is recognized and regarded, and how its treatment may vary, in different societies and cultures. It deals with major disorders and personality syndromes considered to be abnormal or deviant and examines the various etiologic factors known or believed to play a role in each of the disorders, considering them from varying perspectives, such as psychoanalytic, cognitive behavioral, biological, and humanistic.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 617G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Compare and contrast historical and contemporary conceptions of abnormal and deviant behavior.
- Describe different theories used to explain major psychological disorders.
- Compare and contrast therapeutic interventions for psychological disorders.
- Examine varying philosophical and cultural perspectives of psychological disorders and how those perspectives inform treatment.
PSY 710 - The Biology of Addiction
Credits: 4
This course introduces the biological mechanisms of substance use and misuse (e.g., nervous system activity, tolerance, withdrawal, and metabolism) and the resulting behavioral and health consequences. Students will also examine the classification of various substances, epidemiological data and trends, the diagnoses and diagnostic criteria of substance use disorders, genetic and biological influences on addiction, and biological theories of addiction. Other potential topics include behavioral addictions (e.g., gambling, eating, video games, or sex) and the effects of drugs on individuals, families, and society.
Attributes: Phys Natural World (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the key aspects of physiology, neurotransmission, and brain anatomy.
- Analyze the impact of functional changes to physiology, neurotransmission, and brain anatomy on the development of addiction.
- Identify the mechanisms and classification of specific substances used recreationally and medicinally.
- Demonstrate an understanding of the genetic and biological influences on addiction.
- Critically evaluate the biological theories of addiction and explain how these views may impact stigma, treatment, and recovery.
- Apply an understanding of the biological mechanisms of addiction to interpret personal experiences and real-world events.
PSY 725 - Cognitive Psychology
Credits: 4
This course introduces some of the major topics related to human cognition, including perception, attention, memory, knowledge acquisition, language, problem solving, reasoning, and decision making. Students will explore the historical context, current theories, neurobiological underpinnings, research methods, and empirical research relevant to the field of cognitive psychology. Comprehension will be enhanced through the application of cognitive principles to understand everyday behavior and solve practical problems.
Attributes: HumanBehavSocial Sys (Gen Ed); Writing Intensive Course
Prerequisite(s): IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-.
Equivalent(s): PSY 609G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze the major topics within the study of cognitive psychology to demonstrate an understanding of current theoretical perspectives.
- Identify and critically evaluate the research methods used in the relevant empirical research within cognitive psychology.
- Conduct scholarly research using library resources to locate peer-reviewed sources and incorporate these sources into an applied project.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
- Connect cognitive principles to everyday events and personal experiences.
- Apply specific cognitive principles to address a practical problem.
PSY 740 - Biopsychology
Credits: 4
This course addresses the relationship between the brain and behavior to provide an overview of the biological basis of thoughts, actions, and feelings. Topics may include basic functional neuroanatomy and physiology, sleeping and dreaming, emotion, biopsychological research methods, learning and memory, development of the brain, sensation and perception, motor control, language and lateralization, substance use and neuropharmacology, emotion, and behavioral health problems (for example, stress-related disorders, anxiety, depression, or schizophrenia) and their pharmacological treatment. Comprehension will be enhanced through the application of biopsychological principles to understand everyday behavior and solve practical problems. NOTE: SCI 490 recommended.
Attributes: Phys Natural World (Gen Ed); Writing Intensive Course
Prerequisite(s): IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-.
Equivalent(s): PSY 601G, SCI 600G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the structures and functions of a neuron and regions of the brain.
- Explain the role of specific brain regions in producing basic functions such as eating, drinking, sex, sleep, and/or emotions.
- Explain the role of specific brain regions in producing higher-level functions such as addiction, sensation and perception, learning and memory, language and cognition, and/or lateralization.
- Describe the dynamic interactions among evolution, genetics, neuroplasticity (neural networks, apoptosis, etc.), environment, and/or behavior across the lifespan (prenatal to death).
- Analyze the biopsychological basis of contemporary behavioral health problems such as stress, depression, anxiety, schizophrenia, and/or violence as well as the biology-based treatments of these behavioral health problems.
- Conduct scholarly research using library resources to locate peer-reviewed sources relevant to specific topics in biopsychology.
- Connect biopsychological principles to everyday events and personal experiences.
PSY 795 - Integrative Capstone: Internship in Applied Psychology
Credits: 4
This capstone course is a field-based internship designed to develop and hone the practical application skills of an Applied Psychology major. The course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where psychology-related knowledge and skills are applied. NOTE: Registration for this course, an internship, is by permission of Academic Affairs. Early registration deadlines may apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): BEHS 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Complete an in-depth, supervised experience in a field setting that is related to Applied Psychology and reflective of the student’s professional development.
- Apply knowledge of systems, operations, and roles fundamental to the field in the context of an individually developed project that includes evidence-based sources of information.
- Apply discipline knowledge, skills, and methods to a specific field setting, client population, or service clientele.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Clearly and professionally communicate all aspects of the project, including the student's reflections on the integration of knowledge achieved through the completion of the internship.
PSY 797 - Integrative Capstone: Project in Applied Psychology
Credits: 4
This capstone course in applied psychology requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students will complete an independent project that requires conducting scholarly research on a chosen topic, critically evaluating the relevant literature, and synthesizing peer-reviewed sources into a scientific paper that conforms to APA formatting standards. Students will become familiar with the APA ethical standards regarding human research, and students choosing to conduct an empirical study collecting data from human participants will be required to undergo a review and approval process by the Institutional Review Board (IRB). Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): BEHS 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Write an APA style literature review or research report on a topic within psychology that fully examines, critically evaluates, and synthesizes current theory and research and generates a new understanding of the subject matter.
- Conduct scholarly research using library resources to locate evidence-based, peer-reviewed sources and incorporate these sources into the capstone project.
- Demonstrate skills in scientific writing and use of American Psychological Association (APA) formatting.
- Integrate prior course work with new information gathered through the literature search and expand the breadth and depth of existing knowledge and skills.
- Evaluate relevant behavioral concepts, constructs, and theories and express these findings in ways appropriate for different audiences. For projects that involve collecting data from human participants, establish conceptual and operational definitions for behavioral variables relevant to the research topic.
- Clearly and professionally communicate all aspects of the project, including its nature, theoretical foundations, conclusions, and the student's reflections on the integration of knowledge achieved through the completion of the project.
- Demonstrate a thorough understanding of the American Psychological Association's ethical standards for researchers, and for all research activities involving human participants, follow college policy requiring review and written approval by the College’s Institutional Review Board prior to data collection.
Science (SCI)
SCI 412 - Introduction to Astronomy
Credits: 4
Through a variety of activities, this course provides the student with a basic background in astronomy which enhances appreciation of the universe and the technology used in our attempt to understand it. This course exposes the student to the real, measurable, and verifiable connections that exist between the universe and life on Earth. Readings, observations, discussions, and other activities will explicate that what goes on out there can and does have a real and measurable influence on what happens down here.
Attributes: Physical Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 512G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply the scientific method to the study of astronomy.
- Discuss the scale for the solar system, our galaxy, and the universe as a whole, including factors such as distance, age, and structure in the universe.
- Observe the universe through field experience(s) in astronomy.
- Define key terms as used in astronomy including latitude and longitude; reference points and ranges; the Astronomical Unit; the light year; and the parsec.
- Summarize the contributions of key astronomers, theorists, and explorations.
- Explain astronomical processes, concepts, classification systems, and theories relevant to the study of space.
- Discuss the probability for life elsewhere in the solar system, in the galaxy, and in the universe.
- Articulate how the fundamental forces of the universe play a role in its expansion.
SCI 470 - Physical Geography
Credits: 4
Physical Geography is the study of planet Earth. In this course, students examine the nature of the Earth's six spheres: the atmosphere (the layer of gases); hydrosphere (the water in oceans, streams, lakes, etc.); cryosphere (the ice in glaciers); geosphere (the solid earth), biosphere (life); and anthrosphere (humans and human activities). By investigating the processes operating within each sphere and how these spheres interact with each other to shape all aspects of our planet, students gain an understanding of how the Earth works and how landscape features have formed.
Attributes: Physical Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 518G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply the scientific method to the study of physical geography.
- Summarize key theories and employ appropriate terminology in the study of physical geography.
- Describe the nature of the six spheres (atmosphere, hydrosphere, cryosphere, geosphere, biosphere, and anthrosphere) and explain the processes within each sphere.
- Observe, record, and discuss the interactions between some of the six spheres.
- Utilize a variety of maps, data, and/or case studies to access information about the world.
- Analyze a variety of human activities (anthrosphere) which, either intentionally or unintentionally, affect the other sphere and assess the impact of human activity on the world around us.
SCI 480 - Introduction to Oceanography
Credits: 4
This course examines the ocean, including the processes that control its major features, the life within it, and its impact on earth processes. An ecological approach is used to integrate the geological, biological, chemical, and physical aspects of oceanography. Special emphasis is placed on the coastal environment.
Attributes: Physical Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 520G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply the scientific method and interdisciplinary lenses to the study of oceanography.
- Explore the four main disciplines of oceanography: marine biology, marine chemistry, marine geology, and physical oceanography.
- Discuss primary theories related to the ocean’s origins and plate tectonics, as well as relevant ocean explorations.
- Explain the general characteristics and features of the oceans, including each of the three major zones of the continental margin, shorelines, marine sediments, and thermohaline circulation.
- Explore current issues and case studies related to the oceans, shoreline, and the marine environment.
SCI 490 - Human Biology
Credits: 4
This course is an introductory study of anatomy and physiology that provides a foundation in biological science and the structure and function of the human body. Topics explored include cellular biology and molecular composition, tissues, organs, and how the human body systems perform and adapt. The building of a relevant vocabulary and a foundation of facts and concepts provides the background needed for further understanding of developments in bioscience and biomedicine.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 505G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply scientific reasoning to evaluate a biological problem.
- Describe basic concepts of cell biology and how they relate to normal and abnormal function.
- Explain the function and structure of a human body system.
- Identify how the human body responds to internal and external stress.
- Explain the basic concepts in biochemistry and how they are related to normal and abnormal aspects of life.
- Describe biological changes that occur over the human lifespan.
- Evaluate inherent and genetic disease risk.
SCI 502 - Nutrition and Health
Credits: 4
This course provides the student with a foundation in the science of human nutrition and metabolism. The research supporting direct and indirect links between nutrition and disease is introduced. Topics covered may include the biological functions and food sources of each nutrient; nutrition guidelines and standards; digestion and absorption of nutrients; nutrition throughout the lifecycle; food safety and technology; energy balance and weight management; eating disorders and disturbances; and physical activity.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 502G
Grade Mode: Letter Grading
View Course Learning Outcomes
- 1.Examine the scientific principles and theories of human nutrition. 2.Describe the basic nutrients, their sources, and their relationship to major physiologic functions. 3.Explain the digestion, absorption, and metabolism of nutrients. 4.Identify recommended daily nutritional intake requirements and associated deficiencies and excesses for different populations. 5.Determine health education recommendations for dietary improvements based on assessment of nutritional status. 6.Identify valid and reliable sources of nutrition information. 7.Describe the roles that adequate nutrition and lifestyle behavior play in contributing to disease prevention and health promotion.
SCI 508 - Issues in Women's Health
Credits: 4
This course examines women's health and women's health care from biological, medical, historical, political, and social perspectives. It begins with the study of endocrinology and the physiological processes unique to women. Factors related to health care issues specific to women are examined. Societal and health care constraints, which hinder women from achieving their full health potential are also addressed. The course also presents information on women's health care practices, including the concept of self-care, and relates this to the development of educated consumerism in the health care industry.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 508G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply scientific reasoning to evaluate a women's health issue.
- Describe basic biological processes and features of human anatomy that pertain to women's health.
- Describe the impact of medical interventions on women's biology.
- Formulate factors which are important in becoming an educated consumer of our health care system.
- Explain the value of self-care for preventative health.
- Describe the interrelatedness of social, political, and economic issues that impact women's health care.
SCI 509 - Disease Prevention and Health Promotion
Credits: 4
This course is a survey of various diseases that have emerged as serious health problems on a global scale. Students examine the etiology, transmission, detection, treatment, and method of prevention of ancient and newer diseases that continue to pose health threats, including risks related to pandemic and endemic disease.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 509G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply evidence-based practices to the study of 21st-century diseases.
- Differentiate bacterial, fungal, mycoplasma, and viral infection types.
- Analyze the relationship between human behavior and communicable versus non-communicable disease.
- Examine immune response to the environment, human behavior, and to pathology of disease.
- Identify various types of prevention and treatment interventions for communicable and non-communicable diseases.
- Articulate the impact of endemic and pandemic disease on an individual, community, and global scale.
- Analyze public health policies and cultural differences with respect to disease detection, treatment, and prevention.
SCI 528 - Natural History of Northern New England
Credits: 4
This course focuses on the evolutionary adaptations of plants and animals that allow them to survive and thrive through all of New England's seasons. Students are introduced to the origin and development of the diverse ecosystems of our region and their relationship to the resident and migratory wildlife of Northern New England. The effects of the Ice Age on northern New England's topography and on the rhythms of the animal and plant life cycles are investigated.
Attributes: Phys Natural World (Gen Ed)
Equivalent(s): SCI 528G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply the scientific method to the study of the natural history of New England.
- Articulate a working knowledge of the primary concepts and fundamentals of ecology, evolution, and adaptation of species.
- Interpret historical and current climate-induced environmental changes and weather patterns, and recognize the significance of seasonal cycles within the ecosystems of northern New England.
- Identify the ecological importance of decay and nutrient recycling within the ecosystems of northern New England.
- Describe the concepts of predator-prey relationships, carrying capacity and how they relate to faunal migrations, hibernation, and population dynamics.
- Explain the physiological adaptations of plant species for different seasons and how these adaptations affect the abundance and distribution of birds and mammals.
SCI 541 - Introduction to Environmental Science
Credits: 4
An introductory survey of global environmental problems such as global warming, acid rain, nuclear waste storage, agricultural runoff, and heavy metal contamination. This course explores the interrelationship between the natural environment and the effects of human activity resulting in pollution of air, water, and land. A major focus of the course is critical examination of ecological, economic, and political aspects of pollution in a global context.
Attributes: Physical Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 541G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply the scientific method to the study of environmental science.
- Describe the major natural processes of land, water, and air.
- Discuss key concepts in environmental science such as natural resources, ecosystems, biodiversity, sustainability, ecology, and climate change.
- Identify the evolution and consequences of certain environmental problems.
- Identify potential solutions to current environmental problems, including the role of government, industry, environmental organizations, and other global entities.
- Review and interpret current environmental research issues and perspectives.
SCI 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Science. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): SCI 544G
Grade Mode: Letter Grading
SCI 550 - Wellness and the Human Body
Credits: 4
This course examines the integration of the human body systems. Common pathologies that interfere with normal physiological function and quality of life are examined and evidence-based practices for disease prevention and wellness are addressed. Recommended: SCI 490.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Equivalent(s): SCI 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the anatomical features and primary roles of the human body systems.
- Examine common pathologies that impact the structure and function of the human body.
- Analyze the integration of the physiological systems to achieve homeostasis.
- Examine evidence-based practices for disease prevention, wellness, and quality of life.
SCI 604 - Principles of Exercise Science
Credits: 4
This is an applied course addressing exercise physiology and integrated kinesiology principles. Students will examine how the mind and body respond to various intensities and modalities of exercise as well as explore various methods of measuring physiological variables such as cardiovascular fitness, muscular strength and endurance, flexibility, and body composition. Topics include: energy systems, neuromuscular concepts, and functions of the cardiovascular and respiratory systems during rest and exercise. Students enrolled in this course are required to complete the college's risk waiver prior to participating in any physical activity.
Attributes: Biological Science(Discovery); Phys Natural World (Gen Ed)
Prerequisite(s): SCI 490 with a minimum grade of D- or SCI 505G with a minimum grade of D-.
Equivalent(s): SCI 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Define the physiological principles related to the cardiovascular, respiratory, nervous, skeletal, and muscular systems and the adaptations of those systems from various modalities of exercise.
- Differentiate the aerobic and anaerobic metabolic systems.
- Analyze the unique nutritional demands associated with fitness training.
- Apply scientific reasoning to evaluate standard recommendations for exercise.
- Through simulation or case studies, apply general training principles and incorporate evidence-based best practice to achieve specific health, fitness and performance goals.
SCI 610 - Contemporary Issues in Personal and Global Health
Credits: 4
This course explores current issues in health from a scientific lens. Students will examine diverse factors that influence the wellness-illness continuum related to a specific topic. Perspectives include the biological, sociocultural, behavioral, and public health implications, to these personal and global health challenges.
Attributes: Environment,TechSociety(Disc); Phys Natural World (Gen Ed); Writing Intensive Course
Equivalent(s): SCI 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze multiple scientific perspectives regarding a contemporary health issue.
- Assess the values and perspectives of diverse individuals, communities, as well as cultures, and their influence on health behavior, choices, and practices.
- Explain the influence science and technology have on individual and population health.
- Implement evidence-based practices to evaluate individual, community, and global health challenges and respective interventions.
SCI 615 - Fitness and Health
Credits: 4
This course presents the concepts of physical activity and exercise that connect to our health and well-being. Students will study how exercise is a mechanism to improve fitness, control weight, cope with life stressors, and optimize mindset. Students will have the opportunity to explore how the body and mind respond to different types of physical activity and the resulting health improvements of physical activity recommendations. Health behaviors and tools that support physical activity as part of a holistic approach to wellness will be addressed.
Attributes: Phys Natural World (Gen Ed)
Equivalent(s): SCI 615G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Define the concepts of physical activity, exercise, and health.
- Examine the multidimensional short-term and long-term health benefits of physical activity and exercise.
- Distinguish specific benefits with the type of exercise, including cardiovascular, muscular strength, and flexibility.
- Define the components of an optimal fitness program.
- Identify strategies for effective weight/energy management.
- Describe the benefits of routine physical activity on mental well-being and stress management.
- Compare lifestyle choices that impact healthy behaviors.
- Describe the benefits and challenges of behavior change and the behavior change model.
SCI 644 - Special Topics: Upper Level
Credits: 1-4
A study of current and variable topics in Science. Course content changes from term to term. It is expected that the student will have prior course work or experience in the subject area.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): SCI 644G
Grade Mode: Letter Grading
Social Science (SOSC)
SOSC 445 - Race & Diversity in the U.S.
Credits: 4
This course offers an introduction to the body of research and understanding about race and diverse identities and cultures, particularly in the context of the United States. Students will identify and describe terminology relating to race and diversity and will explore and describe the concepts of race, culture, class, sex, and gender identity as social constructs. Students will be asked to think critically about assumptions related to race- and sex-based hierarchical ideas and the effects of those assumptions on equitable economic, social, and political participation in the United States. Students will explore, and explain, the meaning of intersectionality as it relates to diverse identities (e.g. race, ethnicity, sex and gender, etc.).
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): SOSC 505G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and describe key terminology and concepts related to race and diversity.
- Describe the meaning of a social construct as a sociological phenomenon and apply its principles to a given example related to race, culture, class, or gender identity.
- Evaluate the effect of psychological and sociological race- and sex-based hierarchies on individuals or groups in terms of their equitable inclusion in economic, social, and political participation in the U.S.
- Explain the meaning of intersectionality as it relates to the connection between diverse forms of identity (e.g., race, ethnicity, sex and gender identities, etc.) and describe how it applies to an example where there are interdependent methods of discrimination.
- Describe a situation in which there is evidence of discrimination according to race, ethnicity, sex, or gender identity and provide analysis of the indicators that support these claims.
SOSC 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in Social Science. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): SOSC 544G
Grade Mode: Letter Grading
SOSC 602 - Men and Women in Cross-Cultural Perspectives
Credits: 4
This course provides a basis for analyzing alternatives in the relationships between men and women by looking at the roles women play in widely different societies; for example, in peasant, socialist, and capitalist industrial societies. The range of women's and men's roles in a variety of cultures is explored.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): SOSC 602G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Pursue an interdisciplinary approach to learning about and discussing gender roles in societies.
- Articulate the impact of culture, history, and biography on how men and women perceive themselves and each other in relation to the rest of the social world and describe how they act on these perceptions.
- Research and explore how race, class, and ethnic differences complicate shared gender experience.
- Describe what similarities exist across the boundaries of groups.
SOSC 610 - Multicultural Perspectives in Education
Credits: 4
In this course, students will demonstrate an understanding of the major principles, theories, and research pertaining to the influence of cultural groups and subgroups on language learning, school achievement, and acculturation. Students will explore the role of cultural and social identities and demonstrate the ability to apply this knowledge in identifying environments that support both students’ identities and academic needs. The role of the dominant culture and its impact on students will be explored.
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): EDU 631G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and describe the major principles, theories, and research describing the influence that cultural groups, including the majority group, can have on language learning, school achievement, social adjustment, and acculturation.
- Describe and differentiate several cultural systems.
- Apply knowledge of the nature and role of culture to select learning environments that support students’ cultural identities and academic needs.
- Explain the issues of fairness and bias relating to assessment and detail the use of unbiased diagnostic, language proficiency, and academic evaluations for students.
SOSC 630 - Aspects of Aging in a Modern Society
Credits: 4
The course introduces the physical, psychological, economic, and social aspects of aging. Attention is given to these key aspects of aging and their relationship to the characteristics of our aging population in the United States. The course also explores the impact of culture, family structure, and societal values on the elderly in our society.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): SOSC 630G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and define the following four aspects of aging: social, psychological, physical, and economic.
- Analyze the relationship among and between the four aspects of aging and their impact on the individual and group within society.
- Recognize the role of societal norms and values in determining the attitudes toward the elderly in America.
- Relate the diverse social and cultural values of the elderly to the social, economic, physical, and psychological aspects of aging.
- Identify and discuss the demographics of the United States' aging population.
- Discuss findings from major research studies in the field of aging and gerontology and apply to case studies and readings.
- Examine factors that have an impact on the well-being of the elderly including program funding, health care, housing, and retirement.
SOSC 644 - Special Topics: Upper Level
Credits: 1-4
A study of current and variable topics in Social Science. Course content changes from term to term. It is expected that the learner will have prior coursework or experience in the subject area.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): SOSC 644G
Grade Mode: Letter Grading
SOSC 675 - Dynamics of Family Relationships
Credits: 4
This course examines evolving family structures in contemporary American society. The functions that a family serves are reviewed. The stages of family life and development, a variety of communication patterns, and the causes of breakups are addressed. The focus of the course is on helping students develop an ability to assess the strengths of a family system, evaluate the decision-making processes used by a family, and discuss the resiliency of the family. The course reviews a range of intervention methods that can be used to improve family relationships.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-.
Equivalent(s): SOSC 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe current American courtship patterns and explain processes couples use in deciding to begin their families.
- Define contemporary patterns of American families including single parent families, nuclear families, blended families, and alternative families.
- Recognize stages of family life and development of its members.
- Construct a family genogram and demonstrate how it can be used in health and clinical settings.
- Define communication patterns and illustrate how they impact a family's ability to manage problems as they arise.
- Illustrate causes of disruptions in family development.
- Analyze research on the coping styles of healthy families and methods of intervention that increase the resilience of family systems.
- Describe the composition of a family and identify patterns of interaction.
- Articulate the ethical considerations and parameters that guide the conduct of research and govern the use of research when working with families.
SOSC 680 - Stress and the Family
Credits: 4
This course examines the characteristics of both healthy and troubled families as they progress through each developmental stage. Change is a constant in each person's life; the family's response to change and the resulting stress is reviewed. A family's ability to manage extraordinary stressors, from both external and internal sources, is discussed. There is an emphasis on maladaptive patterns including family violence, runaways, and self-harming patterns. NOTE: Completion of SOSC 675 is recommended.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-.
Equivalent(s): SOSC 605G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the essential tasks of the family, the stages of development through which families pass, and characteristic patterns of family functioning.
- Utilize systems theory to analyze how well an individual family is functioning.
- Explain the typical changes a family must make to adapt to each stage of the developmental sequence.
- Examine how normal stressors can cumulatively damage some families’ adaptive mechanisms.
- Describe how extraordinary stressors such as job loss, economic downturns, or military actions can impact a family’s stress levels.
- Analyze several maladaptive strategies used by family members, including violence, running away, and substance abuse.
- Compare and contrast strategies of effectively functioning families with maladaptive strategies, focusing on aspects of family life such as parenting, communication, and support networks.
- Examine local community resources available to support family functioning.
- Develop a plan to help foster resilience in family systems with their local community.
SOSC 710 - Social Stratification and Inequality
Credits: 4
This course explores the diversity of life experiences in contemporary America and assesses structured inequality in terms of socioeconomic, racial, gender, and sexuality differences. Using the theoretical framework of the social construction of race, gender, economic class, sexual orientation, and disability in historical contexts, the course examines how and why stratification systems emerge and are reproduced. Students then consider alternatives to the categories of difference and the processes, philosophical developments, institutions, and conditions that lead to and rely on power and privilege in modern society.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-.
Equivalent(s): SOSC 637G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Summarize the interdisciplinary approach to understanding structured societal inequalities.
- Analyze the theoretical framework of the social construction of race, gender, economic class, and sexual orientation in historical contexts.
- Articulate the ways in which individuals are circumscribed by their position in the social stratification system.
- Critically evaluate and propose alternatives to categories of difference, social institutions, and conditions that lead to and rely on power and privilege in modern society.
Sociology (SOCI)
SOCI 410 - Introduction to Sociology
Credits: 4
This course introduces basic concepts, theories, and methods in the discipline of sociology that reveal the relationship between the individual and society and challenge students to develop a sociological perspective. Students are exposed to diverse cultures and social structures with an emphasis on the dynamics of power and inequality on the local, national, and global levels as they are influenced by the social constructs of race, ethnicity, class, gender and sexuality.
Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)
Equivalent(s): SOC 501G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Develop and employ the sociological imagination to examine familiar experiences.
- Explore the sociological significance of stratification and inequality, including class, race, religion, ethnicity, gender, age, sexual orientation, and able-bodiedness.
- Recognize the methodologies and ethical considerations of sociological research using human participants.
- Define the major theoretical sociological perspectives, including symbolic interactionism, functionalism, and conflict theory.
- Describe the broader social context of behavior by looking at individuals’ social location and the social structure.
- Detail the socialization process.
- Define culture and discuss its formation, including concepts of ethnocentrism, cultural relativism, and pluralism.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
SOCI 601 - Society and the Individual
Credits: 4
This course explores the interface between individuals and their social context. It uses sociological perspectives such as symbolic interactionism, functional theory, and conflict theory to examine the relationships we as individuals have with our society. The course also examines the extent to which our roles and statuses are determined at birth, and the roles we play in shaping ourselves as well as the institutions in which we live. How social factors influence individual perceptions and choices is viewed in the context of the institution of marriage; family structure and relationships; demographics such as age, gender, race, ethnicity, and class; attitudes and moral behavior; violence and aggression; and work and authority.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): SOC 601G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the process of socialization and discuss how individual differences affect the socialization process and shape life experiences.
- Discuss the development of attitudes, beliefs, and values and explain how these may evolve into prejudice or bigotry.
- Compare and contrast the gender-based differences that influence individual experiences.
- Analyze how aspects of personal power are exercised and how individuals can make changes to increase their ability to influence others.
- Explain how people’s sense of personal effectiveness influences their social behavior and how a sense of impotence can lead to aggressive outbursts.
- Discuss how cultural attitudes towards devalued groups such as elders, minorities, homeless people, or people with disabilities influence public policy.
- Compare and contrast related theoretical perspectives, e.g., symbolic interactionism, functional theory, and/or conflict theory, in the analysis of human social behavior.
SOCI 603 - Work and Society
Credits: 4
This course analyzes the social nature of work in industrial societies. Topics include the study of occupations, training, automation, unemployment, and the role of minorities in the workplace. Through ethnographic case studies and recent articles, the course compares work structures in North America, Asia, and Europe.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D-.
Equivalent(s): SOC 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the major trends in the history of work as a society's economic base changes from agriculture to industry to service.
- Discuss sociological perspectives on work.
- Explore the socialization process that surrounds training and establishes subcultures in a variety of occupations.
- Identify major work-related sociological concepts such as the work ethic, diversity in the multicultural/global and multigenerational workplace, work-life balance, social class status, bureaucracies, alienation, etc.
- Apply sociological methods such as observation and interview as appropriate within the student's field of study.
- Analyze the impact of technological changes on workers and workplaces.
- Compare and contrast work structures and organization across industrial societies.
SOCI 675 - Child Abuse and Neglect
Credits: 4
This course provides an examination of child maltreatment from a variety of perspectives, including theoretical, cultural, historical, and legal. It offers definitions of the types of child abuse and neglect, and allows students to reflect on how culture and history play roles in the defining process. Students learn to identify signs and symptoms resulting from maltreatment, and take an in-depth look at how trauma affects all areas of child development. The roles of child protection workers, the complex child protection system, and the legal systems are explained. Students have the opportunity to critically review current research and debate emotionally charged ethical issues. This course challenges students to consider the dynamics that may lead people to harm children and connect the development of prevention strategies to these variables.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D-.
Equivalent(s): SOC 607G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Define child abuse and neglect from historical and cultural perspectives.
- Identify the types and indicators of child maltreatment.
- Recognize child and family risk and protective factors associated with child abuse and neglect.
- Outline character attributes and family dynamics often found within abusive families.
- Analyze current research on the effects of childhood trauma on child development and outcomes for adults.
- Recognize multiple perspectives on ethical issues, such as mandated reporting, parental rights, and sex offender registries.
- Explore individual biases and their impact on professional fields when confronting controversial issues in child abuse and neglect.
- Chart the child protection and legal systems in terms of prevention, intervention, and treatment.
- Explain the importance of empathy and a non-judgmental approach when working with victims, offenders, family members, and others affected by child abuse and neglect.
SOCI 680 - Issues of Addiction in Special Populations
Credits: 4
This course explores important complications that arise when dealing with addiction-related issues of special populations (e.g., children, homeless, criminal justice system involvement, gender, sexual orientation). Emphasis will be placed on exploring the ways to educate and connect people to the services available.
Prerequisite(s): (PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D- or CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D-) and (PSY 565 with a minimum grade of D- or PSY 515G with a minimum grade of D-).
Equivalent(s): SOC 612G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Articulate their own attitudes, values, and other characteristics in working with diverse populations.
- Explain the sociocultural barriers to mental and physical health care for addictions-related individuals in special populations.
- Identify cross-cultural strategies related to addictions-related human services work.
- Demonstrate planning and assessment strategies based on the needs of special populations.
- Create a plan to connect at least one special population with the community services available.